{"id":9072,"date":"2024-03-04T11:12:00","date_gmt":"2024-03-04T10:12:00","guid":{"rendered":"https:\/\/www.nouscims.com\/?p=9072"},"modified":"2024-03-04T16:07:14","modified_gmt":"2024-03-04T15:07:14","slug":"assumir-riscos-academics-dret-o-privilegi","status":"publish","type":"post","link":"https:\/\/www.nouscims.com\/ca\/actualitat\/assumir-riscos-academics-dret-o-privilegi\/","title":{"rendered":"Assumir riscos acad\u00e8mics: dret o privilegi?"},"content":{"rendered":"

[vc_row][vc_column width=”1\/2″][vc_column_text uncode_shortcode_id=”181250″]<\/p>\n

ASSUMIR RISCOS ACAD\u00c8MICS: DRET O PRIVILEGI?<\/span><\/strong><\/h3>\n

La import\u00e0ncia de desenvolupar programes d’ocupabilitat flexibles per a joves provinents de contextos socioecon\u00f2mics vulnerables.<\/span><\/strong><\/h4>\n

Arianna Ranesi Murillo, T\u00e8cnica ZING Beques, \u00c0rea Ocupabilitat<\/span><\/strong><\/em><\/p>\n

Les veus expertes en sociologia de l’educaci\u00f3 coincideixen a assenyalar que l’origen socioecon\u00f2mic dels joves t\u00e9 un impacte sobre les seves expectatives i aspiracions de futur, i en conseq\u00fc\u00e8ncia, sobre l’elecci\u00f3 del seu itinerari formatiu.[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_single_image media=”9084″ media_width_percent=”100″ uncode_shortcode_id=”668149″][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”201966″]En aquest article es vol abordar la relaci\u00f3 existent entre l’origen social del jove i la capacitat -possibilitat- d’assumir riscos a l’hora de prendre decisions sobre el seu desenvolupament acad\u00e8mic i, en conseq\u00fc\u00e8ncia, posar de manifest la import\u00e0ncia d’elaborar programes de beques flexibles, que proporcionin un terreny estable que permeti als joves assumir riscos respecte a les seves inversions de futur.<\/p>\n

Estudiar sempre implica fer una inversi\u00f3. La magnitud d’aquesta inversi\u00f3 (temps, recursos, diners) dependr\u00e0 de diferents factors, com per exemple la durada de l’itinerari acad\u00e8mic, l’exig\u00e8ncia de la tipologia d’estudis o el seu cost econ\u00f2mic. En conseq\u00fc\u00e8ncia, triar un itinerari formatiu o un altre estar\u00e0 condicionat per la capacitat d’invertir de cada individu -o de cada fam\u00edlia-. Estudiar el grau de medicina, per exemple, suposa una inversi\u00f3 molt m\u00e9s alta que estudiar un grau superior d’Anatomia Patol\u00f2gica i Citodiagn\u00f2stic; m\u00e9s hores d’estudi, incompatibilitat amb una feina a jornada completa, itinerari m\u00e9s llarg, etc. A canvi, per\u00f2, el o la futur\/a metge\/metgessa tindr\u00e0 una ocupabilitat garantida en el seu sector, unes millors condicions econ\u00f2miques i un major reconeixement social d’aquell\/a que hagi optat pel grau superior. Com afirma l’Organitzaci\u00f3 per la Cooperaci\u00f3 i el Desenvolupament Econ\u00f2mic (OCDE) en l’informe “Panorama de la Educaci\u00f3n 2023”: a m\u00e9s nivell formatiu m\u00e9s possibilitats d’obtenir salaris per sobre la mitja i menys possibilitats d’estar a l’atur.<\/em><\/p>\n

A m\u00e9s, a l’hora de decantar-se per aquest itinerari educatiu, el\/la jove haur\u00e0 de disposar d’un determinat capital econ\u00f2mic que pugui suportar no tenir beneficis o no tenir-los a curt termini: aquells qui necessiten rendibilitzar de manera m\u00e9s immediata la seva inversi\u00f3 educativa no podran assumir aquest cost i \u00e9s m\u00e9s probable que finalitzin els seus estudis despr\u00e9s de cursar un GM i no arribin a accedir a un GS o a cursar estudis universitaris. O dins la mateixa universitat, tri\u00efn un itinerari acad\u00e8mic menys cost\u00f3s, com ens mostra l’estudi publicat per Via Universit\u00e0ria: Acc\u00e9s, condicions d’aprenentatge, expectatives i retorns dels estudis universitaris (2020-2022): En \u00e0rees d’estudi acad\u00e8miques que poden ser m\u00e9s costoses com les Ci\u00e8ncies o les Titulacions Mixtes (taxes m\u00e9s altes, major durada o major risc de repetici\u00f3) es produeix una concentraci\u00f3 de fills i filles de natius de nivell socioecon\u00f2mic alt, amb finances familiars m\u00e9s capaces d’assumir un percentatge m\u00e9s alt del cost de la traject\u00f2ria acad\u00e8mica de l’estudiant.<\/em><\/p>\n

