Buscando mejores oportunidades formativas y laborales de jóvenes en una situación vulnerable

  1. Magdalena Jiménez Ramírez
  2. Rocío Lorente García
  3. Mónica Torres Sánchez
Revista:
Pedagogía social: revista interuniversitaria

ISSN: 1139-1723

Año de publicación: 2023

Número: 42

Páginas: 107-118

Tipo: Artículo

DOI: 10.7179/PSRI_2023.42.07 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Pedagogía social: revista interuniversitaria

Objetivos de desarrollo sostenible

Resumen

Young people are facing increasingly longer and more diverse transitions to adulthood. To support young people during their transitions, the European Union has promoted the development of different lifelong learning initiatives, programs and policies that aim, among others, to successfully manage transitions to the labor market and fully participate in the labor market. This research is part of European project that analyzes, among other objectives, how these policies fit young adults’ perceptions and expectations of their formal and non-formal competencies and thus enable them to create meaningful meanings throughout their life trajectories. This article presents an analysis of some young people exposed to a vulnerable situation and who are beneficiaries of some of these programs. Specifically, biographical interviews were developed with ten young people. The results are organized according to the self-presentation of the interviewee, the construction of his/her life history, the elaboration of a life plan and the experience with the selected learning policy and point to the need to rethink lifelong learning policies based on the need to coordinate different areas, not only those related to the improvement of employability, to respond to the challenges that young adults have to face in their life transitions.

