Partiendo del interés social y educativo actual, este artículo pretende conocer el estado de la cuestión en el campo de la Competencia Digital Docente (CDD), con la finalidad de saber cómo se encuentra el trabajo de estas destrezas tanto en el ámbito teórico como empírico. Para ello se han recopilado diferentes modelos que destacan por su uso como guías de formación para facilitar su desarrollo. Este estudio ha tenido en cuenta diferentes países e instituciones, así como sus características, finalidades y dimensiones. Además en todas se remarcan investigaciones que los modelos emplean para favorecer la adquisición de estas competencias, así como su análisis en controversias y perspectivas de la comunidad educativa y la praxis en las políticas educativas. A lo largo de todos estos modelos de CDD, se ha podido comprobar la gran carga de responsabilidad tanto a nivel institucional como del profesorado en la adquisición de competencias digitales, para poder responder a las demandas sociales y educativas planteadas en todos los niveles de formación. Due to the current interest in the Teacher Digital Competence (TDC), both from the social and education fields, this article shows its state-of-art, in order to find out how the work on these skills is going both theoretically and empirically. Thus, we compile different models that stand out as training guides that facilitate TDC's development. We analyze different countries and institutions for this study, as well as their characteristics and purposes. For each model, we highlight research results that the models are based on to facilitate gaining TDC skills. We analyze how the educational community evaluates them and their results after their implementation in educational policy. We reveal that each TDC model implies a great burden of responsibility for institutions and educators. In order to be able to respond to the social and educational requirements raised at all levels of training, all models strongly rely on the educational community to gain digital competence.

Aiming to tackle the high levels of youth unemployment and rates of Not Employed, in Education, or Training (NEET), the European Union launched the flagship policy Youth Guarantee in 2013. In this article we evaluate this policy in order to reveal the lessons it can teach us and possible ways for its improvement to achieve a sustainable active labor market policy. We use the data collected through the Indicator Framework for Monitoring the Youth Guarantee to analyze the policy impact, limited to some of the countries with the highest NEET rates: those of the Mediterranean European Economic Area (Cyprus, Greece, Italy, and Spain). We used the data to create regression models for the evaluation of policy measures, spread, and achievements. In our findings we reveal the importance of time in the policy implementation, the differences and commonalities between the countries, and hidden problems in the data collection that lead to biases and misleading results. We conclude that it is too soon to judge the usefulness of the policy and recommend an improvement in the data collection process.

During the last decade, the policy efforts aiming to tackle the NEET situation (young people who neither study nor work) have increased dramatically in the European Union. Meanwhile, many studies challenged those policies, showing how they failed due to lack of understanding the NEETs. Thus, we analyse the factors that influence the appearance, modification and elimination of a NEET identity. The results reveal the presence of a shared NEET identity in the countries with high NEET rates, despite the considerable differences in the countries’ and NEETs’ characteristics. The NEET rate stands out as the key factor influencing the NEET identity, showing that this identity depends more on economic cycles than on the specific country or its culture.

The rates of young people Not in Education, Employment or Training (NEET) in the Mediterranean European Economic Area (MED EEA) are high. Hence, the European Union and national governments have developed and implemented different policies aimed to tackle the NEET situation. In this article, we try to identify and understand the most relevant barriers that keep vulnerable people as NEETs. We focused on youth as being at the highest risk of becoming NEETs: migrant women aged 25–29. By using semi-structured interviews and focus groups with key stakeholders and NEETs in the Spanish region of Murcia, we collected their views on and experiences with different programs and strategies. We conclude that this group is exposed to additional barriers due to the intersectionality of their characteristics. There are structural and contextual aspects, such as motherhood, a lack of social networks, or not knowing the language, which NEET policies do not address. We highlight the need of (i) improving the adaptiveness of relevant policies by being tailored to specific problems NEETs face, (ii) expanding the focus of NEET policies, and (iii) including the regional perspective in NEET policy design. In our comprehensive approach, we stress that the NEET policy alone cannot solve the NEET problem.

Introducción: Reconocer las diversas formas de entender la educación y la cultura es un deber epistemológico, histórico y vivencial de las Ciencias Sociales y en este caso de la Antropología. Desde Colombia se presentan múltiples escenarios que convergen en los saberes oficiales y de las culturas propias, cómo se enfrentan, resuelven y proyectan acciones que reformulan la educación inclusiva en contextos diversos potenciales a la transformación, que evitan la invisibilidad y fortalecen cuidados para su legitimidad desde la defensa de sus propios derechos. Metodología: la investigación es una etnografía, mediante observación no participante en espacios educativos y reuniones colectivas así como en conversatorios y entrevistas a docentes, investigadores y alumnado en diversos escenarios educativos de Colombia, especialmente en el Cauca. Resultados: Los saberes de las culturas propias se mantienen resistentes en el tiempo y van consolidando la diversidad cultural con una función clave, justicia social. Discusión: se presentan orientaciones complejas desde la sociedad, pueblos indígenas, afrodescendientes e instituciones que tejen espacios de acción y reflexión sobre la perspectiva intercultural. Conclusiones: El diálogo de saberes y sentipensar de la praxis intercultural, refleja la misión y visión de una educación que genera procesos de justicia y defensa de los derechos humanos.