Session Information
02 SES 05.5 PS, General Poster Session
General Poster Session
Contribution
The technological changes predict changes in the labor market of such intensity, that the experts say that some of the professions that are going to play the boys and girls who are still studying the secondary education still do not exist (Echeverría & Martínez, 2018). These professions will have in common the creativity, the initiative, the necessity of adaptation and the teamwork, competencies that are considered necessary to face such changes (Loshkareva et al., 2018). For professionals who have among their responsibilities to orient the process of personal and professional decision making of adolescents is a challenge to face with an inclusive approach (Echeita & Ainscow, 2011).
Adolescence constitutes a period of life in which the person has to start making decisions about his/her professional future and are the years in which the objectives, interests and professional values are configured (Super, 1990; Peterson & González, 2000; 2008; Martínez, 2007). It is a time of exploration of the real world, of self-exploration of its potentialities and of the context that surrounds it (Santana Vega, Feliciano García & Santana Lorenzo, 2012). This process, which until a few years ago was foreseeable, at the present time cannot be reduced to a mere knowledge of the existing studies and professions (Rodríguez Moreno, 2003) and of the own personal strengths and limitations and of the interests of Student. Hence, the figure of the counselor, especially in those adolescents most vulnerable because of their physical, sensory or intellectual status, but also because of their sexual status, ethnicity, family or socioeconomic context that limits their training opportunities and information, is essential for everyone to have the maximum options in the future (UNESCO, 2010; Melendro, González & Rodríguez, 2013).
Consequently, it is a complex issue that must be studied in order to discover the factors involved and to determine the best strategies for adapting vocational guidance in compulsory and post-compulsory secondary education to the needs of adolescents. This requires improving the competence levels of people, not in a timely manner but throughout life (Longworth, 2003).
Hence, the research presented is part of a work that is being carried out, which, has as main objective, to identify the needs of third and fourth year students of Compulsory Secondary Education of the Principality of Asturias, especially those most vulnerable or at risk of social exclusion derived from a situation of sociocultural disadvantage (ethnic and cultural minorities), in relation to the configuration of their personal, academic and professional goals. Specifically, the objective is to know if there is a relationship between the clarity of the Life Project of adolescents, students of 3rd and 4th year of Compulsory Secondary Education enrolled in a secondary education center in Asturias (Spain), and some sociodemographic variables. All this justifies this work being included in the VET network, since the Life Project is an element of the vocational choice process (vocational decision making) essential to guide vulnerable adolescents in a context of rapid changes in the labor market.
Method
The study is proposed by means of a non-experimental research design, of an exploratory and descriptive character based on a survey, in order to know the assessment made by 3rd and 4th year students of a Secondary Education Institute of the Principality of Asturias (Spain) with regarding the clarity of his Life Project formed up to that moment. For the selection of the sample, a non-random sampling was carried out by conglomerates in which the characteristics of the students were studied: sex, course, and academic performance. A total of 131 students from two courses participate as informants: 63 third-year secondary school students (48.1%, 31 men and 32 women) and 68 fourth-year students (51.9%, 38 men and 30 women). Between both groups there are 9 students (6.9%) considered vulnerable. These students are only those formally diagnosed and recognized as persons at risk or particularly vulnerable from a social point of view. These students make up a heterogeneous sample in which people of 4 nationalities are found: Spain, China, Venezuela, Colombia. In order to gather the necessary information, we used the survey method through the elaboration of an "ad hoc" questionnaire, adapting items of questionnaires validated in other studies, and appropriate to the age and educational level of the students. This instrument has been subjected to a process of subsequent validation by expert judges. From the dimensions established in the questionnaire, we present in this work the dimension "Clarity of the Life Project", which consists of 3 Likert-scale questions with response levels between 0 "totally disagree" and 10 "totally agree". This dimension includes items from the questionnaire of Santana Vega, Feliciano García and Santana Lorenzo (2012), focused on the study of the personal, academic and professional goals of compulsory and post-compulsory Secondary Education students. The items refer to: "beliefs about gender and career development", "personal life project" and "clarity of life project". Once the data were collected, a quantitative analysis of them was performed using the IBM SPSS Statistics program (v.24) to calculate frequencies, percentages and correlations between different variables and a qualitative study by analyzing the content of the diagnostic and diagnostic reports. incidences that occurred throughout the course to the students that make up the sample.
Expected Outcomes
The analysis of the obtained information allows to enunciate the following conclusions: It would be necessary to put some descriptive results and some results as a result of crossing the scores in those items with some classification variables, especially those related to their condition as a student with or without Special Educational Needs. Once these results have been seen, academic qualifications may or may not reinforce this idea of vulnerability that will lead to interesting conclusions and make educational proposals to alleviate this situation of vulnerability. In relation to the students considered most vulnerable, given the needs and problems they present, we mainly face a student with Special Educational Needs, Autistic Spectrum Disorder, Physical Disability and High capacities. In addition to other particular cases that have been the subject of special attention by the educational center, such as a student with diabetes, a depressed student with features of Asperger syndrome and a student who has received psychological treatment for some years. In this group of students could also include absentee students, since as reported by the teaching staff of the center, many of these student’s manifest addictive behaviors to drugs such as cannabis. The analysis of the reports in which the academic performance of the students is reflected throughout the course shows positive results, since of the total of 131 students 66.1% of them pass all the subjects, 5.5% suspend one subject, 11% suspends two subjects, 10.3% suspends three and 7.1% does not exceed 5 or more subjects. As a consequence of the results and conclusions presented, it is worth mentioning how to improve the study, the level of knowledge about the subject under study, the need to analyze the reports, follow up the cases, increase the monitoring, etc.
References
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