Aprendiendo en la escuela para los empleos de mañana

  1. Ana Burgués
Journal:
Intangible Capital

ISSN: 1697-9818

Year of publication: 2015

Issue Title: De la innovación escolar a la transformación educativa: Teoría y práctica

Volume: 11

Issue: 3

Pages: 458-484

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Intangible Capital

Abstract

Purpose: The economic crisis highlights the importance of education as a driving force for change. Learning skills that provide the ability to access jobs that allow a good quality of life has taken a decisive role in the educational development of people. Therefore, schools must adapt to the needs of today's informational society in line with the objectives of Europe 2020. This article examines whether these needs are best answered on democratic management schools. Design/methodology/approach: It is analyzed three educative experiences from the compulsory and permanent education. To do it, it has been done eleventh communicative life stories to teachers and volunteers at these three schools managed democratically. Findings and Originality/value: Schools with democratic management are more permeable to the needs of citizens, as they include their voice in the process of teaching - learning . Therefore, there is a greater adaptation to future labor market needs, as currently contemplated in the European strategy. Social implications: The results of this study contribute to the open scientific debate centered in the relation between the model of school management and its impact on the future employment of people and therefore increasing democracy in the school management could generate greater possibilities to get better jobs. Originality/value: Putting the issue of democratic school management at the centre of the employability debate could make possible to move from partial solutions that do not improve the capabilities to find work, to global solutions that take into account the educational needs of the people involved.

Bibliographic References

  • ALONSO, A.; GARCíA-MUINA, F.E. (2014). La gestión del talento: Líneas de trabajo y procesos clave. Intangible Capital, 10(5): 1003-1025. http://dx.doi.org/10.3926/ic.518.
  • ÁLVAREZ, C.; VERDEJA MUñIZ, M. (2013). Centros educativos que dan respuesta a los retos educativos actuales implicando a la comunidad escolar: Dos estudios de caso. Intangible Capital, 9(3): 883-902. http://dx.doi.org/10.3926/ic.376.
  • AUBERT, A.; DUQUE, E.; FISAS, M.; VALLS, R. (2004). Dialogar y transformar: Pedagogía crítica del siglo XXI. Barcelona: Graó.
  • BEHERA, A.K.; NAYAK, N.C.; DAS, H.C. (2014). Performance of Banking Sectors Due to Adoption of Information Technology (IT). RIMCIS-International and Multidisciplinary Journal of Social Sciences, 3(1): 91-110. http://dx.doi.org/10.4471/rimcis.2014.30.
  • BRUNET, I.; BöCKER ZAVARO, R. (2014). Competitividad, competencias y fin del ciclo fordista. RISE-International Journal of Sociology of Education, 3(1): 1-25. http://dx.doi.org/10.4452/rise.v3i1.793.
  • CASTELLS, M. (1997). La Era de la información: economía, sociedad y cultura. Madrid: Alianza.
  • COMISIóN DE LAS COMUNIDADES EUROPEAS (2006). Recomendaciones del Parlamento Europeo y del Consejo de Europa sobre las competencias clave para el aprendizaje permanente. Diario Oficial de La Unión Europea, 30.12.2006: 10-18. Disponible online en: http://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:32006H0962&from=EN.
  • COMISIóN EUROPEA (2015). Objetivos Europa 2020. Di sponible onl ine en: http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htm. (Fecha último acceso: 10 de Abril, 2015).
  • ELBOJ, C.; PULIDO, M.á.; WELIKALA, T. (2013). Las Tecnologías de la Información y la Comunicación en la salida del aislamiento rural. El caso de Ariño. Scripta Nova. Revista Electrónica de Geografía Y Ciencias Sociales, 17(427(2)). Disponible online en: www.ub.es/geocrit/sn/sn-427/sn-427-2.htm.
  • ELBOJ SASO, C.; PUIGDELLíVOL, I.; SOLER, M.; VALLS, R. (2002). Comunidades de aprendizaje: transformar la educación. Barcelona: Graó.
  • FLECHA, R.; GARCíA, R.; GóMEZ, A. (2013). Transferencia de tertulias literarias dialógicas a instituciones penitenciarias. Revista de Educación, 360: 140-161. http://dx.doi.org/10.4438/1988-592X-RE-2013-360-224.
  • GORZ, A. (1986). Los caminos del paraíso. Para comprender la crisis y salir de ella por la izquierda. Barcelona: Laia.
  • PROCTER, M. (2005). On the Crest of a Wave or Swimming Against the Tide? Professional Education in an Information-conscious Society1. Journal of the Society of Archivists, 26(1): 55-73. http://dx.doi.org/10.1080/00039810500047433.
  • RAFALOW, M.H. (2014). The Digital Divide in Classroom Technology Use: A Comparison of Three Schools. RISE-International Journal of Sociology of Education, 3(1):67-100. http://dx.doi.org/10.4452/rise.v3i1.845.
  • RíOS, O.; HERRERO, C.; RODRíGUEZ, H. (2013). From Access to Education. The Revolutionary Transformation of Schools as Learning Communities. International Review of Qualitative Research, 6(2): 239-253. Disponible online en: http://www.jstor.org/discover/10.1525/irqr.2013.6.2.239?sid=21106325789183&uid=3737952&uid=2&uid=4.
  • ROTHSTEIN, R. (2004). Class and schools. Disponible online en: http://agris.fao.org/agrissearch/search.do?recordID=US201300122901.
  • SáNCHEZ AROCA, M. (1999). La Verneda-Sant Martí: a school where dare do dream. Harvard Educational Review, 69(3): 320-335.
  • SOLTES, D. (2013). Modern Education in the Development of the Future EU as an Information & Knowledge Based Society and Some Related Problems. Education and Education Management, 28: 182-187.
  • VALLS, R. (2014). Contributions for Eradicating Gender Violence: Female Empowerment and Egalitarian Dialogue in the Methodological Foundations of FACEPA Women's Group. Qualitative Inquiry, 20(7): 909-915. http://dx.doi.org/10.1177/1077800414537216.
Data source: Dialnet