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Proposals to combat early school leaving

marzo 31, 2021

Providing academic and professional guidance to students, as well as increasing the offer of FP, are some of the recommendations of the Federation of Teaching of Workers’ Commissions to prevent students from leaving their studies

Offer more academic and professional guidance to students, replacing the title of Compulsory Secondary Education (ESO) by a “certificate of competences” at the end of compulsory studies, as well as eliminating repetitions of Primary and Secondary, can help to fight school dropout.

This is how the study Early dropout from education and training and school failure: diagnosis and proposals, prepared by the Federation for the Teaching of Workers’ Commissions (FECCOO), which includes a total of 21 proposals to address these problems and collects various quantitative information on them.

The publication highlights that the early abandonment of education and training (ATEF) has been reduced in Spain, which refers to the percentage of the population aged 18 to 24 that has obtained an ESO degree, but does not continue any type of education or training.

The ATEF has decreased by 13 points since 2002, going from 30.9% to 17.9% on average, according to 2018 data published by the Ministry of Education and Vocational Training. Although this figure is far from the average of the European Union (10.6%), the decrease registered in the country has been a greater percentage: 13 points compared to 6.4 in the period from 2002 to 2018.

While school dropout has decreased, according to the study, school failure has risen in Spain for the first time in a decade: one in four young people (24.4%) has not obtained the Obligatory Secondary Education (ESO) qualification, which is the basic and mandatory to continue studying.

“Much of the drop in early school leaving has to do with the increase in the number of VET students“, says the FECCOO in a statement. In addition, it attributes the rise in failure directly to” the implementation of the LOMCE “, which has made it more difficult for students with learning difficulties to obtain the title of ESO.

Data on early school leaving in Spain

The report reveals that the Basque Country and Cantabria are the only autonomous communities that present a percentage of school dropout below the European Union average, with 6.9% and 9.8%, respectively. Asturias, Catalunya, Castilla y León Galicia, Madrid and Navarra present a percentage of ATEF below the Spanish average, while the rest of the regions exceed it.

Although the ATEF has decreased in recent years, early school leaving for men (21.7%) is much higher than for women (14%); and that young foreigners tend to drop out more than Spanish students, with a percentage of 35.1% versus 15.3%, respectively.

Despite the lower percentage of ATEF in girls, the data in the report indicates that the educational system has not yet managed to bridge the gender gap in terms of study modalities. They prefer Health, Teaching, Humanities, etc .; while they continue to opt for Engineering, Mathematics and Computer Science. This prevalence can also be verified in Baccalaureate, Vocational Training, Master’s and Doctorate studies.

Recommendations to fight ATEF and school failure

In addition to disclosing the above data, the FECCOO report proposes 21 actions that should be carried out to reduce ATEF and school failure …

  1. Provide more flexibility to the education system. Among the ideas that are proposed, it is worth highlighting the increase of second-chance programs in public educational centers, making the Baccalaureate more flexible so that it can be studied in four years, eliminating the ESO degree, as well as increasing the distance offer in Vocational Training, among others. proposals.
  2. Increase the number and amount of scholarships and grants in non-university education.
  3. Encourage scientific and technical vocations among girls and young people from an early age, through educational approaches to gender that eliminate the hidden curriculum and increase female references, especially in the STEM disciplines (Science, Technology, Engineering and Mathematics).
  4. Maintain and reinforce the measures of attention to diversity during post-compulsory education, especially those that affect interculturality programs and in the first year of Middle Grade training cycles.
  5. Increase information and academic and professional guidance to the entire student body and especially to those who prematurely abandon their studies or training and find themselves in a disadvantaged socioeconomic situation; as well as their families, so that they can know what educational or training options are closest to the development of their vital interests.
  6. Expand professional practices in Initial Vocational Training studies and Medium Grade, as well as reinforcing the recognition of the acquired experience.
  7. Create a territorial cohesion fund, distributed according to the situation of the autonomous communities in terms of school dropout, and that has a shared financing model.
  8. Influence the development of active employment policies that unite the world of work with the education and training of the entire young population.
  9. Significantly increase the offer of Vocational Training in the rural world.
  10. Increase the offer of programs to obtain the ESO and / or Baccalaureate degree, through free tests.
  11. Repeal the LOMCE, given that the FE-CCOO considers that all the mechanisms for obtaining the basic degree have worsened due to its non-inclusive and segregating nature.
  12. Recover Curricular Diversification Programs in ESO and implement them from the first moment that students’ difficulties are detected.
  13. Implement and reinforce the Reinforcement, Orientation and Support Programs (PROA) throughout the ESO, with more resources and more places to help students with greater difficulties to keep up with the academic rhythm.
  14. Eliminate the title of Compulsory Secondary Education.
  15. Conduct a social and educational discussion to eliminate grade repetition in basic and compulsory education.
  16. If the grade repetition as an extraordinary measure of attention to diversity, this should disappear in Primary Education and be limited in Compulsory Secondary Education, so that it is only repeated with the subjects not passed and a specific program of attention to repeating students is implemented.
  17. Recover the structure by cycles that abolished the LOMCE in Primary Education.
  18. Promote the collegiate nature of evaluation decisions, rating and promotion.
  19. Limit educational actions that cause segregation of students in homogeneous groups and that pose a difficulty in obtaining the qualification for all students, such as bilingualism.
  20. Modify the current curriculum, which FECCOO considers “academic, extensive and repetitive”, for a more inclusive, democratic, civic and critical one based on the enhancement of basic competences from significant learning models and formative evaluation processes.
  21. Promote educational support measures, such as reinforcements (two teachers in the classroom), flexibility, curricular adaptations, collaborative work, restructuring the classrooms, etc.

Did you know…?

  • School failure has worsened by 3.7 points in relation to the 2015-2016 academic year, according to the study.
  • Grade repetition already appears at 8 years of age (in 3rd grade of Primary), with a percentage of 6.4%, and worsens at 10 years (in 5th grade of Primary), with 10.3%.