Xavier Úcar

Evaluation of training effectiveness in the Spanish health sector

Purpose – The evaluation of training results in large groups with limited resources is one of the challenges of organisations. This paper aims to provide a methodological approach to facilitate evaluation of training among large groups. The paper presents the tools and the results of an evaluation of a whole training plan on the rational use of medicines addressed to 1,550 health professionals in Spain.Design/methodology/approach – Two questionnaires were administered to the trainees in order to evaluate transfer of training: one questionnaire upon finishing the training session and another one two months later. A total sample of 351 subjects was obtained from 53 different training programs linked with the rational use of medicines.Findings – Results show that most of the trainees had improved their professional performance, especially the duties related to the selection and use of medicines. Key factors for transfer, such as motivation and support from the organisation, which are present when the transfe...

Analysing the dimensions of social pedagogy from an international perspective

ABSTRACT Over recent years, social pedagogy has emerged or undergone transformation processes in many countries, justifying the need to understand how it is being shaped and transformed throughout the world. However, conceptual ambiguity and lack of a homogenous and unified theoretical body accentuate the dilemma of whether social pedagogy is a specific area of knowledge, a professional field, a research field or all of these at once. We have moved into a stage where we do not have an immediate answer as to what social pedagogy is, what kind of knowledge it is or what its specific working methods are. This research aims to provide a comprehensive and rigorous analysis of social pedagogy from an international perspective. The methodology employed herein is the Delphi method, using three questionnaires in three different phases. Based on the individual contributions of a group of renowned experts from different countries, our aim is to build a global, current and integrated view of social pedagogy.

Social pedagogy and working with children and young people: when care and education meet

I must confess that it was an authentic pleasure for me to read this book. And this is so for several reasons: First, because it is a book on Social Pedagogy, which also explicitly uses such a denomination in the title. Until recent years, people interested, in one way or another, in social pedagogy had to be content with a rather modest presence of this theme in a few journals. This text is added to an incipient list of books dealing with this field of research and practice and it could be a sign that the long ‘drought’ of research and works specifically focused on social pedagogy might be coming to an end. The second reason is that it is a book about social pedagogy written in English. While many books on this subject have been published in other languages (German, Spanish, Danish, Finnish, etc.), the books written in English are so few that they could almost be counted on the fingers of one hand. The editors situate their own text in the interest aroused in recent years in the UK in a way of working with children and young people that despite being widely developed in continental Europe, hardly had any presence in that context. In fact, both the editors and many of the authors involved in the book belong or have belonged to the Thomas Coram Research Unit, Institute of Education, University of London. Researchers in this unit are leading the development of social pedagogy in English-speaking countries. In recent years, the Thomas Coram Research Unit has published several studies on the application of its models of socio-pedagogical work in the British system of residential care for children and young people. successful they often look like communism, and attract aggression from cultures rooted in capitalism, as happened with British intervention in Greece in 1944, or American intervention in Colombia. The proper role for social work, it is suggested, is to remain in the background when existing local structures are effective, and to help them find solutions when they are out of their depth. In many cases, for instance, the latter are not accustomed to use research to clarify the facts of a confusing situation or are stymied by contradictory ideas about how to act. Operating from a position of neutrality it may then be possible for social workers to locate a way forward. The world seems to be moving into an age when disasters will be more frequent, and there is an urgent need for this discussion to continue.

Evaluation of teachers’ continuing training in the early childhood education sector in Spain

Good preschool education requires professionals whose training is both solid and updated. This article presents the results of an evaluation of the continuing training received by teachers in the preschool educational sector in Spain, and discusses the level of implementation. The authors examine factors such as culture and motivation, and look into the initiatives taken with respect to training. They evaluate the results of training, focussing on satisfaction, learning, pedagogical suitability and the transfer of training. The methodological approaches are both quantitative – a questionnaire administered to 1500 teachers and managers – and qualitative – 50 interviews and 10 discussion groups were carried out with 70 teachers. The results of preschool teachers’ training are quite positive overall, in terms of levels of satisfaction, learning, pedagogical suitability and the transfer of continuing training. However, there is little evidence of the skills being used at work, which suggests that training is not as effective as it could be.

Is continuing training useful for pre‐school teachers? Effects of training on pre‐school teachers and centers

