Jóvenes, fracaso escolar y programas de segunda oportunidad / Youth, academic failure and second chance training programmes

Abstract

RESUMENCuando los jóvenes deciden abandonar la escuela se encuentran en una situación de vulnerabilidad (fracaso escolar) que les dificulta su participación activa en los contextos ya no sólo educativos, también socioeconómicos e incrementa su riesgo de exclusión social, laboral y educativa. Esta investigación analiza esta situación de vulnerabilidad y evalúa aquellos factores que conducen a la misma, tales como factores personales, educativos, comportamentales, de percepción del dominio de las competencias básicas o procesos de orientación, analizando en profundidad algunos de ellos. Asimismo, examina qué alternativas formativas tienen estos jóvenes que les permite minimizar su riesgo de exclusión y mejorar su inclusión social, laboral y educativa. La investigación se desarrolla en el contexto de Cataluña. Usando una metodología mixta (cuantitativa y cualitativa) y un modelo de triangulación de fuentes (228 jóvenes, 16 tutores y 9 agentes empresariales) y de instrumentos para la recogida de información (cuestionarios aplicados a los jóvenes, entrevistas a tutores y agentes empresariales y análisis documental de 17 programas de formación para el trabajo en 7 municipios de Barcelona), esta investigación muestra como el fracaso escolar es el resultado de múltiples factores y dimensiones interrelacionadas. Asimismo, también muestra que los programas de formación y orientación para el trabajo pueden ser considerados como programas de segunda oportunidad para acceder al mercado de trabajo, o continuar en el sistema educativo. Palabras clave: Fracaso escolar; programas de formación para el trabajo; jóvenes no cualificados; competencia básicas; oportunidades de trabajo. ABSTRACTWhen young people decide to drop out of school they find themselves in a vulnerable situation (academic failure),that drags them out from having an active participation not only in educational context, but also socio-economical ones, increasing at the same time their risk of social, labour market and educational exclusion. This research analyses this situation of vulnerability and evaluates the possible factors that lead to it, such as personal and educational factors, behaviours, perception of mastery of key competences or guidance processes, studying several of them in a deeper way. It examines what kind of training alternatives these young people have in order to minimize their risk of exclusion and to improve their inclusion in society, labour market and educational context. The research is developed in Cataluña area. Using a mixed methodology (qualitative and quantitative) and a model for the triangulation or sources (228 young people, 16 tutors, and 9 entrepreneurs) and instruments for the data collection (questionnaires applied to young people, interviews to tutors and entrepreneurs, and documental analysis of 17 employment training programmes in 7 municipalities of Barcelona), this research demonstrates that academic failure is the result of multiple and interdependent factors and dimensions. It also shows that employment training and gu...

The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit

“…The UNDP [26] warned of the vulnerability of young people without studies, who can improve their social and professional development and their educational opportunities through BPT, as well as their perception, self-esteem, motivation and responsibility, resulting in improvement in the level inclusion in labor and educational contexts [40,43,45,53]. This possibility is affirmed.…”

“…Prior studies pointed to such a relationship [53]. More than a few authors speak about turning BPT into a measure capable of intervening on the socialization and work identity of students [45,47,52,54,55].…”

“…Its short duration results in the selection of incomprehensible content and objectives. Likewise, planning is usually short-term and adapted to the needs of the students, and must renounce interest in studies [43], because after the student's failure in the in the traditional system, they cannot offer more of the same [41,44,45]. Finally, taking into account that many of the students in the BPT program were guided unsuccessfully through Secondary Education, orientation and tutoring should be promoted by in BPT so that students can set goals and expectations [45,46], according to the peculiarities of the context and of the students themselves [47,48].…”

Oportunidad De Aprendizaje Y Eficacia Docente. Análisis Exploratorio De Factores Asociados

“…Respecto al alumnado con dificultades en su comportamiento, las acciones a potenciar pueden contemplar: identificación temprana, organización de intervenciones de respuesta inmediata, en la línea con los modelos RTI (Torgesen, 2009;Wright, 2012) y, en casos complejos, propuesta de programas de segunda oportunidad (Olmos y Mas, 2013).…”

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

“…There are also authors who consider the social and family context as elemental in its influence on student performance and the formation of this phenomenon (Chaparro et al 2016;Ibabe 2016;Mínguez et al 2019;Moreno 2010;Pérez and Betancort 2013;Fernández et al 2011). However, the most predominant approach is that school failure is a construction that is formed throughout the student's life in which multiples factors of different types are involved (Adame and Salvà 2010;Aristimuño and Parodi 2017;Carbonell 2010;Choi and Calero 2013;Da Silva and Ravindran 2016;Feito 2015;Fernández et al 2010;Olmos and Mas 2013;Roca 2010) and, in this sense, the results of this research agree, since the subjects of our research do not diminish the importance of the social, family and personal context of the student, among others. However, it is the academic factors on which we have focused, being those that occur in the educational context itself.…”