Youth, academic failure and second chance training programmes

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11 Citations (Scopus)

Abstract

When 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 guidance programmes can be considered as a 'second chance' alternatives to access to the labour market or to retake educational programs.
Original languageEnglish
Pages (from-to)78-92
JournalRevista Espanola de Orientacion y Psicopedagogia
Volume24
Issue number1
Publication statusPublished - 8 Jul 2013

Keywords

  • Educational failure
  • Employment opportunities
  • Employment training programmes
  • Key competences
  • Unskilled young people

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  • Cite this

    Olmos Rueda, P., & Mas Torelló, O. (2013). Youth, academic failure and second chance training programmes. Revista Espanola de Orientacion y Psicopedagogia, 24(1), 78-92.