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Young unaccompanied immigrants have various problems in their professional careers which lead to situations of exclusion and hinder their emancipation. The development and consolidation of employment skills is a necessary condition for the labour integration of this group. This research analyzes the employability skills of unaccompanied young immigrants who must leave the public social protection system when they reach the age of majority. A multiple case study was conducted. The cases were selected: (1) having been in residential care institutions, (2) having been in a job placement program, and (3) are 16-18 years of age. The study data were collected using qualitative and quantitative techniques. Results show that young immigrants have: (a) language and socio-emotional difficulties that limit their chances of employability; (b) some employability skills that facilitate labour insertion, and (c) families which act as a powerful motivator for achieving their goals. We discuss the need to design individual transition plans to help young immigrants overcome their limitations, cope with the transition to adulthood and consolidate their career paths.

This research analyzes the problematic use of mobile phone, the phenomenon of Fear of Missing Out (FoMO) and the communication between parents and children in students who attend secondary education in public and private centers of the regions of Canary Islands, Balearic Islands and Valencia. The research involved 569 students aged between 12 and 19 years. The instruments used were the "Mobil phone related experiences questionnaire", the Spanish adaptation of the "Fear of Missing Out Questionnaire" and the communication dimension with parents of the "Parents and peers attachment inventory". The results show that: 1) An increased problematic use of the mobile phone is associated with a higher level of FoMO; 2) The students who frequently use the mobile phone and communicate more with their friends have a higher average score in the "Mobile phone related experiences questionnaire" and in the "Fear of Missing Out Questionnaire"; 3) The students that use the mobile phone for less time has a greater communication with fathers and mothers. We discuss the relevance of the study of FoMO and parentschildren communication as factors that affect the problematic use of mobile phone in young people. Centers' guidance teams, families and teachers have to create a common learning space to promote the responsible use of mobile phone.

This work studied the entrepreneurial aspirations of 3,987 adolescents regarding self-employment and the influence of gender, age, nationality, type of school, location of the school, educational level and performance. The Logit model is used to analyze the data. The results indicate that the pupils' aspirations to be self-employed increase in the case of foreigners, of studying in a state school, of having a lower educational level and of demonstrating a low academic performance. The results were not statistically significant for the gender and age variables. The curriculum and guidance programmes need to promote a spirit of entrepreneurship and creativity in young people.

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the most critical moments for young people with intellectual disabilities is their transition to adulthood and employment. It is necessary to make visible the talent of young people with intellectual disabilities to increase the level of employment in this group. Supported employment is a model of inclusion in competitive employment for people with special difficulties. In our work: (1) we analyse the educational system in Wales and the Canary Islands, from the perspective of students with special educational needs; (2) we address the process of transition to employment in both regions, highlighting the main milestones and obstacles to overcome; and (3) we analyse the current situation regarding Supported Employment programmes in Wales and the Canary Islands, highlighting their good practices, such as the Engage to Change Project and the Sinpromi Programme (both programmes promote Supported Employment and are presented as examples of good practice). Although Wales has a more developed vision than the Canary Islands, regarding the transition of young people with intellectual disabilities to employment, there are certain barriers that equally hinder the transition to employment in the two regions. Support, as an element to ensure equal opportunities and to promote the development of a more inclusive and sustainable society, is discussed. [ABSTRACT FROM AUTHOR]

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientación y Sociedad is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Analyzing the sense of belonging to the European Union (EU) is a priority for public administrations. This research examines: (a) the sense of belonging to the EU of compulsory secondary education students in Spanish public centres; (b) their beliefs about the effects of belonging to the EU; (c) the weight of these beliefs in predicting the sense of belonging to the EU. The study involved 777 Spanish students of compulsory secondary education in public centres. A Likert scale was designed and a factorial and multiple regression analysis was applied. The results show that: (a) more than 85% of the students consider themselves European citizens and are proud to live in the EU; (b) one third believe that the EU does not improve the living conditions of its citizens, does not offer a better future, increases political instability and does not contribute to socio-economic development; (c) the age of the students and the beliefs about the civic, political and economic effects have a significant weight in the prediction of the sense of belonging to the EU. The need for a European orientation curriculum is discussed to promote reflection on the meaning of EU integration and European citizenship among young people. [ABSTRACT FROM AUTHOR]

