{"id":261,"date":"2017-04-29T05:14:31","date_gmt":"2017-04-29T05:14:31","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=261"},"modified":"2017-05-02T04:17:41","modified_gmt":"2017-05-02T04:17:41","slug":"comment-by-limbani-eliya-nsapato-2","status":"publish","type":"post","link":"http:\/\/virtualseminar.icae.global\/?p=261","title":{"rendered":"Comment by Fanny G\u00f3mez"},"content":{"rendered":"

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Comment by Fanny G\u00f3mez<\/strong><\/h3>\n

(English, \u00a0Espa\u00f1ol)
\nPedagogue. University Javeriana. Bogota<\/h4>\n

“In young people society has placed hope and
\nyet, they are the least supported.
\nThey tend to be spoken by society, their voice commonly underestimated,
\nclassified in extremes as promise and fatality:
\nthey are seen as the great bet of a better future
\n– the vehicle of development in times of crisis.
\nOn the other hand, they are perceived as the threat to the present, to the established order”
\nErnesto Rodr\u00edguez<\/h4>\n

It is very important to consider, in the processes of non-formal education of young people, the acquisition of soft skills, as a way to achieve -within SDG 4- the increase of young people having the necessary skills to:
\n\uf0a7\u00a0\u00a0 \u00a0access to quality employment (paid and stable) which requires, apart from fundamental and technical skills, a spirit of teamwork, communication and solidarity; initiative, leadership, responsibility, productivity and ability to work in diverse, interdisciplinary and cross-cultural groups.
\n\uf0a7\u00a0\u00a0 \u00a0participate in civic and political life with critical thinking, ability to solve social, economic and environmental problems and decision-making to be agents of change.<\/h4>\n

The reality of youth unemployment \u00a0 that disproportionately affects young people, as a result of trade liberalization and productive transformation in the last 30 years, is a factor that pushes young people from emerging or developing countries, especially from Latin America, Africa and Eastern Europe, to migrate, whether from the countryside to the city or from one country to another, demanding them to adapt fast to the new requirements of soft skills, such as qualification for work. For this reason, the challenge is to foster them in the processes of non-formal education of young people, which are sometimes the only gateway of poor young people to the world of work.<\/p>\n

From my experience as a feminist popular educator, member of the Popular Education Network among Women in Latin America and the Caribbean, I believe that we must consider the heterogeneity of situations and groups that make up the category of “young people” and the “modalities of being young” according to the sociocultural and economic context they belong to, where there are variables such as social class, race, gender, urban or rural condition, … Mentioning the gender variable, which defines and values roles and tasks according to sex, reserving mainly for men the public sphere of production and for women the private sphere of reproduction and caring of others, it is to be regretted the unawareness of domestic work, family work or care work as labor, recognized by international organizations such as ECLAC. Hence, within interpersonal skills should be included all those oriented to the development of learning for the equitable participation of men and women in the world of family work and care.<\/p>\n

In the same vein, it is important to recognize that, in general, young women are in the reproductive stage and must face entering the world of paid work with gestation and maternity which, for the most part, is a real contradiction for women in the popular sectors. For many of them the dilemma is: to study, to work or to be a mother. The conciliation between family time and working time represents a great difficulty. Their life project becomes frustrated, the search for welfare restricted and job security lost. Therefore, a differential approach in interpersonal skills should be considered, as well as in other skills. And, both men and women should acquire skills for family development (well-being).<\/p>\n

The relevance of the application of a gender perspective and a differential approach to the analysis of youth and training of soft skills to enter the world of work seems unquestionable to me
\nRegarding the statement “Unfortunately the current formal education system doesn\u2019t support the learning of soft skills”, this is not entirely true, at least in ALC, since formal curricula, for the most part, include training of social and communicative skills, as well as those for citizens coexistence; what happens is that only some of these skills are taught, the programs and methods used are not adequate, they tend to homogenize learning, ignoring human diversity, previous skills and knowledge and personal projects of school populations.<\/p>\n