Referencias bibliográficas

  • References Alves, M.G., Neves, C., & Gomes, E.X. (2010). Lifelong learning: Conceptualizations in European educational policy documents. European Educational Research Journal, 9(3), 332–344. https://doi.org/10.2304/eerj.2010.9.3.332
  • Barroso-Hurtado, D., & Chan, R. (2019). Why Enrol in a Lifelong Learning Programmme? A Comparative Study of Austrian and Spanish Young Adults. Social Inclusion, 7(3), 110-121. https://doi.org/10.17645/si.v7i3.2088
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. https://doi.org/10.1080/02660 830.2007.11661545
  • Cieslik, M., & Simpson, D. (2006). Skills for Life? Basic skills and Marginal Transitions from School to Work. Journal of Youth Studies, 9(2), 213-229. https://doi.org/10.1080/13676260600635656
  • Comisión Europea (2017). El pilar europeo de los derechos sociales en veinte principios. https://ec.europa.eu/info/strategy/priorities-2019-2024/economy-works-people/jobs-growth-and-investment/european-pillar-social-rights/european-pillar-social-rights-20-principles_es
  • Corbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, 13(1), 3-21. https://doi.org/10.1007/BF00988593
  • Cuzzocrea, V. (2020). A place for mobility in metaphors of youth transitions. Journal of Youth Studies, 23(1),61–75. https://doi.org/10.1080/13676261.2019.1703918
  • Du Bois-Reymond, M., & López Blasco, A. (2004). Transiciones tipo yo-yo y trayectorias fallidas: Hacia las políticas integradas de transición para los jóvenes europeos. Revista de Estudios de Juventud, 65, 11–29.
  • Elder, G. (1998). The Life Course as Developmental Theory. Child Development, 69(1), 1-12. https://doi.org/10.2307/1132065
  • European Group for Integrated Research (EGRIS) (2002). Leading or Misleading Trajectories? Concepts and Perspectives. In A. Walther & B. Stauber (Eds.), Misleading Trajectories Integration Policies for Young Adults in Europe? (pp.117-151).Wiesbaden: Springer. https://doi.org/10.1007/978-3-663-10808-5
  • Evans, K., & Biasin, C. (2017). Exploring agency, learning and identity in women’s life trajectories in United Kingdom and Italy. Revista Española de Educación Comparada, 29, 15–32
  • Furlong, A. (2009). Revisiting transitional metaphors: Reproducing social inequalities under the conditions of late modernity. Journal of Education and Work, 22(5), 343–353. https://doi. org/10.1080/13639080903453979
  • Glaser, B.G., & Strauss, A.L. (2009). The Discovery of Grounded Theory: Strategies for Qualitative Research. Rutgers University Press.
  • Hallqvist, A., Ellström, P.E., & Hydén, L.C. (2012). The many faces of biographical learning. Studies in the Education of Adults, 44(1), 70–84. https://doi.org/10.1080/02660830.2012.11661624
  • Heinz, W.R., Huinink, J., Swander, C.S., & Weymann, A. (2009). General Introduction. In W. R. Heinz, Weymann, A. & J. Huinink (Eds.), The Life Course Reader. Individuals and Societies Across Time (pp. 15-30). Campus.
  • Katznelson, N. (2017). Rethinking motivational challenges amongst young adults on the margin. Journal of Youth Studies, 20(5), 622-639. https://doi.org/10.1080/13676261.2016.1254168
  • Kotthoff, H.G., Gáfaro, J.F., Bittlingmayer, U.H., Boutiuc-Kaiser, A., Parreira do Amaral, M., & Rinne, R. (2017). International report: LLL policies and inclusion in education and work (YOUNG_ADULLLT Working Paper). University of Education Freiburg.
  • Kovacheva, S., Jacovkis, J., Startari, S., & Siri, A. (2018). Young adults’ participation in LLL and its impact on their life projects. In M. Parreira do Amaral, J. Zelinka & M. Schweisfurth (Eds.), Comparative analysis and reporting: Comparative analysis strategy. YOUNG_ADULLLT Working Papers (pp.91–111). University of Münster.
  • Leccardi, C. (2012). Young people’s representations of the future and the acceleration of time. A generational approach. Diskurs Kindheits- und Jugendforschung Heft, 1, 59–73.
  • Mason, J. (2002). Qualitative Researching. Londres: Sage.
  • Ministerio de Educación y Formación Profesional (2022). Nivel de formación, formación permanente y abandono: explotación de las variables educativas de la EPA. https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/laborales/epa.html
  • Nóvoa, A. (2010). La construcción de un espacio educativo europeo: Gobernando a través de los datos y la comparación. Revista Española de Educación Comparada, 16, 23-41.
  • Nóvoa, A. (2019). How much long life is there in lifelong learning? Paper presented at the YOUNG ADULLLT Policy Seminar & Final Conference, Lisbon, Portugal.
  • Parreira do Amaral, M., Weiler, A., & Schaufler, S. (2016). Ethical Issues (YOUNG_ADULLLT Working Paper). Westfälisch Wilhelms-Universität Münster.
  • Rambla, X., Jacovkis, J., Kovacheva, S., Walther, A., & Verlage, T. (2018). International qualitative analysis report (YOUNG_ADULLLT Working Paper). Autonomous University of Barcelona.
  • Rambla, X., Kovacheva, S., & Parreira do Amaral, M. (2020). Between knowledge and economy: lifelong learning policies for young adults in Europe. In M. Parreira do Amaral, S. Kovacheva, & X. Rambla (eds.), Lifelong learning policies for young adults in Europe: Navigating between Knowledge and Economy (xvii-3). Policy Press.
  • Rambla, X., & Kovacheva, S. (2021). Constructing meaningful transitions in a vulnerable situation—The role of lifelong learning policies in European regions. International Journal of Social Welfare, 00, 1–10. https://doi.org/10.1111/ijsw.12505
  • Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. In A.M. Huberman & M.B. Miles (eds.), The Qualitative Researcher’s Companion (305–329). Thousand Oaks et al.: SAGE.
  • Sanderson, E. (2020). Youth transitions to employment: Longitudinal evidence from marginalised young people in England. Journal of Youth Studies, 23(10), 1310–1329. https://doi.org/10.1080/13676 261.2019.1671581
  • Stauber, B., & Walther, A. (2006). De-standardised pathways to adulthood: European perspectives on informal learning in informal networks. Papers. Revista de Sociología, 79, 242–262. https://doi.org/10.5565/rev/papers/v79n0.835
  • Verlage, T., Milenkova, V., & Ribeiro, A.B. (2020). Tackling vulnerability through lifelong learning policies? In M. Parreira do Amaral, S. Kovacheva, & X. Rambla (eds.), Lifelong learning policies for young adults in Europe. Navigating between knowledge and economy (pp.127–148). Policy Press.
  • Walther, A. (2006). Regimes of youth transitions: Choice, flexibility and securiy in young people’s experiences across diferent European contexts. Young, 14(2), 119-139. https://doi.org/10.1177/1103308806062737
  • Walther, A. (2017). Support across life course regimes. A comparative model of social work as construction of social problems, needs, and rights. Journal of Social Work, 17(3), 277–301. https://doi.org/10.1177/1468017316640195
  • Walther, A. (2022). Welfare states as transitions regimes: reconstruction from international comparison of young people’s transitions to work. In B. Stauber, A. Walther, & R.A. Settersten (eds.), Doing transitions in the life course processess and pratices (37-55). https://doi.org/10.1007/978-3-031-13512-5
Fuente de los datos: Dialnet