Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

Autor/inn/en	Villardón-Gallego, Lourdes; Flores-Moncada, Lirio; Yáñez-Marquina, Lara; García-Montero, Roberto
Titel	Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations
Quelle	In: Education Sciences, 10 (2020), Artikel 230 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Villardón-Gallego, Lourdes) ORCID (Flores-Moncada, Lirio) ORCID (Yáñez-Marquina, Lara)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Best Practices; Skill Development; At Risk Students; Disadvantaged Youth; Vocational Education; Secondary Education; Transfer of Training; Job Skills; Soft Skills; Competency Based Education; Employment Potential; Inclusion; Student Centered Learning; Active Learning; Cooperative Learning; Student Evaluation; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Benachteiligter Jugendlicher; Ausbildung; Berufsbildung; Sekundarbereich; Training; Transfer; Produktive Fertigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Inklusion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Kooperatives Lernen; Schulnote; Studentische Bewertung; Ausland; Spanien
Abstract	(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students' needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01