{"id":35996,"date":"2026-01-16T03:01:11","date_gmt":"2026-01-16T03:01:11","guid":{"rendered":"https:\/\/recla.org\/?p=35996"},"modified":"2026-01-16T03:03:29","modified_gmt":"2026-01-16T03:03:29","slug":"educacion-continua-y-reinsercion-juvenil-en-chile-aprendizajes-del-programa-de-capacitacion-en-oficios","status":"publish","type":"post","link":"https:\/\/recla.org\/en\/blog\/educacion-continua-y-reinsercion-juvenil-en-chile-aprendizajes-del-programa-de-capacitacion-en-oficios\/","title":{"rendered":"Continuing Education and Youth Reinsertion in Chile, Learnings from the Skills Training Program"},"content":{"rendered":"
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Continuing education has the potential to become a vital bridge for young people seeking new opportunities after experiencing high vulnerability or having been involved in the justice system. In Latin America, youth social reintegration demands flexible, relevant educational models capable of adapting to diverse realities. This article shares lessons learned from a recent experience in Chile, where vocational training was combined with socio-educational support and community work, proposing key strategies for moving toward truly inclusive continuing education.<\/span><\/p>\n

Inclusion in continuing education depends not only on opening up spaces; it requires an institutional framework that puts the individual at the center, understands their needs, and recognizes the barriers they face. In the case of young people reintegrating into society and the workforce, these barriers range from a lack of prior training opportunities to institutional mistrust and the absence of strong community networks.<\/span><\/p>\n

An initiative developed by the University of La Frontera in collaboration with the National Training and Employment Service (SENCE) in 15 regions of Chile demonstrated how vocational training can become a protective environment when combined with local support and relevance. Young people as young as 16 participated in vocational courses in trades such as hairdressing, mechanics, construction, and welding, among others, showing a strong interest in acquiring practical skills that will allow them to plan for the future.<\/span><\/p>\n

One of the key elements was the design of adapted pedagogical materials: booklets for participants, guidelines for facilitators, and toolkits for practical work. By using accessible language, everyday examples, and active learning methodologies, these resources facilitated understanding and increased motivation. Pedagogical adaptation became a decisive factor in ensuring that the training was meaningful and not merely instrumental.<\/span><\/p>\n

Another key finding was the importance of having specialized training teams. The participation of the academic team from the Psychology Department at UFRO was crucial for training and systematizing results. The role of facilitators, socio-educational support staff, and the University's coordination team proved essential, not only for technical instruction but also for supporting psychosocial processes, managing behavioral difficulties, and building local networks. The experience demonstrated the need to move toward professionalizing these roles within Continuing Education.<\/span><\/p>\n

Finally, the participation of local communities and stakeholders demonstrated that social reintegration is a collective process. In areas where there was active collaboration, young people were able to integrate, feel part of the community, and envision real job opportunities.<\/span><\/p>\n

The lessons learned show that continuing education that facilitates social reintegration processes for young people is possible when it integrates pedagogical relevance, intersectoral coordination, socio-educational support, and community collaboration. We invite institutions, training teams, and organizations to rethink their training models, incorporating principles of inclusion, flexibility, and sustainability. Continuing education can be a driving force for reintegration and real opportunities if we place young people at the center of the process.<\/span><\/p>\n

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AUTHORS: Awka Torres Poblete, Ang\u00e9lica Chavarr\u00eda, Pablo Andrade, Division of Continuing Education, University of La Frontera.<\/span><\/p>\n


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Educaci\u00f3n continua y Reinserci\u00f3n Juvenil en Chile, Aprendizajes del Programa de Capacitaci\u00f3n en Oficios.<\/div>\n
https:\/\/recla.org\/blog\/educacion-continua-y-reinsercion-juvenil-en-chile-aprendizajes-del-programa-de-capacitacion-en-oficios\/<\/div>\n
RECLA<\/div>\n
Latin America and Europe Continuing Education Network<\/div>\n
2026<\/div>\n<\/div>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n\t<\/div>","protected":false},"excerpt":{"rendered":"

Continuing education has the potential to become a fundamental bridge for young people seeking new opportunities after experiences of high vulnerability or judicial trajectories.<\/p>","protected":false},"author":310,"featured_media":35997,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_joinchat":[],"footnotes":""},"categories":[111,190],"tags":[276],"class_list":["post-35996","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-educacion-continua-virtual","tag-educacion-continua-virtual"],"acf":[],"yoast_head":"\nEducaci\u00f3n continua y Reinserci\u00f3n Juvenil en Chile, Aprendizajes del Programa de Capacitaci\u00f3n en Oficios<\/title>\n<meta name=\"description\" content=\"La educaci\u00f3n continua tiene el potencial de convertirse en un puente fundamental para j\u00f3venes que buscan nuevas oportunidades tras experiencias de alta vulnerabilidad o 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