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Article

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

1
Faculty of Psychology and Education, University of Deusto, 48007 Bilbao, Spain
2
Peñascal Kooperatiba, 48004 Bilbao, Spain
*
Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(9), 230; https://doi.org/10.3390/educsci10090230
Received: 22 June 2020 / Revised: 30 August 2020 / Accepted: 31 August 2020 / Published: 2 September 2020
(This article belongs to the Special Issue International Vocational Education and Training)
(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. View Full-Text
Keywords: transversal competences; employability; risk of exclusion; youth; Second Chance Schools; social inclusion; case study; best practices; vocational education transversal competences; employability; risk of exclusion; youth; Second Chance Schools; social inclusion; case study; best practices; vocational education
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MDPI and ACS Style

Villardón-Gallego, L.; Flores-Moncada, L.; Yáñez-Marquina, L.; García-Montero, R. Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations. Educ. Sci. 2020, 10, 230. https://doi.org/10.3390/educsci10090230

AMA Style

Villardón-Gallego L, Flores-Moncada L, Yáñez-Marquina L, García-Montero R. Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations. Education Sciences. 2020; 10(9):230. https://doi.org/10.3390/educsci10090230

Chicago/Turabian Style

Villardón-Gallego, Lourdes, Lirio Flores-Moncada, Lara Yáñez-Marquina, and Roberto García-Montero. 2020. "Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations" Education Sciences 10, no. 9: 230. https://doi.org/10.3390/educsci10090230

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