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ABSTRACTAlthough educational inclusion is now becoming a reality in the early stages of education in Spain, it remains diluted in the period of transition to working life. In this paper we analyse the adequacy of Transition to Work Plans (PTT), an ordinari educational programme and offered by local governments as a non-segregated training space for people with disabilities. The first aim of the study presented here is to identify the elements which make this programme suitable for people with disabilities, which leads on to the second aim, namely to propose improvement actions in relation to it. The first step in undertaking this analysis involved implementing a plan for evaluating social training programmes previously created by the author, whereby interviews were held with tutors, teachers and people with disabilities participating in these courses in the province of Girona, NE Spain. Following this, we proceeded to use a protocol for evaluating different documents related to the planning and development of PTTs (legislation, administrative documents, etc.). On the basis of this analysis it would appear that the philosophy and design behind PTTs implemented in ordinary working environments do respond to inclusive approaches (in their flexibility, methodological and evaluation aspects, etc.). Another important contribution of this study is documentation of both the beneficial factors of these programmes as identified by people with disabilities who have completed them and their experiences on them. ; RESUMENLa inclusión educativa empieza a ser una realidad en las primeras etapas educativas aunque se diluye en el periodo de transición a la vida laboral. En este trabajo se analiza la adecuación de los Planes de Transición al Trabajo (PTT), un programa educativo ordinario ofrecido por las administraciones locales como espacio formativo no segregador para personas con discapacidad. El primer objetivo del estudio que se presenta es identificar cuáles son los elementos que permiten que este programa sea adecuado a personas con discapacidad, dando paso al que es el segundo objetivo, plantear para este programa una propuesta de acciones de mejora. Para realizar este análisis, por un lado se implementa un plan de evaluación de programas de formación sociolaboral creado previamente por la autora, realizándose entrevistas a los tutores, a los profesores y a personas con discapacidad participantes en estos cursos en las comarcas de Girona. Y por otro lado se procede a la utilización de un protocolo para la evaluación de diferentes documentos relacionados con la planificación y el desarrollo de los PTT (legislación, documentos administrativos, etc.). De dicho análisis se desprende que la filosofía y el diseño de los PTT realizados en entornos ordinarios responden a planteamientos inclusivos (en la flexibilidad, en aspectos metodológicos y de evaluación, etc.). Otra de las aportaciones importantes de este estudio es la identificación de los elementos favorecedores realizada por las personas con discapacidad que han cursado estos programas y el relato de sus vivencias en los mismos.ABSTRACTAlthough educational inclusion is now becoming a reality in the early stages of education in Spain, it remains diluted in the period of transition to working life. In this paper we analyse the adequacy of Transition to Work Plans (PTT), an ordinari educational programme and offered by local governments as a non-segregated training space for people with disabilities. The first aim of the study presented here is to identify the elements which make this programme suitable for people with disabilities, which leads on to the second aim, namely to propose improvement actions in relation to it. The first step in undertaking this analysis involved implementing a plan for evaluating social training programmes previously created by the author, whereby interviews were held with tutors, teachers and people with disabilities participating in these courses in the province of Girona, NE Spain. Following this, we proceeded to use a protocol for evaluating different documents related to the planning and development of PTTs (legislation, administrative documents, etc.). On the basis of this analysis it would appear that the philosophy and design behind PTTs implemented in ordinary working environments do respond to inclusive approaches (in their flexibility, methodological and evaluation aspects, etc.). Another important contribution of this study is documentation of both the beneficial factors of these programmes as identified by people with disabilities who have completed them and their experiences on them.

It is important to ensure that regular processes of labour market integration are available for all citizens. Method Thematic content analysis techniques, using semi‐structured group interviews, were used to identify the principal elements contributing to the processes of integrating people with disabilities into the regular labour market. Thirty‐two professionals from 17 agencies provided information regarding the role of the family, training, workplace monitoring, the work setting, and personal resources of the worker. Results The results indicated that family, training (prior to and during the integration service), monitoring of the worker in the workplace, and work setting were relevant and contributing aspects of the process of work integration. Conclusions A real and effective commitment on the part of the government is required to regulate and provide resources to create supported employment services and to allow these services to plan their own interventions, keeping in mind the relevance of and relationship between aspects such as family, training, workplace monitoring, the work setting and personal resources of the worker

