An Error in Sociolaboral Insertion Programs
In many sociolaboral insertion initiatives for vulnerable groups, there has been an emphasis on disconnecting people from their environments by implementing programs outside their communities with the aim of fostering their autonomy and independence. However, experience shows that this approach is ineffective. Without proximity or a close, transformative environment, many people either do not start the programs or end up disengaging from them.
This issue is analyzed in the research Learning Community And Employability. Roma Women’s Voices, which examines the impact of Learning Communities in social exclusion contexts. The study focuses on two Roma women who, through Successful Educational Actions, have managed to integrate into the labor market and contribute to the social transformation of their communities, fostering more sustainable and inclusive environments.
One of them, initially disconnected from her children’s school, began participating as a volunteer in interactive groups within the classroom of one of her children. Thanks to the support from the teaching staff, she was encouraged to train at the same school, supported by teachers and the school’s director. Today, she works as a lunchroom monitor in the Learning Community, a job she enjoys that allows her to balance her work and family life. In her own words:
“Before, I wasn’t so involved with the school… I hardly ever went to the meetings… I would drop the kids off and say goodbye! We didn’t think about the future… Now I have to take some more courses… At all times, I receive a lot of support from my coworkers, the teachers, and the director…”
The study also highlights how the Learning Communities transcend the school environment and generate changes throughout the community. One example is the Zero Violence Brave Club, based on the dialogical model of conflict prevention and resolution. This action involves teachers, families, and students, rewarding those who report violence and fostering an atmosphere of respect and justice. As one of the women describes:
“Before, everything from the street would come to the school… Now it’s the other way around: the good things from the school go out to the street.”
This study shows that working on employability in vulnerable communities goes beyond just getting a job; it is a process of social transformation that strengthens sustainable communities. Addressing it from within the community not only facilitates labor insertion but makes it sustainable by relying on support networks and local resources. In this way, the Learning Communities emerge as an effective strategy to reduce inequalities and promote social cohesion, enabling Roma women to overcome gender and ethnic barriers in the labor market. Although this research is based on two specific cases, it invites future studies to explore how structural factors, such as social assistance policies and other compensatory programs, can be integrated with these community projects to truly contribute to the social and labor inclusion of more Roma women.
Article translated from Periódico Educación
Graduated in Pedagogy and Adjunct professor at the Faculty of Education Sciences at the University of Valencia