Copyright of Educatio Siglo XXI is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inquiry-Based Learning (IBL) is a methodology that enhances learning through a knowledge construction process. The aim of this study is to establish how IBL is used and what effects it has on university students from social sciences and health sciences. This study follows the PRISMA guidelines for conducting systematic reviews. It comprises an analysis of 31 studies extracted from four electronic databases and reference lists on the topic, published in English between 1998- 2019. The results show that the strengths of IBL are: 1) promoting cooperative learning, 2) engaging students in self-learning, and 3) increasing critical thinking. Its weaknesses include: 1) the inability to meet learning expectations, and 2) the reluctance of university hierarchies to embrace IBL. The potential of IBL as a teaching strategy at university level is discussed as it allows deep knowledge construction, increased learning motivation, and development of students' research skills as well as their self-learning, self-confidence, critical thinking, and academic performance. IBL favours meaningful learning by university students by offering a space for the creation of knowledge stimulated by the inquiry process. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the problematic use of mobile phone, the phenomenon of Fear of Missing Out (FoMO) and the communication between parents and children in students who attend secondary education in public and private centers of the regions of Canary Islands, Balearic Islands and Valencia. The research involved 569 students aged between 12 and 19 years. The instruments used were the "Mobil phone related experiences questionnaire", the Spanish adaptation of the "Fear of Missing Out Questionnaire" and the communication dimension with parents of the "Parents and peers attachment inventory". The results show that: 1) An increased problematic use of the mobile phone is associated with a higher level of FoMO; 2) The students who frequently use the mobile phone and communicate more with their friends have a higher average score in the "Mobile phone related experiences questionnaire" and in the "Fear of Missing Out Questionnaire"; 3) The students that use the mobile phone for less time has a greater communication with fathers and mothers. We discuss the relevance of the study of FoMO and parentschildren communication as factors that affect the problematic use of mobile phone in young people. Centers' guidance teams, families and teachers have to create a common learning space to promote the responsible use of mobile phone. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Employability trajectories of young people leaving protection systems are conditioned by their situation of social exclusion. The objectives of this study are: a) to analyse the trajectories of young people leaving public protection systems and b) to analyse how their lives and work experiences affect their social exclusion. A multiple case study was conducted. Four young immigrants and three young nationals participated in the study. The participants were selected on the basis of three criteria: a) they should have lived in residential care institutions, b) they should have been in a job placement program for at least 6 months, c) 6 years should have passed since the end of their job placement program. The data were collected using interviews, insertion plans, worksheets, field notes, control records; this allowed the triangulation of the information and gave the results credibility. The results indicate that: 1) young people value positively the support provided in the transition to the labour market; 2) social inclusion and leaving a situation of exclusion are more feasible with clear goals and a well defined life project; 3) poor training and work experience hinder the acquisition and consolidation of employability skills. Labour integration programs should promote: a) the analysis of life projects, b) the expansion of support networks and c) the design of supported employment plans. [ABSTRACT FROM AUTHOR]

The development of a European Dimension in Education is an objective linked to the construction of European identity and the exercise of active, responsible and critical citizenship. The paper analyzes the knowledge of Spanish Compulsory Secondary School pupils on topics regarding the European Union. The research involved 705 pupils from five secondary education centres in four Spanish regions. Twenty four item test was designed to examine the pupils' knowledge about: a) the European institutions, b) history of European cooperation, c) European citizenship, d) Europe in daily life, e) social and cultural identity and f) human rights and responsibilities. The results show that: a) 80.3% of the pupils only answered 14 items or less correctly; b) there were significant differences among pupils according to the year of study and the region, but a small size effect; c) pupils lack knowledge regarding “Europe in everyday life”, “European Citizenship”, “History of European cooperation” and “The European institutions”. There is a discussion of the need to define a cross-curricular approach. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Integration of Career Education in the curriculum depends, to a high extent, on the degree of participation and implication of teaching staff. Nevertheless, we find a high teaching staff resistance to getting involved in a Career Education approach (in spite of its multiple opportunities: offering students help to improve their knowledge about themselves, and about academic and work issues). In addition teachers have the opportunity to develop curricular adaptations for a quality education, relevant and significant, which will allow young people to gradually construct their personal life project. Nevertheless if the resistance of teaching staff is not overcome, Career Education will have a limited scope, academic matters will lose their career dimension; and, to sum up, integral education for young people will still just be an old desideratum of the educational system. [ABSTRACT FROM AUTHOR]