It is important to ensure that regular processes of labour market integration are available for all citizens. Method Thematic content analysis techniques, using semi‐structured group interviews, were used to identify the principal elements contributing to the processes of integrating people with disabilities into the regular labour market. Thirty‐two professionals from 17 agencies provided information regarding the role of the family, training, workplace monitoring, the work setting, and personal resources of the worker. Results The results indicated that family, training (prior to and during the integration service), monitoring of the worker in the workplace, and work setting were relevant and contributing aspects of the process of work integration. Conclusions A real and effective commitment on the part of the government is required to regulate and provide resources to create supported employment services and to allow these services to plan their own interventions, keeping in mind the relevance of and relationship between aspects such as family, training, workplace monitoring, the work setting and personal resources of the worker

It is important to ensure that regular processes of labour market integration are available for all citizens. Method Thematic content analysis techniques, using semi‐structured group interviews, were used to identify the principal elements contributing to the processes of integrating people with disabilities into the regular labour market. Thirty‐two professionals from 17 agencies provided information regarding the role of the family, training, workplace monitoring, the work setting, and personal resources of the worker. Results The results indicated that family, training (prior to and during the integration service), monitoring of the worker in the workplace, and work setting were relevant and contributing aspects of the process of work integration. Conclusions A real and effective commitment on the part of the government is required to regulate and provide resources to create supported employment services and to allow these services to plan their own interventions, keeping in mind the relevance of and relationship between aspects such as family, training, workplace monitoring, the work setting and personal resources of the worker

In the current European climate of economic, financial and political crisis and the questioning of the welfare state, assessing public policies assume a primary and strategic relevance in clarifying the results and contributions of policy actions. In this article, we aim to present the current situation in relation to youth policy assessment so as to formulate a system of assessment indicators in the sphere of Spanish local government youth policy. A review is conducted of some of the principal contributions in the field of constructing indicators for evaluating youth policies. We have found that most of these evaluation tools exist on a national or state level and that there is a dearth of local or municipal tools. The article concludes with a concrete proposal for an assessment tool: the SIAPJove (Sistema d"Indicadors d"Avaluacio´ per a les Polı´tiques Municipals de Joventut or System of Assessment Indicators for Local Government Youth Policies) (web page: http://siapjove.udg.edu/). It provides both quantitative and qualitative indicators for local youth policy managers to obtain assessment reports with relative ease in 12 possible areas for assessment within youth policy

Este artículo se centra en el análisis de la participación de los estudiantes en el gobierno de la universidad y muestra específicamente las principales dificultades que hay para ella y las propuestas que pueden facilitar la implicación de los estudiantes en el funcionamiento de las universidades. A partir de una investigación desarrollada durante los cursos 2007-08 y 2008-09, en la que se utilizaron cuestionarios y grupos de discusión con estudiantes y entrevistas dirigidas al profesorado, se obtiene información sobre los principales obstáculos para la participación estudiantil. El estudio realizado muestra que, de acuerdo con la tónica general reflejada en otras investigaciones sobre esta misma temática en nuestro contexto, la participación de los estudiantes en los distintos estamentos universitarios es escasa. Ahora bien, la metodología seguida en esta investigación permite contrastar las opiniones de los estudiantes con las percepciones del profesorado y obtener así matices significativos que muestran las principales direcciones que hay que tomar para facilitar un cambio de orientación en el asunto. Los cambios que debemos emprender están relacionados no solo con la mejora de los mecanismos de información acerca de los canales de participación, sino también con el replanteamiento de los procesos participativos por parte de la universidad, así como del papel del profesorado y, específicamente, de los coordinadores de los órganos de gestión más próximos a los estudiantes. En las conclusiones del documento se presentan las propuestas de mejora dirigidas a potenciar la implicación de los estudiantes en el funcionamiento universitario. Entre ellas se apuntan las siguientes: mejorar la información y los canales de comunicación con los estudiantes, mejorar los procesos electorales, ofrecer formación a los estudiantes para la participación y formación al profesorado acerca de las metodologías, recursos e instrumentos que pueden repercutir en la motivación de los estudiantes ; This article focuses on an analysis of student participation in university government and aims specifically to identify the main obstacles to student participation and the proposals that can facilitate student involvement in the functioning of the university. In research done during the 2007-08 and 2008-09 academic years based on student questionnaires, teaching staff interviews and student discussion groups, information was obtained about the major obstacles to student participation. It is shown that, in line with general tendencies found in other studies on this topic, student participation at different levels of the university is scarce. However, the methodology employed in this research makes it possible to compare and contrast student opinions with the perceptions of the teaching staff and thereby identify significant differences that flag the main ways to facilitate change in student participation in the university. The necessary changes should not only be related with improving the means of informing students about ways to participate; they must also influence the formulation of participatory processes by universities, the role of the teaching staff and, specifically, the role of the coordinators of the governing bodies closest to students. In the conclusions, improvements are proposed aimed at promoting student involvement in the functioning of the university, inter alia: improving information and channels of communication with students, improving students' electoral processes, providing students with education for participation and providing teachers with training in the methodologies, resources and tools that can affect student motivation

