Early school leaving in Spain. An analysis of young people’s decisions, motivations and educational strategies

Main investigator: 
Reference: 
CSO2012-31575

Reducing early school leaving (ESL) is one of the largest and most important challenges faced by European countries in general and Spain in particular. The high rates of school dropout at the end of compulsory secondary schooling not only hinder the social integration of those who suffer it, but above all reduce national productivity and competitiveness, put at risk the levels of equity and jeopardize social cohesion. An in-depth study of this phenomenon is of crucial importance when competitiveness, social cohesion and economic and social progress of the country are at stake.

The purpose of the research is to analyse the decisions, motivations and educational strategies of young people to leave or continue their studies after the compulsory secondary education. An object of study of key importance in order to make advances in the comprehension, prevention and reduction of ESL. Several national and international studies have pointed out the lack of research on ESL specifically focused on young people who have left school or are at risk of doing so. This lack of information entails an important deficit for the design of specific policies to properly tackle ESL. The present project, thus, will provide evidence-based information of crucial importance in order to define strategies to prevent and reduce ESL in Spain.

With this aim, the project is based on 4 main objectives: 1) to design and develop the theoretical and methodological approach of the research; 2) to provide a state of the art about ESL in Spain, identifying the existing policies and programmes aimed at preventing and fighting it; 3) to analyze the decisions, motivations and educational strategies of young people who have left school (ESLers) or are at risk of doing so; 4) to identify good practices, make proposals for improvement and disseminate the results of the research.

Project Length: 
2012-2015
Situation: 
Current
Type: 
Competitive Project
English