Abstract :

This article investigates the development of social and professional skills in students through work and enterprise-based learning within vocational education and training (VET). It underscores the foundational role of social skills in effective communication, relationship building, decision-making, and conflict resolution, which substantially influence various aspects of students’ lives, including academic performance and social interactions. The study emphasizes the significance of the workplace environments in shaping these skills, asserting that effective social skills contribute not only to successful personal relationships but also to professional achievements and broader societal contributions. The article outlines the importance of integrating formal instruction in social skills into educational curricula and extracurricular activities, highlighting various pedagogical approaches that enhance skill acquisition. Through empirical research involving qualitative and quantitative methods, the paper advocates for targeted, interdisciplinary training to engender competencies such as teamwork, negotiation, and client relations, essential for success in contemporary economic environments. Furthermore, the study calls for ongoing evaluation of educational strategies to refine methods for effectively cultivating social skills among students, preparing them for future challenges in a rapidly evolving world.

---

Keywords :

Communication Competencies, Professional Skills Acquisition, Social Skills Development, VET practices.

---

References :

1. Dinham, A. (2006). A Review of Practice of Teaching and Learning of Communication Skills in Social Work Education in England. Social Work Education, 25, 838 – 850.
2. Castillo, E.G. (2000). Un modelo axiológico de educación integral. Revista Española de Pedagogía. https://doi.org/10.22550/2174-0909.2202
3. Figueredo, P.A., & Tauler, L.L. (2020). La formación laboral: un éxito para la práctica educativa. Opuntia Brava, 12, 338-352.
4. Ford, J.D., Paretti, M.C., Kotys-Schwartz, D.A., Howe, S., & Ott, R. (2021). New Engineers’ Transfer of Communication Activities From School to Work. IEEE Transactions on Professional Communication, 64, 105-120.
5. Gillingham, P. (2008). Designing, Implementing and Evaluating a Social Work Practice Skills Course: A Case Example. Social Work Education, 27, 474 – 488.
6. Guin, S. (2019). Essential skills for fieldwork practice in social work. Fieldwork Training in Social Work. https://doi.org/10.4324/9780429297120-13
7. Laudares, J.B., & Quaresma, A.G. (2019). A pedagogia da Escola do Trabalho e a formação integral do trabalhador. Revista Brasileira de Estudos Pedagógicos. https://doi.org/10.24109/2176-6681.RBEP.88I220.737
8. Martins, M.F. (2021). Gramsci, education and unitary school. https://doi.org/10.1590/S1678-4634202147226099 https://doi.org/10.35120/kij3102487c
9. Nikolov, N. (2024a). SMART CITIES AS A TOOL FOR ENVIRONMENTAL SUSTAINABILITY: OPPORTUNITIES AND CHALLENGES.  TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference, 1, 261-266. https://doi.org/10.17770/etr2024vol1.794
10. Nikolov, N. (2024b). Practical Aspects in the Use of Smart Technologies for the Development of Smart Cities. XXIII International Scientific Conference VSU’2023, vol. II. 403 – 409.
11. Pistrak, A.G. (2018). Fundamento da escola do trabalho.  São Paulo: Educação e pedagogia.  ISBN: 9788577433247
12. Reith-Hall, E & Montgomery, P. 2022, The Teaching and Learning of Communication Skills in Social Work Education, Research on Social Work Practice, vol. 32, no. 7, pp. 793-813. https://doi.org/10.1177/10497315221088285
13. Saumya (2019). Essence of communication skills in fieldwork. Fieldwork Training in Social Work. https://doi.org/10.4324/9780429297120-15