Enhancing Skills for Employment in the Workplace of the Future 2020 Using the Theory of Connectivity: Shared and Adaptive Personal Learning Environments in a Spanish Context

European living environments are well placed as an essential means through which cities become functional, modern, and liveable places, and are the ideal setting for the innovation and implementation of businesses and ideas. In addition, they are a place in which existing gaps in labour market inclusion are easily widened amongst those who, for various reasons, have not received adequate training, such as immigrants (including unaccompanied foreign minors) and young people without qualifications that have several difficulties in the access to higher education. Further, as is noted in the Phoenix report entitled Future Work Skills 2020, our educational system suffers from a lack of training with regards to the employment skills that need to be integrated into current society, as these have a crucial role for achieving success in the workplace. The aim of this study is to analyse the key skills for the inclusion of Unaccompanied Foreign Minors (UFM) in the workplace, developing a scale for the assessment of ten basic skills for the work of the future. These individuals are mostly young people without qualifications trying to make it in the new environments of current Smart Cities. This study employs an empirical and experimental methodology with two comparison groups of UFM adolescents. The UFM population is contextualised by the migratory flow from North Africa to Europe. Multistage sampling was used to select 345 participants. An approximation scale of the level of Future Work Skills was created as a data collection instrument through simulations of Horizon 2020 (EA-HFL-SH2020). Multivariate analysis was performed which revealed significant differences between school variables, work experience and educational level. The results are aligned with the evaluation of skill acquisition level for the working future of UFM and with the proposed training model of work skills that facilitate their inclusion in the world of the European workforce, as a function of the significant differences found. In addition, the emphasis is placed on the interest of identifying this type of skills in this group in order to develop appropriate training programs in higher education for employment success.