Training policy among vulnerable unemployed groups: its contextualisation and difficult relationship with the capabilities approach

Figures & data

Table 1. Two training policy models for vulnerable groups.

Conversion factors	Training and human capital approach	Training and human capability approach
(1) Economic sphere	Training linked to the traditional economy	Training also linked to sustainable social development (holistic understanding)
(2) Regulatory design	Discourse surrounding training linked to work	Discourse surrounding training not linked solely to work
(3) Understanding of work	Work as a key element for social integration linked to the market	Broader understanding of work beyond the market
(4) Diversity of organisations involved in training	Typology of employability-focused organisations	Typology of organisations cooperating with each other, and with vulnerable people and the community
(5) Vision of the human being	The individual as a means to an economic end	Individuals as an end in themselves

Author’s own creation based on the work of Bonvin (2019) and Schröer et al. (2015).

Table 2. Qualitative and quantitative research techniques.

12 in-depth interviews with training centres	7 focus group interviews with unemployed people	Typology of training centres surveyed (%)
2 government organisations	2 groups comprising young people under the age of 30 1 group comprising long-term unemployed individuals	24,5
2 federations for people with disabilities	1 group comprising individuals with mental disorders	3
1 Inserta Foundation	1 group comprising individuals with physical and organic disabilities
1 trade union		1,5
1 business confederation	1 group comprising men aged 22–45	6,2
2 NGOs		6
3 training and integration centres	1 group comprising different types of unemployed individuals	47
		11,8% (Private companies)

Table 3. Analysis categories for focus group and in-depth interviews.

Categories for focus group interviews with vulnerable groups	Categories for in-depth interviews with training organisations	Survey: thematic block of questions.
(1) The meaning of work in their everyday lives.	1. Training programmes in which they participate.
(2) General perceptions of training.	2. Relationships with the government.	Relationships: with the government.
(3) The importance of relationships with classmates.	3. Relationships between similar organisations.	Assessment of training for the unemployed: The importance of relationships with classmates.
(4) Contributions of the course to their daily lives.	4. Relationships between organisations of different types.	Assessment of training for the unemployed: Contributions of the course to their daily lives.
(5) Expectations for future training.	5. Relationships between training centres and businesses.	Relationships: between training centres and businesses.
(6) Expectations for future work.	6. Relationships between training centres and the unemployed students.	Assessment of training for the unemployed: Expectations for future work.

Bonvin, J. M. 2019. “Vocational Education and Training Beyond Human Capital: A Capability Approach.” In Handbook of Vocational Education and Training Developments in the Changing World of Work, edited by S. McGrath, M. Mulder, J. Papier, and R. Suart, 273–289. Nottingham, UK: Springer.

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Schröer, R. 2015. “Employability versus Capability: European Strategies for Young People.” In Facing Trajectories from School to Work: Towards a Capability-Friendly Youth Policy in Europe, edited by H. U. Otto, et al., 361–385. Nottingham: Springer.

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