El artículo invita a reflexionar sobre la participación de los estudiantes en la gestión y el gobierno de la universidad a partir de una investigación. Se centra en la opinión y percepción que el profesorado implicado directamente en la gestión de la docencia tiene sobre esta participación. Se aportan datos relevantes que ayudan a disponer de una visión más completa de un fenóneno complejo y multidimensional como es la participación estudiantil. Sus interpretaciones nos ofrecen información significativa que contribuye a comprender algunas de las causas de la baja participación y nos orienta hacia las posibles estrategias a emprender para intentar invertir esta tendencia ; This article reflects on the results of a research study into the participation of students in university management and government. It focuses on the opinions and perceptions of the teaching staff involved directly in the management of teaching. Relevant data provides a more complete view of student participation, which is a complex and multidimensional phenomenon. The interpretation of that data provides important information that helps explain some of the reasons for this low participation and leads to possible strategies to attempt to overturn this tendency

Este artículo se centra en el análisis de la participación de los estudiantes en el gobierno de la universidad y muestra específicamente las principales dificultades que hay para ella y las propuestas que pueden facilitar la implicación de los estudiantes en el funcionamiento de las universidades. A partir de una investigación desarrollada durante los cursos 2007-08 y 2008-09, en la que se utilizaron cuestionarios y grupos de discusión con estudiantes y entrevistas dirigidas al profesorado, se obtiene información sobre los principales obstáculos para la participación estudiantil. El estudio realizado muestra que, de acuerdo con la tónica general reflejada en otras investigaciones sobre esta misma temática en nuestro contexto, la participación de los estudiantes en los distintos estamentos universitarios es escasa. Ahora bien, la metodología seguida en esta investigación permite contrastar las opiniones de los estudiantes con las percepciones del profesorado y obtener así matices significativos que muestran las principales direcciones que hay que tomar para facilitar un cambio de orientación en el asunto. Los cambios que debemos emprender están relacionados no solo con la mejora de los mecanismos de información acerca de los canales de participación, sino también con el replanteamiento de los procesos participativos por parte de la universidad, así como del papel del profesorado y, específicamente, de los coordinadores de los órganos de gestión más próximos a los estudiantes. En las conclusiones del documento se presentan las propuestas de mejora dirigidas a potenciar la implicación de los estudiantes en el funcionamiento universitario. Entre ellas se apuntan las siguientes: mejorar la información y los canales de comunicación con los estudiantes, mejorar los procesos electorales, ofrecer formación a los estudiantes para la participación y formación al profesorado acerca de las metodologías, recursos e instrumentos que pueden repercutir en la motivación de los estudiantes ; This article focuses on an analysis of student participation in university government and aims specifically to identify the main obstacles to student participation and the proposals that can facilitate student involvement in the functioning of the university. In research done during the 2007-08 and 2008-09 academic years based on student questionnaires, teaching staff interviews and student discussion groups, information was obtained about the major obstacles to student participation. It is shown that, in line with general tendencies found in other studies on this topic, student participation at different levels of the university is scarce. However, the methodology employed in this research makes it possible to compare and contrast student opinions with the perceptions of the teaching staff and thereby identify significant differences that flag the main ways to facilitate change in student participation in the university. The necessary changes should not only be related with improving the means of informing students about ways to participate; they must also influence the formulation of participatory processes by universities, the role of the teaching staff and, specifically, the role of the coordinators of the governing bodies closest to students. In the conclusions, improvements are proposed aimed at promoting student involvement in the functioning of the university, inter alia: improving information and channels of communication with students, improving students' electoral processes, providing students with education for participation and providing teachers with training in the methodologies, resources and tools that can affect student motivation

El artículo invita a reflexionar sobre la participación de los estudiantes en la gestión y el gobierno de la universidad a partir de una investigación. Se centra en la opinión y percepción que el profesorado implicado directamente en la gestión de la docencia tiene sobre esta participación. Se aportan datos relevantes que ayudan a disponer de una visión más completa de un fenóneno complejo y multidimensional como es la participación estudiantil. Sus interpretaciones nos ofrecen información significativa que contribuye a comprender algunas de las causas de la baja participación y nos orienta hacia las posibles estrategias a emprender para intentar invertir esta tendencia ; This article reflects on the results of a research study into the participation of students in university management and government. It focuses on the opinions and perceptions of the teaching staff involved directly in the management of teaching. Relevant data provides a more complete view of student participation, which is a complex and multidimensional phenomenon. The interpretation of that data provides important information that helps explain some of the reasons for this low participation and leads to possible strategies to attempt to overturn this tendency

