Formación profesional para desempleados/as y desarrollo sostenibleFactores que limitan el desarrollo económico y social

  1. Carvajal Muñoz, Maria Rosario 1
  1. 1 Ayudante Doctora en Sociología (Universidad de Cádiz)
Journal:
Prisma Social: revista de investigación social
  1. Núñez Gómez, Patricia (coord.)
  2. Mañas Viniegra, Luis (coord.)
  3. Abuín Vences, Natalia (coord.)

ISSN: 1989-3469

Year of publication: 2021

Issue Title: Jóvenes y Nuevas Formas de Comunicación y Marketing

Issue: 34

Pages: 267-297

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Prisma Social: revista de investigación social

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.

Bibliographic 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.
Data source: Dialnet