Initial vocational education and training in a second chance school in Andalusia (Spain): A case study

Abstract

Since the last decade of the twentieth century, school systems have confronted the dialectic between those increasingly widespread policies primarily aimed at increasing productivity and efficiency and other policies focussed on equity and educational and social inclusion. In this inherently contradictory scenario, in order to improve their inclusive capacity, school systems usually design programmes aimed specifically for delivery to their most vulnerable students. Paradoxically, these differentiated programmes can themselves produce or enhance outcomes of segregation. To highlight this dilemma, in this article, we present the case of a second chance Spanish school, which has developed an alternative educational model explicitly intended to reduce these effects. Specifically, we analyse its Initial Vocational Education and Training Program, which is constructed for those students who, given their problematic scholastic trajectory, do not have even the possibility of completing lower secondary education. As a result, they run a serious risk of early school leaving, of unemployment and of social exclusion. Although this is a single case study, the model developed by this school offers various pedagogical alternatives to conventional programming that could be applied, with appropriate adjustments to local circumstances, in other national and international contexts.

Burdening or boosting thematic subjects: students’ team-assisted individualization learning model

“…The TAI also gives pre-tests, explains basic material to students by forming the heterogeneous groups [52], [53]. Five-to-six students in groups are facilitated by the teacher [54], [55], to analyze or solve problems [56], [57]. Students will be asked to present the results of their group discussion, whilst the teacher also corrects and awards his or her students' works [58], [59].…”

Meningkatkan Mutu Lulusan Melalui Implementasi Praktik Kerja Lapangan

“…Penelitian dilakukan di SMK Islam 1 Blitar. Menurut (González-Faraco et al, 2019) menyatakan bahwa study case kerap digunakan untuk menggambarkan suatu kasus. (Bailey, 2013) juga menyatakan bahwa study case digunakan untuk menganalisis secara mendalam tentang suatu hal yang ingin diteliti.…”

Emancipation or Instrumentalisation in Erasmus+ Mobility: A Literature Review

“…In initial VET, mainly targeting youngsters of upper secondary or postsecondary school aged around 15-18 years, this direct relationship might overshadow other results, particularly those related to the role of education as a catalyst for social mobility and social justice (Apple, 2012;Belavi & Murillo, 2016;Biesta, 2017;Fritsch & Leite, 2019;Gutmann, 1999;Leite & Sampaio, 2020;Sampaio & Leite, 2021), feeding an emancipatory perspective that goes beyond mere market-driven instrumentalisation (González-Faraco et al, 2019). This framework creates the need for in-depth knowledge about the effects of E+ in the VET field, particularly related to promoting individual and social dimensions able to drive the emancipatory perspective (Avis, 2018).…”