Continuing training is important for all professionals, and is especially essential for professionals in education. In this article, we present a study that evaluates the state of continuing training in early childhood education in Spain. The research identifies the impact of training for teachers, for children and for educational centers. Results show that pre‐school professionals are satisfied with continuing training and with the transfer of training to their jobs, although there is little evidence of real and effective transfer to the classroom. The final results allow us to draw up proposals to improve the effectiveness of teacher training and the education children receive. RÉSUMÉ: La formation continuée est essentielle pour tous les professionnels et spécialement pour les professionnels de l’éducation. Dans cet article, nous présentons une étude qui évalue la situation de la formation continuée dans le secteur de l’éducation de la petite enfance en Espagne. La recherche identifie l’impact de la formation sur les enseignants, sur les enfants et sur structures éducatives. Les résultats montrent que les professionnels de l’éducation de la petite enfance sont satisfaits de la formation continuée qu’ils ont reçue et du transfert de la formation au niveau de leer travail, même s’il y a peu de preuves d’un transfert réel et effectif dans les classes. Les résultats nous permettent de proposer des améliorations pour améliorer l’efficacité de la formation des enseignants et l’éducation que les enfants reçoivent. ZUSAMMENFASSUNG: Die vorschulische Erziehung ist eine entscheidende Phase als Zugang zum Bildungssystem und die Grundlage für die physische, soziale, emotionale und moralische Entwicklung der Kinder bis zu ihrem 6. Lebensjahr. Eine gute vorschulische Erziehung benötigt Fachkräfte mit einer gründlichen und auf den neuesten Stand gebrachten Ausbildung. Dies bedeutet, dass die grundlegende Ausbildung um ein umfassendes und diversifiziertes Angebot an Weiterbildung ergänzt werden muss. In diesem Artikel werden die Ergebnisse einer Studie über die Qualität der Weiterbildung von Fachkräften der vorschulischen Erziehung in Spanien vorgestellt. Auf der einen Seite wird der Grad der Einführung der Weiterbildung (Kultur, Motivation und Anregungen) im vorschulischen Bereich durch die Fachkräfte und die pädagogischen Einrichtungen beschrieben. Auf der anderen Seite werden die Ergebnisse der Weiterbildung bewertet in Hinsicht auf die Zufriedenheit, den Lernprozess, die pädagogische Anpassung und die Anwendung der Weiterbildung in den Einrichtungen. Die erhaltenen Ergebnisse führen zu Verbesserungsvorschlägen, die sich an die unterschiedlichen Akteure in der Weiterbildung der pädagogischen Lehrkräfte wenden. RESUMEN: La formación continua es esencial para todos los profesionales, y especialmente para los profesionales de la educación. En este artículo presentamos un estudio que evalúa la situación de la formación continua en el sector de la educación infantil en España. La investigación identifica la incidencia de la formación en los profesores, en los centros educativos y en los aulas. Los resultados muestran que los profesionales de educación infantil están satisfechos con la formación que han realizado y con la transferencia a sus puestos de trabajo, aunque hay pocas evidencias de una transferencia real y efectiva a las aulas. Los resultados nos permiten plantear propuestas de mejora para optimizar la eficacia de la formación del profesorado y el efecto de esta en la educación que los niños y niñas reciben.

Exploring the conceptualization and research of empowerment in the field of youth

Abstract The concept of empowerment has become increasingly widespread in recent years. Its use is still, however, somewhat controversial and diverse, particularly when referring to young people. This article presents a systematic analysis of how empowerment has been conceptualized over the past 15 years and has been applied to young people. A systematic search of the major databases filtered by relevance provided 297 bibliographical references. The results confirm the ambiguous nature of the concept and the imprecision with which it is used, although they do link its use to three common concepts: power, participation and education. The concept of youth empowerment needs to be defined in order to highlight any nuances that distinguish it from the generic use of the term. The main dimensions associated with youth empowerment have been identified as: (a) that of growth and well-being; (b) relational; (c) educational; (d) political; (e) transformative; and, finally, (d) emancipative.

The Diversity of Social Pedagogy in Europe (Studies in Comparative Social Pedagogies and International Social Work and Social Policy, Vol. VII)

which community action can be approached. I found the book useful in working on a paper on how a single model of professional development has inhibited the artistic and local elements of social interventions. Cultures are still different and different perspectives and values must be consciously examined, treasured or rejected. In animación cultural (or in English socio-cultural animation), and in fact in all social interventions, ‘one size does not fit all’. One author (p. 120) speaks of a ‘spirit or inspiration’ that might help re-establish those ‘enchanted moments’ erased by ‘bourgeois civilisation’ of today. While this may sound a bit utopic, seasoned readers and practitioners will know exactly what the author is talking about. The same author reflects on the fact that our humanism today seems to be ‘merchandising’, which fills in our leisure hours. The book is also useful as a recent review or inventory of the community animation efforts going on in Latin America, which once dominated the scene with models such as Freire’s, Kisnerman’s and others. These authors are mentioned but do not constitute the only references. From Brazil, two contributors describe a number of specific projects that include sports, theater, dance, etc. (pp. 115 147). Also from Brazil, there is a more detailed description of a specific example of the ‘theater of the oppressed’ from Marias do Brazil (pp. 173 195). From the USA, a contribution brings into play important racial and ethnic dimensions among youth in Detroit (pp. 91 111). All in all, the volume includes the range of philosophies and political orientations that can be found in the field of ‘community action’. There is a tacit and overt acknowledgement that there is no single definition of community action; the reader must engage in a process of discovery to formulate his/her own.

An international comparison: Social pedagogy training:

Summary This study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search (Janer & Úcar, 2016). Findings The results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies. Applications The theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It’s necessary to working towards building a common and universal theoretical core for social pedagogy to achieve a transmission of knowledge regarding all of the analysed dimensions clearer and help unite its theoretical, educational and professional spheres.

