Evaluación de programas de formación ocupacional en colectivos con riesgo de exclusión social.

Abstract

This doctoral thesis is framed and is the continuation of the validation study of EFO model, that it was started by Jornet and Suarez (1996) and continued its elaboration by Perales (2000, 2002) . They are both centred in de Job Creation Scheme, these works, the same as the doctoral thesis that is presented, are developed in the Occupational Training Evaluation Project of de Valencia Community commissioned by the local government to the Measurement and Evaluation Technical Unit of MIDE Department. Specifically, the main objective of the thesis is to contribute to the validation evidences about the instruments of a Model (EFO Model) to evaluate the specific Occupational and Vocational Training Programs directed to social exclusion risk collective (women, young people and over 40 years old long-term unemployed). The methodology of the study that we present is framed in evaluative research processes; particularly it would be an observational classic study of survey and differential character implying a psychometrical approach to the analysis of evaluation instruments. The utilized samples would be the valuations realized by the students regarding each formative action belonging to the different analyzed programs, all of them representative and population. With regard to the results the realized studies allow to conclude that the used instruments in the EFO Model are worth, reliable, believable and useful for the uses that were sought in relation to the established Occupational and Vocational Training Programs for collective with social exclusion risk. This way, are observed the following validation evidences specifically: - Quite satisfactory levels of valuation for the group of training activities. - Differential capacity of the instruments to assist to the specific communities. - Behaviour of the instrument by way of a scale. - Discrimination capacity of the instrument and similar operation to a scale - Diverse factorial structures, from here the differential value of the instrument. - Consistent patterns in the image of quality measure through the instrument. - Quality profiles where a multidimensional escalation of the students satisfaction levels is given through the different programs.