Jóvenes en desventaja y cohesión social. Educación y futuro para todos

Authors

Francisco Cobacho CasasSalto de línea Maestro de Secundaria IES núm. 1 de Quart de Poblet Presidente Fundación Novaterra.

Javier Pons GarcíaSalto de línea Maestro de Secundaria. Asesor Centro de Profesores de Valencia.

Abstract

Underprivileged Young People and Social Cohesion.Education and Future for allSalto de línea Salto de línea The paper starts from an ethical assumption: training pathways must be set for people who fail at school and find difficulties for social integration, similarly to a ruled pathway for those who have manage to adapt themselves to the school system and who aim at finishing post-compulsory Secondary Education or even higher education. The authors make use of their broad and varied professional experience in the management and development of both measures and programmes in order to suggest issues for reflection and rise proposals for action, considering social and labour integration of disadvantaged youth. They take into account the observations,beliefs and intuitions that have sustained their experience in the development of vocational measures aimed at young people who show significant social disadvantages: difficult social integration if there is no social support and networks, the inability of the school system to face school failure, the commitment of all socio-educational agents involved to face this challenge, the heterogeneity of the population affected, the model of social integration through employment, the need to prepare students for life and not just to qualify them for employment. After analysing the situation, the authors present a methodological proposal based upon the crucial importance of the role of educators, the need to start from work, the task as the axis around which all training must be planned, the importance of the group of young people as an educational tool along with a planning based on processes, not just content.The importance of the tutorial action and guidance in such training programmes for active life is also remarked. With regard to PCPI, they offer a series of suggestions regarding those teachers that should work in such programmes, the most adequate curricula and methodology as well as the structure and organization of such programmes to be considered in current debates.

Keywords

ocial and work integration, training programmes for employment, educational care of students under social risk, methodological keys.