Self-Awareness and Motivation Contrasting ESL and NEET Using the SAVE System

Self-Awareness and Motivation Contrasting ESL and NEET Using the SAVE System

Laura Vettraino, Valentina Castello, Marco Guspini, Eleonora Guglielman
Copyright: © 2019 |Pages: 12
DOI: 10.4018/978-1-5225-7365-4.ch014
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Abstract

This chapter analyzes the main drivers and the related approaches adopted to contrast ESL and NEET with a special focus on the reinforcement of motivational, reflective, and active learning dimensions to enhance youth personal development. That allows one to foster both the guidance and the training system by defining the basis for personalized and effective learning and development processes. This in turn facilitates the effective implementation of job/training dual systems as well as the job placement itself. These dimensions and focus represent the main goals and results of a project approved under the EU Erasmus + Program, named SAVE. The chapter presents the methodological and technological frameworks developed within the SAVE project that have been validated by over 60 trainers and about 250 students in Europe, mainly in Italy, the UK, and Spain.
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Background: Main Drivers And Policies To Reduce The Phenomenon Of Esl And Neets

The heterogeneity of the NEET phenomenon is largely agreed, in terms of driving factors. Starting from the relation with ESL and, generally, with the educational level, other common causes emerging as critical refer to family and other social background factors and to school/work transition, Labour Market access, guidance system (Italia Lavoro, 2011; Eurofund, 2012; EU Commission, 2015 a). One of the main issues is the “lack of ownership” existing in the current setting, with many NEETs, particularly for 16/17 year olds, having little or no contact with institutions. This creates a serious risk of disconnection and by the time they enter the “formal” system, the damage may already be done.

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