2.2 a) Improvement of specialized resources. |
.57 |
|
|
|
.35 |
2.2 b) More support offer |
.60 |
|
|
|
.37 |
2.2 d) School Community receptivity. |
.59 |
|
|
|
.45 |
2.3.1 a) Involvement of student and parents. |
.68 |
|
|
|
.47 |
2.3.1 c) Clear educational strategies (content, active students, decision). |
.57 |
|
|
|
.41 |
2.3.1 d) Profile Skills practical experiences. |
.63 |
|
|
|
.45 |
2.3.1 e) Open options and clear information (job opportunities, financial independence). |
.63 |
|
|
|
.46 |
2.3.2 a) Existence of a support network (ensure cooperation). |
.61 |
|
|
|
.41 |
2.3.2 b) Explicit definition of tasks. |
.64 |
|
|
|
.44 |
2.3.2 c) Strengthen vocational guidance services. |
.47 |
|
|
|
.29 |
2.3.2 d) Complementary training. |
.62 |
|
|
|
.45 |
2.3.2 e) Involvement of employers and employment organizations. |
.59 |
|
|
|
.40 |
2.3.3 a) Building networks (social and professional). |
.71 |
|
|
|
.53 |
2.3.3 b) Define creative measures (strategies to overcome). |
.69 |
|
|
|
|
2.3.3 c) Increase the dual system (combine theory and practice). |
.69 |
|
|
|
.51 |
2.3.3 d) Flexible organization and training measures (preparatory years, vocational training before employment ...). |
.48 |
|
|
|
.29 |
2.3.3 e) Improve communication in the sector: the labor market at school. |
.64 |
|
|
|
.46 |
2.3.3 f) Monitoring: after moving to the world of work. |
.62 |
|
|
|
.42 |
2.3.3 g) Support measures: personal, material, financial and technical resources. |
.57 |
|
|
|
.38 |
2.3.4 b) Adequate guidance. |
.55 |
|
|
|
.40 |
2.3.4 c) Flexible support. |
.53 |
|
|
|
.35 |
2.3.4 d) Reference/Support Person (transition process). |
.47 |
|
|
|
.37 |
2.3.4 e) Collaboration of families. |
.59 |
|
|
|
.47 |
2.3.4 f) Monitoring. |
.64 |
|
|
|
.50 |
3.1 b) Aspirations and desires of the young. |
.64 |
|
|
|
.46 |
4.3 d) The training offers correspond to the needs of these young people during the transition to the labor market. |
|
|
|
.32 |
.33 |
4.3 e) Inclusion of young people with SEN in the ETC. |
|
|
|
|
|
4.3 g) Enable further studies. |
|
|
|
|
|
4.3 h) With a diploma but with difficulties in finding a stable job. |
|
|
|
.48 |
.37 |
4.3 i) Students' expectations about these courses are realized. |
|
|
|
.34 |
.32 |
4.4 d) Need to ensure equal opportunities with regard to gender, culture and geographical location. |
|
|
|
.44 |
.30 |
4.5.1a) It is closely related to the Individual Educational Plan. |
|
.44 |
|
|
.30 |
4.5.1 b) Focus on issues related to employment and adult life. |
|
.43 |
|
|
.44 |
4.5.1 c) Includes tools and methods for the adequate TAL. |
|
.36 |
|
|
.49 |
4.5.1 d) Ensures equal opportunities (gender, socio-cultural level and geographical location). |
|
|
.78 |
|
.67 |
4.5.1 e) Ensures a fair evaluation process. |
|
|
|
.75 |
.59 |
4.5.1 f) Promotes the post-school transition to the exercise of a professional activity with adequate professional insertion. |
|
|
.75 |
|
.59 |
4.5.1 g) Prepared 2-3 years before the end of compulsory education. |
|
|
.72 |
|
.53 |
4.5.1 h) Must guarantee an evaluation process, through a professional designated for the purpose. |
|
.36 |
|
|
.30 |
4.5.1 j) The student as an active part in his/her training process. |
|
.64 |
|
|
.43 |
4.5.1 k) It must foster professional and attitudinal skills that facilitate his/her decision making. |
|
.68 |
|
|
.49 |
4.5.2 a) Data collected in the preparatory phase of TAL should reproduce expectations, motivation, desires and abilities of the young person and family. |
