Vocational guidance and placement with Third-Country national
DOI:
https://doi.org/10.7346/-fei-XVIII-01-20_35Abstract
In a globalized world, characterized by evidence of unresolved social, political,
economic and environmental challenges, education is the key to build
peaceful, open, sustainable and inclusive societies. The educational systems
is therefore attributed the responsibility to integrate effective actions that
produce transformative and generative effects. In the light of sustainable development
goals, highlighted by Agenda 2030, becomes fundamental to underline
a central role of pedagogy whose can materialize in educational
practices promoting different competencies in the person’s education, like
global and agency competencies, as a “tendency-possibility-freedom that
each person has to: imagine and desire something that is not yet given; identify
goals to achieve, starting from what an arrangement is; to start something
new; recursively reconstruct strategies and purposes” (Costa 2013, pp. 111-
112) to enhance “the educational potential of the person” considered as “the
set of skills, abilities, attitudes, functions that prefigures the meaning and
the existential value of a person” (Margiotta 2017, pp. 143-146). This work presents
a research project in progress, which aims to investigate the methodologies
and tools managed by professionals engaged in vocational guidance
with third-country nationals.
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