El artículo invita a reflexionar sobre la participación de los estudiantes en la gestión y el gobierno de la universidad a partir de una investigación. Se centra en la opinión y percepción que el profesorado implicado directamente en la gestión de la docencia tiene sobre esta participación. Se aportan datos relevantes que ayudan a disponer de una visión más completa de un fenóneno complejo y multidimensional como es la participación estudiantil. Sus interpretaciones nos ofrecen información significativa que contribuye a comprender algunas de las causas de la baja participación y nos orienta hacia las posibles estrategias a emprender para intentar invertir esta tendencia ; This article reflects on the results of a research study into the participation of students in university management and government. It focuses on the opinions and perceptions of the teaching staff involved directly in the management of teaching. Relevant data provides a more complete view of student participation, which is a complex and multidimensional phenomenon. The interpretation of that data provides important information that helps explain some of the reasons for this low participation and leads to possible strategies to attempt to overturn this tendency

Aunque el tema de la participación en los distintos espacios de la vida comunitaria ha irrumpido con fuerza en los últimos tiempos, el sector universitario apenas ha incorporado el debate de la participación en su funcionamiento universitario. La participación estudiantil ha sido, y sigue siendo en la mayoría de los casos, simbólica. En este contexto, el artículo que presentamos profundiza en el análisis de la participación de los estudiantes en la estructura académica universitaria a partir de un estudio realizado en la Universidad de Girona. Nos centramos en los resultados derivados de la aplicación de un cuestionario electrónico a los estudiantes para conocer sus propias percepciones y puntos de vista en relación con su participación en la universidad. A partir de este análisis planteamos las orientaciones y estrategias que se configuran como elementos y recursos favorecedores de la participación estudiantil, tratando aspectos diversos como la mejora de la información, la necesidad de estrategias para facilitar la adaptación de los estudiantes a la dinámica de los órganos de gobierno o el reconocimiento del carácter formativo de la participación ; Participation in different areas of community life is a topic that has emerged with force in recent years. However, most universities have made little effort to foster any debate about participation in their daily functioning. University regulations do not generally facilitate the involvement of students in university government: their participation has been and will continue to be, in most cases, symbolic. In light of such a situation, this article presents an indepth analysis of student participation in university academic structures. We base that analysis on various studies, one of which we carried out at the University of Girona. We focus our discussion on the results of an electronic questionnaire given to students to know how they perceive and view their own participation in the university. On the basis of this analysis and in order to mobilise student participation, we present suggestions ranging from better information to the search for strategies to help students adapt to the dynamics of these governing bodies and recognise the training nature of participating

Aunque el tema de la participación en los distintos espacios de la vida comunitaria ha irrumpido con fuerza en los últimos tiempos, el sector universitario apenas ha incorporado el debate de la participación en su funcionamiento universitario. La participación estudiantil ha sido, y sigue siendo en la mayoría de los casos, simbólica. En este contexto, el artículo que presentamos profundiza en el análisis de la participación de los estudiantes en la estructura académica universitaria a partir de un estudio realizado en la Universidad de Girona. Nos centramos en los resultados derivados de la aplicación de un cuestionario electrónico a los estudiantes para conocer sus propias percepciones y puntos de vista en relación con su participación en la universidad. A partir de este análisis planteamos las orientaciones y estrategias que se configuran como elementos y recursos favorecedores de la participación estudiantil, tratando aspectos diversos como la mejora de la información, la necesidad de estrategias para facilitar la adaptación de los estudiantes a la dinámica de los órganos de gobierno o el reconocimiento del carácter formativo de la participación ; Participation in different areas of community life is a topic that has emerged with force in recent years. However, most universities have made little effort to foster any debate about participation in their daily functioning. University regulations do not generally facilitate the involvement of students in university government: their participation has been and will continue to be, in most cases, symbolic. In light of such a situation, this article presents an indepth analysis of student participation in university academic structures. We base that analysis on various studies, one of which we carried out at the University of Girona. We focus our discussion on the results of an electronic questionnaire given to students to know how they perceive and view their own participation in the university. On the basis of this analysis and in order to mobilise student participation, we present suggestions ranging from better information to the search for strategies to help students adapt to the dynamics of these governing bodies and recognise the training nature of participating