<\/h4>\n

\u201cHabilidades interpersonales en la educaci\u00f3n no formal: fomentar las capacidades de los j\u00f3venes\u201d
\nPedagogue. University Javeriana. Bogota<\/h4>\n

\u201cEn los j\u00f3venes la sociedad ha depositado la esperanza y,
\nsin embargo, ellos resultan los menos apoyados.
\nTienden a ser hablados por la sociedad, com\u00fanmente subestimada su voz,
\nclasificados en extremos como la promesa y la fatalidad:
\nson vistos como la gran apuesta de un mejor futuro
\n-el veh\u00edculo del desarrollo en tiempos de crisis-.
\nPor otro lado, se les percibe como la amenaza al presente, al orden establecido\u201d<\/h4>\n

Ernesto Rodr\u00edguez<\/p>\n

<\/h4>\n

Es muy relevante considerar en los procesos de educaci\u00f3n \u00a0no formal de las personas j\u00f3venes, la adquisici\u00f3n de habilidades blandas, como camino para lograr dentro el ODS 4 el incremento de j\u00f3venes \u00a0que poseen las competencias necesarias para:
\n\uf0a7\u00a0\u00a0 \u00a0acceder \u00a0a empleo de calidad (asalariado y estable), que requiere adem\u00e1s de capacidades fundamentales y t\u00e9cnicas, esp\u00edritu de trabajo en equipo, comunicaci\u00f3n y solidaridad; iniciativa, liderazgo, responsabilidad, productividad y capacidad para trabajar en grupos diversos, interdisciplinarios y transculturales.
\n\uf0a7\u00a0\u00a0 \u00a0participar en la vida ciudadana y pol\u00edtica con pensamiento cr\u00edtico, capacidad de resoluci\u00f3n de problemas sociales, econ\u00f3micos y ambientales y de toma de decisiones para ser agentes de cambio.<\/h4>\n

La realidad de desempleo juvenil \u00a0 que afecta de manera desproporcionada a las personas j\u00f3venes, como efecto de la apertura comercial y la transformaci\u00f3n productiva \u00a0en los \u00faltimos 30 a\u00f1os, es un factor que empuja a los j\u00f3venes, de pa\u00edses emergentes o en desarrollo sobre todo de Am\u00e9rica Latina, \u00c1frica y Europa Oriental, a una migraci\u00f3n, ya sea del campo a la ciudad o de un pa\u00eds a otros, que exige adaptaciones r\u00e1pidas a las nuevas exigencias de habilidades blandas, como calificaci\u00f3n para el trabajo. Por ello, fomentarlas es el reto, en los procesos de educaci\u00f3n no formal de los j\u00f3venes, que a veces son la \u00fanica puerta de entrada de las personas j\u00f3venes pobres, \u00a0al mundo del trabajo.<\/p>\n

Desde mi experiencia de educadora popular feminista, integrante de la Red de educaci\u00f3n Popular entre Mujeres de Am\u00e9rica Latina y el Caribe, \u00a0creo que se debe considerar la heterogeneidad de situaciones y grupos que componen la categor\u00eda \u201cjoven\u201d y las \u201cmodalidades de ser joven\u201d seg\u00fan el contexto sociocultural y econ\u00f3mico de pertenencia, donde juegan variables como clase social, raza, g\u00e9nero, condici\u00f3n urbana o rural, \u2026 Haciendo referencia a la variable g\u00e9nero, que define y valora roles y tareas de acuerdo al sexo, reservando prioritariamente para el hombre la esfera p\u00fablica de la producci\u00f3n y para la mujer la esfera privada de la reproducci\u00f3n y el cuidado de los otros, es de lamentar el desconocimiento del trabajo, dom\u00e9stico, trabajo familiar o trabajo del cuidado como \u00e1mbito laboral, reconocido por los organismos internacionales como la CEPAL. De ah\u00ed que se deber\u00edan incluir dentro de las habilidades interpersonales, todas aquellas que se orienten al desarrollo de aprendizajes para la participaci\u00f3n equitativa entre hombres y mujeres en el mundo del trabajo familiar y del cuidado.<\/p>\n

