Professional training for the unemployed and sustainable development
Factors limiting economic and social development
Keywords:
sustainable development, vocational training, social development, social inclusion, community, vulnerable unemployed.Abstract
This text analyzes vocational training in Europe in recent decades, based on thirteen documents of the European Union, from 1994 to 2020, and documents of regulations on vocational training in Spain. The results of the documentary analysis confirm an economic approach, more in line with the theory of human capital, moving away from what would be a training for sustainable development, such as economic and social development. This economic approach is contrasted with the results obtained in the research carried out in the province of Cádiz (Spain) in 2018, based on the analysis of documents and in-depth interviews with training centers of public and private organizations, with and without the intention of profit. The training centers comply with the criteria set by the regulations and by European Union documents, focusing on responding to the qualification needs of companies in an area with a high unemployment rate, trying to contribute, with little success, to the labor insertion of vulnerable groups. Therefore, it is a training focused on the economic dimension, moving away from what would be a training for sustainable development, limiting the possibilities of labor insertion and social integration of these vulnerable groups.
Downloads
References
BECK, Vanessa (2018). Capabilities and Choices of Vulnerable, Long-Term Unemployed individuals. Work, Emloyment and Society, 32(1), 3-9. https://doi.org/10.1177%2F0950017016686028
BECKER, Gary (1983) El capital Humano. Alianza.
BILLET, Stephen and SEDDON, Terri, (2004). Building Community throught Social Partnerships around Vocational Education and Training. Journal of Vocational Education and Training. 56(1), 51-67. https://doi.org/10.1080/13636820400200245
BONAL, Xavier (1998). Sociología de la educación. Una aproximación crítica a las Corrientes contemporáneas. Paidós Ibérica.
BRIONES, Guillermo, (1988). Métodos y Técnicas avanzadas de Investigación aplicada a la Educación y las Ciencias Sociales. Curso de Educación a Distancia. Corporación Editorial Universitaria. https://idl-bnc-idrc.dspacedirect.org/handle/10625/38172
CÁCERES, Pablo (2003). “Análisis cualitativo del contenido: Una alternativa Metodológica Alcanzable”. Psico-perspectivas. Revista de la Escuela de Psicología. 2(1), 53-82.
CATALÁ, Daniel, RASK, Mikko, de MIGUEL, María,(2020). The Demola model as a public policy tool boosting collaboration in innovation: A comparative study between Finland and Spain. Technology in Society, 63(101358), https://doi.org/10.1016/j.techsoc.2020.101358
CATALA, Daniel y DE MIGUEL Molina, María (2018). “La Innovación Social como modelo de gobernanza de las políticas sociales en el marco del paradigma colaborativo de la Open Innovation” - Actas del VII Congreso de la Red Española de Política Social (REPS): Políticas sociales ante horizontes de incertidumbre y desigualdad, celebrado el 4 y 5 de octubre de 2018 en Zaragoza. / coord. por Alessandro Gentile, Ana Lucía Hernández Cordero, Borja Miranda Larré.
CARBONARA, Nunzia y PELLEGRINO, Roberta (2020). The role of public private partnership in fostering innovation. Construction Management and Econmics. 38(2), 140-156. https://doi.org/10.1080/01446193.2019.1610184
CARBONARA, Nunzia & PELLEGRINO, R. (2018), Fostering innovation in public procurement through public private partnerships, Journal of Public Procurement, 18(3), 257-280. https://doi.org/10.1108/JOPP-09-2018-016
CARVAJAL, María Rosario (2021). Las empresas sociales implicadas en la formación para desempleados. El difícil reto de la Innovación Social. CIRIEC-España, Revista de Economía Pública, Social y Cooperativa, 102, 61-95. DOI: 10.7203/CIRIEC-E.102.16537
CEDEFOP (1999). Annual Report 1998 on Vocational Training. http://aei.pitt.edu/42109/1/1998_CEDEFOP.pdf
CEDEFOP (2004). Impact of education and training. Third report on Vocational Training Research in Europe: Background Report. Office for Official Publication of the European Communities. https://www.cedefop.europa.eu/files/3036_en.pdf
CEDEFOP (2009). Modernizing Vocational Education and Training. Fourth Report. https://www.cedefop.europa.eu/files/3043beta_en.pdf
CEDEFOP (2012). Annual Report 2011 on Vocational Training. https://www.cedefop.europa.eu/files/4115_en.pdf
CEDEFOP (2017). The changing nature and role of Vocational Education and Training in Europe. Conceptions of Vocational Educational and training: an analytical. Vol. I framework. https://www.cedefop.europa.eu/files/5563_en_0.pdf
CEDEFOP (2017). The changing nature and role of Vocational Education and Training in Europe. Result of a survey among European VET experts. Vol. II. https://www.cedefop.europa.eu/files/5564_en.pdf
CEDEFOP (2018). The changing nature and role of Vocational Education and training in Europe. Vol 3. The responsiveness of European VET systems to external change (1995-2015). https://www.cedefop.europa.eu/files/5567_en.pdf
CEDEFOP (2020). Vocational Education and training in Europe 1995-2035. Scenarios for European Vocational Education and Training in the 21st century. https://www.cedefop.europa.eu/files/3083_en.pdf
COLOM CAÑELLAS, Antonio J. (1992). El desarrollo sostenible y la educación para el desarrollo. Pedagogía Social 2, 31-49. http://espacio.uned.es/fez/eserv.php?pid=bibliuned:revistaPS-1998-02-2020&dsID=Documento.pdf
COMISIÓN EUROPEA. (1994). Crecimiento, competitividad y empleo. Retos y pistas para entrar en el siglo XXI. Libro Blanco. Comisión Europea. http://evalua.catedu.es/documentos/aragon/NormativaVarios/LB1993CrecimientoCompetitividadYEmpleoI.pdf
COM (2011). 902 final. Education and Training in a smart, sustainable and inclusive Europe. European Commission.
