Comparative features in the engaging formative & socio-labor programs within the non-formal field in Gijón (Asturias)
Abstract
Early school leaving, the result of students’ progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and socio-labour paths that might be designed for youths who dropout from schools are another important field of study and intervention.
This article is framed within a project funded by the Spanish Ministry of Education called “Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio-Educational Consequences”. Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs.
This article provides an analysis of the comparative features—organizational, structural, pedagogical and institutional—of successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred.
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References
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