Aunque el tema de la participación en los distintos espacios de la vida comunitaria ha irrumpido con fuerza en los últimos tiempos, el sector universitario apenas ha incorporado el debate de la participación en su funcionamiento universitario. La participación estudiantil ha sido, y sigue siendo en la mayoría de los casos, simbólica. En este contexto, el artículo que presentamos profundiza en el análisis de la participación de los estudiantes en la estructura académica universitaria a partir de un estudio realizado en la Universidad de Girona. Nos centramos en los resultados derivados de la aplicación de un cuestionario electrónico a los estudiantes para conocer sus propias percepciones y puntos de vista en relación con su participación en la universidad. A partir de este análisis planteamos las orientaciones y estrategias que se configuran como elementos y recursos favorecedores de la participación estudiantil, tratando aspectos diversos como la mejora de la información, la necesidad de estrategias para facilitar la adaptación de los estudiantes a la dinámica de los órganos de gobierno o el reconocimiento del carácter formativo de la participación ; Participation in different areas of community life is a topic that has emerged with force in recent years. However, most universities have made little effort to foster any debate about participation in their daily functioning. University regulations do not generally facilitate the involvement of students in university government: their participation has been and will continue to be, in most cases, symbolic. In light of such a situation, this article presents an indepth analysis of student participation in university academic structures. We base that analysis on various studies, one of which we carried out at the University of Girona. We focus our discussion on the results of an electronic questionnaire given to students to know how they perceive and view their own participation in the university. On the basis of this analysis and in order to mobilise student ...

The European Union (EU) has recently published its first list of invasive alien species (IAS) of EU concern to which current legislation must apply. The list comprises species known to pose great threats to biodiversity and needs to be maintained and updated. Horizon scanning is seen as critical to identify the most threatening potential IAS that do not yet occur in Europe to be subsequently risk assessed for future listing. Accordingly, we present a systematic consensus horizon scanning procedure to derive a ranked list of potential IAS likely to arrive, establish, spread and have an impact on biodiversity in the region over the next decade. The approach is unique in the continental scale examined, the breadth of taxonomic groups and environments considered, and the methods and data sources used. International experts were brought together to address five broad thematic groups of potential IAS. For each thematic group the experts first independently assembled lists of potential IAS not yet established in the EU but potentially threatening biodiversity if introduced. Experts were asked to score the species within their thematic group for their separate likelihoods of i) arrival, ii) establishment, iii) spread, and iv) magnitude of the potential negative impact on biodiversity within the EU. Experts then convened for a 2-day workshop applying consensus methods to compile a ranked list of potential IAS. From an initial working list of 329 species, a list of 66 species not yet established in the EU that were considered to be very high (8 species), high (40 species) or medium (18 species) risk species was derived. Here, we present these species highlighting the potential negative impacts and the most likely biogeographic regions to be affected by these potential IAS

The European Union Regulation (EU) 1143/2014 on invasive alien species (IAS) establishes an EU-wide framework for action to prevent, minimise and mitigate the adverse impacts of IAS on biodiversity and centres around the development of a list of IAS of EU Concern. The initial list of IAS of EU concern will be based on available risk assessments compliant with agreed minimum standards but horizon scanning is seen as critical to inform future updating of the list, in order to prioritise the most threatening new and emerging IAS. A workshop was held with the overarching aim of reviewing and validating an approach to horizon scanning to derive a ranked list of IAS which are likely to arrive, establish, spread and have an impact on biodiversity or related ecosystem services in the EU over the next decade. The agreed horizon scanning approach involved two distinct phases: i) Preliminary consultation between experts within five thematic groups to derive initial scores; ii) Consensus-building across expert groups including extensive discussion on species rankings coupled with review and moderation of scores across groups. The outcome of the horizon scanning was a list of 95 species, including all taxa (except microorganisms) within marine, terrestrial and freshwater environments, considered as very high or high priority for risk assessment ; Le Règlement de l'Union Européenne (UE) 1143/2014 sur les espèces notices envahissantes (EEE) établit un cadre d'actions à l'échelle européenne pour prévenir, réduire au minimum et atténuer les impacts négatifs des EEE sur la biodiversité, et se concentre sur le développement d'une liste d'EEE de préoccupation européenne. La liste initiale d'EEE de préoccupation européenne est basée sur les analyses de risque disponibles conformes aux standards minimums reconnus. Mais l'horizon scanning est essentiel pour informer les mises à jour futures de la liste, dans le but de prioritiser les EEE nouvelles et émergentes les plus menaçantes. Un workshop a été organisé avec pour but général ...