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

Bibliographic Data

ID22043973
AuthorsLourdes Villardón-Gallego (0000-0001-7011-2444, Universidad de Deusto, corresponding author), Lirio Flores (0000-0002-1996-4569, Universidad de Deusto), Lara Yáñez-Marquina (0000-0002-1002-7499, Universidad de Deusto), Roberto García-Montero (Peñascal Kooperatiba, 48004 Bilbao, Spain)
Year2020
Volume10
Issue9
Pages230
Publication date2020-09-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci10090230
OpenAlexW3081522773
LanguageEN
Citations received5
References cited25

(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

Best practice · Checklist · Medical education · Pedagogy · Political science · Social exclusion · Vocational education · Disability Education and Employment · Education Systems and Policy · Innovative Education and Learning Practices · Medicine · Psychology · Social Psychology

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