Un altre element clau a tenir en compte \u00e9s la capacitat d’aprofitar la formaci\u00f3 que es vol cursar. Perqu\u00e8 un\/a jove pugui fer un \u00fas adequat dels recursos educatius ha de comptar amb unes condicions socials, escolars i familiars b\u00e0siques, que li garanteixin suficient estabilitat per a poder-se dedicar a la seva formaci\u00f3 acad\u00e8mica (Vallv\u00e9, 2015). Quan aquestes condicions d’educabilitat no estan assegurades augmenta el risc de la inversi\u00f3, ja que no podr\u00e0 destinar exclusivament els seus recursos (temps, dedicaci\u00f3, esfor\u00e7…) a la superaci\u00f3 dels estudis. Com mostra l\u2019informe sobre \u201cAbandonament Escolar Prematur de la Fundaci\u00f3 Bofill\u201d, l\u2019alumnat que prov\u00e9 de contextos socials amb m\u00e9s recursos econ\u00f2mics abandonen per sota l\u20191%, mentre que els que provenen d\u2019entorns m\u00e9s vulnerables ho fa quasi amb un 20%.<\/p>\n

\u00c9s aqu\u00ed on apareix un element m\u00e9s de desigualtat al qual es presta menys atenci\u00f3: la possibilitat -o no- d’assumir un frac\u00e0s. \u00c9s a dir, saber que en cas de no sortir-se’n es pot comptar amb una opci\u00f3 B (allargar els anys d’estudi, repetir assignatures, canviar d’itinerari, de centre…) inevitablement ens trasllada a un escenari molt m\u00e9s afable que el que se’ns presentaria en cas de no comptar-hi. Fent una r\u00e0pida avaluaci\u00f3 de costos, aquells que saben que no disposen d’una opci\u00f3 B (han de garantir l’\u00e8xit de la inversi\u00f3) ser\u00e0 m\u00e9s probable que optin per un cam\u00ed m\u00e9s segur. Equivocar-se, doncs, es converteix tamb\u00e9 en un privilegi.<\/p>\n

Per tot el que s’ha exposat anteriorment es pot afirmar que un programa de beques enfocat a joves en situaci\u00f3 de vulnerabilitat econ\u00f2mica i social que tingui en compte aquesta premissa i sigui m\u00e9s tolerant davant d’un possible error tindr\u00e0 un impacte m\u00e9s profund en la lluita contra les desigualtats socials i educatives. Com afirmen Mullainathan i Shafir, “(un programa flexible) possibilita que les oportunitats concedides a les persones s\u2019ajustin a l\u2019esfor\u00e7 que li dediquen i a les circumst\u00e0ncies que afronten. No elimina la necessitat de treballar intensament, m\u00e9s aviat permet que aquest esfor\u00e7 intens doni millors resultats a qui respon al desafiament.” (Mullainathan i Shafir, 2016). En definitiva, com m\u00e9s flexible sigui una ajuda m\u00e9s riscos podr\u00e0 assumir el\/la jove, podr\u00e0 optar a millors inversions acad\u00e8miques que finalment el\/la projectaran a nous i millors sectors laborals, fent possible aix\u00ed (o si m\u00e9s no, no impedint), trencar el cercle de desigualtat del qual provenia.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/1″][vc_column_text uncode_shortcode_id=”945481″]Alejandro Ba\u00f1os, O. (2022). Via Universit\u00e0ria: Acc\u00e9s, condicions d\u2019aprenentatge, expectatives i retorns dels estudis universitaris (2020-2022) (Resum executiu).<\/p>\n

Capsada-Munsech, Q. (2022). Les expectatives formatives i professionals dels i les joves: un abordatge des de l’orientaci\u00f3 escolar.<\/p>\n

Mullainathan, S., & Shafir, E. (2016).\u00a0Escasez:\u00bf por qu\u00e9 tener muy poco significa tanto?<\/em>. Fondo de Cultura Econ\u00f3mica.<\/p>\n

OCDE, O. (2023).\u00a0Panorama de la educaci\u00f3n 2023: Indicadores de la OCDE<\/em>. OECD Publishing.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

ASSUMIR RISCOS ACAD\u00c8MICS: DRET O PRIVILEGI? 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