https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0902:FIN:EN:PDF
COM (2016). 381 final. A new Skills Agenda for Europe. https://ec.europa.eu/transparency/regdoc/rep/1/2016/EN/1-2016-381-EN-F1-1.PDF
COM (2019). Educates and Training 2020. Marking Group Mandates 2018-2020. https://ec.europa.eu/education/sites/default/files/document-library-docs/et2020_mandates_2018-2020_final.pdf
COM, (2020). 274 Final. European Skills Agenda for sustainable competitiveness, social fairness and resilience. European Commission. https://ec.europa.eu/transparency/regdoc/rep/1/2020/EN/COM-2020-274-F1-EN-MAIN-PART-1.PDF
CORTES, Hernán y PEÑA, José Ismael (2015). De la sostenibilidad a la sustentabilidad. Modelo de desarrollo sustentable para su implementación en políticas y proyectos. Revista Escuela de Administración de negocios. (78), 40-54. https://doi.org/10.21158/01208160.n78.2015.1189
DE MIGUEL MOLINA, Maria, (2009). E-Government in Spain: An Analysis of the Right to Quality E-Government. International Journal of Public Administration. 33(1), 1-10. https://doi.org/10.1080/01900690903178454
DHAMEJA, Suresh K., MAJUMDAR, Shyamal, and PARK, Man-Gon, (2009). Sustainable, Development through a Skilled, Knowledge-based Workforce. In J. Fien et al. (eds). Work, Learning and Sustainable Development. Springer Science. 225-237. https://link.springer.com/chapter/10.1007/978-1-4020-8194-1_16
EAPN-ES (2019). 9º Informe sobre el estado de la pobreza. European Anti-Poverty Network España. https://www.eapn.es/ARCHIVO/documentos/documentos/1579863836_informe_arope_2019_resumen_ejecutivo.pdf
EAPN-ES (2020). 10º Informe sobre el estado de la pobreza. European Anti-Poverty Network España. https://www.eapn.es/ARCHIVO/documentos/documentos/1602601990_informe_arope_2020_resumen_ejecutivo.pdf
FEJES, Andreas, and HOLMQVIST, Diana (2019). Procurement as a market in adult education, in Neoliberalism and Market Forces in Education: Lessons from Sweden, 156-169, Routledge.
FOUCAULT, Michel (2009). Nacimiento de la biopolítica. Ariel.
GALLEGO, Raquel y SUBIRATS, Joan (2011). Autonomies i desigualtats a Espanya: Percepcions, evolución social i politiques de bienestar. Generalitat de Catalynya. Institut d´Estudis Autonômics.
GARCÍA-DOMINGO, Marta, AMEZCUA, Teresa, FUENTES, Virginia (2019). El reto de la educación inclusiva: elementos implicados y propuestas de mejora. Revista Prisma Social, (27), 40-64. https://revistaprismasocial.es/article/view/3217
GIL VILLA, Fernando (1995). El estudiante como actor racional. Objeciones a la teoría del capital humano. Revista de Educación, 306, 315-327.