|
|
.72 |
|
.53 |
4.5.2 c) Training options based on interests, abilities and professional opportunities. |
|
.69 |
|
|
.55 |
4.5.2 d) It must foster professional and attitudinal skills that facilitate his/her decision making. |
|
.67 |
|
|
.52 |
4.5.2 e) The student as an active part in his/her training process. |
|
.74 |
|
|
.56 |
4.5.2.1 a) Social skills for family and community insertion. |
|
.63 |
|
|
.46 |
4.5.2.1 b) Competence to exercise an occupational activity. |
|
.75 |
|
|
.61 |
4.5.2.1 c) Competence to exercise a professional activity. |
|
.53 |
|
|
.31 |
4.5.3 a) Goals to be achieved and defined dates. |
|
.74 |
|
|
.57 |
4.5.3 b) Specific actions to be taken to achieve these goals. |
|
.77 |
|
|
.62 |
4.5.3 c) Identification of intervening actors, their roles and responsibilities. |
|
.72 |
|
|
.60 |
4.5.3 d) Objectives, contents, strategies and resources vs. defined areas. |
|
.63 |
|
|
.44 |
4.5.3 e) Level of articulation between these areas. |
|
.66 |
|
|
.47 |
4.5.3 f) Protocols with institutions and/or companies. |
|
|
|
.50 |
.30 |
4.5.3 g) Criteria, instruments, intervening actors and moments of evaluation. |
|
|
|
.50 |
.35 |
5.1 b) The professional certification of students with SEN. |
|
|
|
.60 |
.38 |
5.1 c) A process must be initiated at the School. |
|
|
|
.50 |
.35 |
5.1d) Sensitizing the local business tissue. |
|
|
|
.60 |
.38 |
5.1 e) Collaboration of families. |
|
|
|
.63 |
.45 |
5.2 a) Adequate professional training. |
|
|
|
.63 |
.45 |
5.2 b) Articulation between the school and employers. |
|
|
|
.58 |
.39 |
5.2 c) Create local network with partners (school, employers, families…). |
|
|
|
.66 |
.55 |
5.2 e) Dissemination of innovative projects at a local level. |
|
|
|
.70 |
.54 |
5.2 f) Reinforce support mechanisms for unemployed youth and for their first job to enter the labor market. |
|
|
|
.66 |
.49 |
5.2 g) Create protective labor legislation for young workers, promoting the rapid transition to safer contractual models. |
|
|
|
.53 |
.39 |
5.3 a) Increases the chances of the young person getting a sustainable job. |
|
|
|
.60 |
.42 |
5.3 b) Compares the interests, desires, motivations, competences, attitudes and capacities of the young person with the demands of the profession. |
|
|
|
.60 |
.53 |
5.3 c) Provides a successful situation for young people and employers. |
|
|
.60 |
|
.44 |
5.3 d) Provides a clear analysis of the young person's possibilities and a consequent professional career plan. |
|
|
.75 |
|
.60 |
5.3 e) Focus on transition issues on employment and adult life. |
|
|
.71 |
|
.53 |
5.3 f) Enables greater collaboration by the local community. |
|
|
.81 |
|
.67 |
5.4 a) Prepared two or three years before the end of compulsory education. |
|
|
.67 |
|
.54 |
5.4 b) Focus on transitional issues on employment and adult life. |
|
|
.60 |
|
.50 |
5.4 c) Includes tools and methods for an appropriate transition for young people. |
|
.46 |
|
|
.31 |
5.4 d) Need to ensure equal opportunities with regard to gender, culture and geographical location. |
|
|
.58 |
|
.51 |
5.4 e) It must guarantee an evaluation process, through a multidisciplinary team designated for the purpose. |
|
|
.70 |
|
.56 |
5.4 f) The student's training options must be based on interests, abilities and professional opportunities. |
|
.58 |
|
.36 |
.50 |
5.4 g) It should foster professional and attitudinal skills that facilitate his/her decision making. |
|
.50 |
|
.44 |
.46 |