Evaluación participativa del empoderamiento juvenil con grupos de jóvenes. Análisis de casos

espanolLas interpretaciones que realizan los jovenes sobre sus propias realidades son clave para comprender sus acciones y comportamientos. Tambien para adaptar los proyectos y programas socioeducativos a las nuevas dinamicas sociales. Este articulo se centra en el analisis de dichas interpretaciones. ?Que entienden los jovenes por empoderamiento juvenil? ?Que indicadores especificos consideran que permiten identificarlo? ?En que espacios, momentos y procesos piensan que se produce? Para dar respuesta a estos interrogantes se realizaron 4 procesos de Evaluacion Participativa con 42 jovenes, de entre 14 y 25 anos, en 4 ciudades espanolas. La muestra de jovenes que configura los grupos de evaluacion participativa en cada uno de los casos es intencional. El articulo contextualiza los casos, presenta la metodologia seguida en el desarrollo de la evaluacion participativa y aporta los resultados principales de cada caso. Los resultados muestran que los jovenes de los casos analizados relacionan el empoderamiento con algun tipo de enriquecimiento o mejora de tipo personal o grupal normalmente asociado a un proceso personal, aunque se reconoce la influencia social. Los indicadores considerados mas relevantes para el empoderamiento juvenil son la autonomia y la autoestima. Los jovenes relacionan el empoderamiento juvenil con espacios vinculados al ambito familiar, escolar y con las amistades. Segun las caracteristicas de los grupos aparecen tambien como significativos; el espacio extracurricular, la calle y el mundo asociativo. Los procesos de empoderamiento juvenil tienen que ver con vivencias de superacion que hicieron que los jovenes tuvieran percepcion de exito, de superacion, de ser importantes para alguien o, por ultimo, de sentir bienestar. La evaluacion participativa ha resultado ser una estrategia de intervencion socioeducativa muy adecuada para ayudar a las personas jovenes participantes a construir perspectivas diferentes sobre sus propias vidas. EnglishInterpretations made by young people about their own realities are key to understand their actions and behaviours. Also for adapting to new social dynamics socio-educational programmes and projects. This article focuses on the analysis of those interpretations. What do youth understand by youth empowerment? Which specific indicators do they consider to identify it? In which spaces, moments and processes do they think that it could happen? In order to respond to these questions, 4 evaluation participatory processes with 42 young people from 14 to 25 years old in 4 Spanish cities were developed. The sample that sets the participatory evaluation groups for every case is intentional. This paper contextualizes cases, presenting the followed methodology in the participatory evaluation’s development and provides the main findings of each case. The results show that youth from the analyzed cases consider the empowerment to be related with a personal or group enrichment or improvement that is normally associated with a personal process, although its social influence is recognized. The most relevant indicators for youth empowerment are autonomy and self-esteem. Young people relate youth empowerment to spaces linked to family, school and friends. The extracurricular space, the street and the associative world appear to be significant to some of them. Youth empowerment processes have to do with overcoming experiences that made young people to have a perception of success, to overcome, being important to someone or eventually, to feel well being. Participatory evaluation has proved to be a very adequate socio-educational intervention strategy to help participants building different perspectives on their own lives. portuguesAs interpretacoes que os jovens realizam sobre as suas proprias realidades sao fundamentais para compreender as suas acoes e comportamentos. Tambem para adaptar os projetos e programas socioeducativos as novas dinâmicas sociais. Este artigo centra-se na analise dessas interpretacoes. O que entendem os jovens por capacitacao juvenil? Que indicadores especificos consideram que permitem identifica-lo? Em que espacos, momentos e processos pensam que se produz? Para dar resposta a estas questoes, realizaram-se quatro processos de avaliacao participativa com 42 jovens, entre os 14 e os 25 anos, em quatro cidades espanholas. A amostra de jovens que configura os grupos de avaliacao participativa em cada um dos casos e intencional. O artigo contextualiza os casos, apresenta a metodologia seguida no desenvolvimento da avaliacao participativa e indica os resultados principais de cada caso. Os resultados demonstram que os jovens dos casos analisados relacionam a capacitacao com algum tipo de enriquecimento ou melhoria de tipo pessoal ou de grupo normalmente associado a um processo pessoal, apesar de se reconhecer a influencia social. Os indicadores considerados mais relevantes para a capacitacao juvenil sao a autonomia e a autoestima. Os jovens relacionam a capacitacao juvenil com espacos vinculados ao âmbito familiar e escolar e com as amizades. De acordo com as caracteristicas dos grupos, aparecem tambem como significativos o espaco extracurricular, a rua e o mundo associativo. Os processos de capacitacao juvenil tem a ver com vivencias de superacao que fizeram com que os jovens tivessem percecao do sucesso, de superacao, de serem importantes para alguem e, por ultimo, de sentirem bem-estar. A avaliacao participativa revelou-se uma estrategia de intervencao socioeducativa muito adequada para ajudar as pessoas jovens participantes a criar perspetivas diferentes sobre as suas proprias vidas.

Practical social pedagogy: theories, values and tools for working with children and young people

I would like to start by saying that this book seems to me one of the most interesting that has been written in recent years on social pedagogy; this will be my position throughout this review. Lik...