GIMÉNEZ ARMENTIA, Pilar, DE LA CALLE, Carmen (2019). Educación para el desarrollo sostenible: el papel de la universidad en la Agenda 2030. Revista Prisma Social, (25), 179-202. https://revistaprismasocial.es/article/view/2709
GU, Chen, GOMES, Telma, and BRIZUELA, Víctor S. (2011). Technical and Vocational Education and Training in Support of Strategic Sustainable Development. Political Science. Upsalla University. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351
LARATTA, Rosario and NAKAGAWA, Sachiko, (2016). Work Integration Social Enterprises for People with Disabilities in Japan. Nonprof Pol Forum, 7(4), 487-507. https://ideas.repec.org/a/bpj/nonpfo/v7y2016i4p487-507n1.html
MANZANERA ROMÁN, Salvador (2018). Las políticas del mercado de trabajo como factor de intensificación de precariedad laboral y exclusión social. Revista Prisma Social, (23), 331-352. http://orcid.org/0000-0001-7008-2193
MANZANERA, Salvador, ORTIZ, Pilar y HERNÁNDEZ, Manuel (2016). Crisis del factor trabajo como vía de integración social. Cuadernos de Relaciones Laborales, 34(1), 15-35. http://dx.doi.org/10.5209/rev_CRLA.2016.v34.n1.52004
MASON, Mark, (2009). Making Educational Development and Change Sustainable: Insights from Complexity Theory. International Journal of Educational Development, 29, pp 117-124. https://doi.org/10.1016/j.ijedudev.2008.09.005
MASON, Mark, SZEKELY, Emilia (2018): Complexity theory, the capability approach, and the sustainability of development initiatives in education. Journal of Education Policy. https://doi.org/10.1080/02680939.2018.1465999
McGRATH Simon and POWELL Lesley, (2016). Skills for Sustainable Development: Transforming Vocational Education and Training Beyond 2015. International Journal of Educational Development. Vol 50, 12-19. https://doi.org/10.1016/j.ijedudev.2016.05.006
McGRATH Simon and AKOOJEE, Salim. (2009). Vocational Education and training for sustainability in South Africa: The role of public and private provision. International Journal of Educational Development, 20, 149-156. https://doi.org/10.1016/j.ijedudev.2008.09.008
MARKKULA, Markku, (2013). The knowledge triangle: Renewing the university culture. In P. Lappalainen and M. Markkula (eds.). The Knowledge Triangle: Re-inventing the Future. SEFI, Aalto University and Universitat Politècnica de València. 11–32. https://digitaldublin.files.wordpress.com/2013/05/markku-markkula-parallel-1-the-knowledge-triangle-re-inventing-the-future.pdf
MOLDOVAN, Liviu, (2015). Sustainability Assessment Framevork for VET Organizations. Sustainability 7(6), 7156-7174. https://doi.org/10.3390/su7067156
MUÑOZ, A., PEÑA, J., URRA, E. (2013). El análisis del discurso como perspectiva metodológica para investigadores de salud. Enfermería Universitaria, 10(2), 50-57. https://doi.org/10.1016/S1665-7063(13)72629-0
PERLA ARONSON, Paulina (2007). El retorno de la teoría del capital humano. Fundamentos en Humanidades, VIII (II), 9-26.
POHLAN, Laura (2019). Unemployment and Social Exclusion. Journal of Economic Behavior of Organization, 164, 273-299. https://doi.org/10.1016/j.jebo.2019.06.006
RODRIGO, Ángel J., (2015). El desafío del desarrollo sostenible. Centro de Estudios Internacionales. Marcial Pons.
SÁNCHEZ GALERA, María Dolores (2017). El paradigma de la sostenibilidad: Gobernanza global y el modelo europeo de “desarrollo sostenible”. Relaciones Internacionales, 34,9-30.
SHIKALEPO, Elock Emvula (2019). “Sustainability of Entrepreneurship and Innovation among VET Graduates in Namibia”. International Journal for Innovation Education and Research, 7(5), 133-145. https://doi.org/10.31686/ijier.Vol7.Iss5.1484
SCHULTZ, Theodore W. (1961). Investiment in Human Capital. American Economic Review, 51(1), 1-17. https://www.jstor.org/stable/i331528
SUBIRATS, Joan y GOMÁ, Ricard (2003). Un paso más hacia la inclusion social. Generación del conocimiento, políticas y practices para la Inclusión social. Plataforma de ONGs de Acción Social.
UNGER, Maximilian, POLT, Wolfgang (2017). The Knowledge Triangle between Research, Education and Innovation. A Concept discussion. Foresight and STI Governance. 11(2), 10-26. DOI: 10.17323/2500-2597.2017.2.10.26
UNITED NATIONS (2015). The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld
VILLALOBOS, Guadalupe y PEDROZA, René (2009). Perspectiva de la teoría del capital humano acerca de la relación entre educación y desarrollo económico. Tiempo de Educar. Tiempo de Educar. 10(20), 273-306. https://www.redalyc.org/articulo.oa?id=31112987002
WALS, Arjen. (2009). Review of Contexts and Structures for Education for Sustainable Development. UNESCO.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Revista Prisma Social
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who publish in this journal accept the following terms:
-
Authors retain copyright.
-
Authors transfer to the journal the right of first publication. The journal also owns the publishing rights.
-
All published contents are governed by an Attribution-NoDerivatives 4.0 International License.
Access the informative version and legal text of the license. By virtue of this, third parties are allowed to use what is published as long as they mention the authorship of the work and the first publication in this journal. If you transform the material, you may not distribute the modified work. -
Authors may make other independent and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (e.g., inclusion in an institutional repository or publication in a book) as long as they clearly indicate that the work was first published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), following the publication of, and referencing the journal, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
