Access to Career Education and Work-related Learning: a complex literature review on equity and inclusion

Abstract

The study presents a systematic literature review based on relevant articles at a national and international level and focused on equity and inclusion in the access to Career Education (CE) and Work-Related Learning (WRL) Opportunities. The systematic review was carried out following a defined process and the research identified 22 papers, 7 conceptual and 17 empirical. The study aims to identify factors that can facilitate or hinder access to CE and WRL and strategies by schools and universities to improve it.
 
 Accesso a Career Education e Work-Related Learning: una analisi complessa della letteratura su equità e inclusione.
 Il contributo presenta un’analisi sistematica della letteratura rintracciata a livello nazionale e internazionale con l’obiettivo di indagare i temi di equità e inclusione nell’accesso a programmi, progetti, interventi di Career Education (CE) e Work-Related Learning (WRL). I criteri di selezione adottati hanno condotto all’identificazione di 22 contributi, 7 concettuali e 15 empirici. Lo studio intende identificare fattori che possono facilitare o ostacolare l’accesso a CE e WRL e strategie che scuole e università possono attivare per incoraggiarlo.

Higher Education in Post-Covid19: The Digital Transformation of Work-Integrated Learning Programmes

“…First of all, the above-mentioned programmes carried out at the University of Florence, in line with the international literature on WIL, can enhance the reflection on the inclusive potential of digital and blended forms of WIL to deal with inequalities and access difficulties to career education and Work-Integrated Learning opportunities (Frison 2022). Despite being focused on WIL to face the health emergency, the two case studies also offer a link to themes of equity, inclusion, and the differences in the ways students from low socio-economic backgrounds or rural/peripherical areas access information and opportunities and make decisions about their careers.…”

Robótica Educativa en Educación Infantil

“…Sin embargo, los resultados de las experiencias educativas y de la investigación sobre su utilización en el marco escolar y sobre el impacto en el aprendizaje de los alumnos de Educación Infantil son todavía poco conocidos y están por sistematizar. En otros contextos, se ha podido observar la existencia de trabajos de Revisión Sistemática de la Literatura sobre Robótica Educativa en Educación Infantil (Toh, Causo, Tzuo, Chen & Yeo, 2016;Frison, 2019;Jung & Won, 2018). En contraposición, en España, solo se ha encontrado un trabajo, titulado "State of the Art in the Teaching of Computational Thinking and Programming in Childhood Education".…”