En la misma l\u00ednea, es importante reconocer que generalmente las mujeres j\u00f3venes, se encuentran en la etapa reproductiva, y deben afrontar el ingreso al mundo del trabajo remunerado con la gestaci\u00f3n y la maternidad, lo cual la mayor\u00eda de las veces, para las mujeres de sectores populares se constituye en verdadera contradicci\u00f3n. \u00a0Para muchas de ellas la disyuntiva es: estudiar, trabajar o ser madre. La conciliaci\u00f3n entre el tiempo familiar y el tiempo laboral representa una gran dificultad. Se frustra su proyecto de vida, se restringe la b\u00fasqueda de bienestar, se pierde seguridad laboral. Por esto se deber\u00eda considerar un enfoque diferencial en las \u00a0competencias interpersonales, al igual que en \u00a0las dem\u00e1s competencias. Y, tanto hombres como \u00a0mujeres deber\u00edan adquirir competencias para el desarrollo (bienestar) familiar.<\/p>\n

La pertinencia de la aplicaci\u00f3n de una mirada de g\u00e9nero y de un enfoque diferencia al an\u00e1lisis de la juventud y la formaci\u00f3n de habilidades blandas para el ingreso al mundo del trabajo me parece incuestionable
\nEn cuento a la \u00a0afirmaci\u00f3n \u201cDesgraciadamente, el actual sistema de educaci\u00f3n formal no respalda la adquisici\u00f3n de habilidades interpersonales\u201d, no \u00a0es totalmente cierto, al menos en ALC, ya que los curr\u00edculos formales, en su mayor\u00eda, \u00a0contemplan la \u00a0formaci\u00f3n de habilidades sociales, \u00a0comunicativas y para la convivencia ciudadana; lo que sucede \u00a0es que se inculcan solo algunas de esas habilidades, los programas y m\u00e9todos empleados para ello no son adecuados, tienden a homogenizar los aprendizajes, desconociendo la diversidad humana, las habilidades y conocimientos previos y los proyectos personales de las poblaciones escolares.<\/p>\n

____________________________________________<\/p>\n

These are the links to the AED 83\/2016 publication in three languages:
\nEnglish<\/a>
\nFran\u00e7ais<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Estos son los links para acceder a la publicaci\u00f3n en tres idiomas:
\nIngl\u00e9s<\/a>
\nFranc\u00e9s<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Voici les liens vers la publication en trois langues:
\nAnglais\u00a0<\/a>
\nFran\u00e7ais<\/a>
\nEspagnol<\/a><\/p>\n

Follow the ICAE Virtual Seminar also\u00a0here<\/a>.<\/p>\n

Para espa\u00f1ol favor usar\u00a0google translator\u00a0<\/a>en los casos en que el art\u00edculo no est\u00e1 traducido al espa\u00f1ol<\/em><\/strong>
\nVeuillez utiliser\u00a0google translator<\/a>\u00a0pour traduire les articles qui ne sont pas en fran\u00e7ais<\/em><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Comment by Fanny G\u00f3mez (English, \u00a0Espa\u00f1ol) Pedagogue. University Javeriana. Bogota “In young people society has placed hope and yet, they are the least supported. They tend to be spoken by society, their voice commonly underestimated, classified in extremes as promise<\/p>\n","protected":false},"author":1,"featured_media":262,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[2],"tags":[],"_links":{"self":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/261"}],"collection":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=261"}],"version-history":[{"count":2,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/261\/revisions"}],"predecessor-version":[{"id":264,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/261\/revisions\/264"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/media\/262"}],"wp:attachment":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=261"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=261"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=261"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}