Page 90 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 90
ear ly school leaving: contempor ary european perspectives
enrolled at disadvantaged schools (46%) are more likely to repeat a grade
than students at advantaged schools (12%) (OECD, 2015). Authors (Enguita,
Martínez, & Gómez, 2010) have identified two factors seen among students
who drop out: repeating an academic year (88%) and absenteeism with un-
justified absences (91%).
In relation to ECEC (a system-level protective factor against ESL),
pre-primary education in Spain lasts up to 6 years of age. The second cycle
(3–6 years of age) is free of charge but not compulsory and is attended by
96.6% of 3-year-olds and up to 99.9% of 5-year-olds (EC/EACEA/Eurydice/
Eurostat, 2014), well above the EU average (ET Monitor Spain, 2016b).
Recent relevant reforms
The Spanish education system has been experiencing reform since the Act
on the Improvement of the Quality of Education was passed in 2013 (thus
amending the 2006 Education Act). As part of this education system re-
form, one secondary vocational school programme (PCPI-Programas de
Cualificación Profesional Inicial, 16–18 year) was phased out in 2014/15
(Eurydice, 2014). In the future, compulsory secondary education will be
organised in cycles (1st cycle: 13–15 years; 2nd cycle: 15–16 years) and exter-
nal assessment will be conducted at the end of compulsory secondary ed-
ucation. The assessment will have academic validity, besides the average of
the grades that will be weighted when awarding the certificate (Graduado
en Educación Secundaria Obligatoria, the first academic certificate obtained
after finishing Basic Compulsory Education), which will provide access to
Bachillerato, intermediate vocational training, intermediate Plastic Arts
and Design Education ‘training cycles’, Sports Education, and to the world
of work. Students not obtaining this certificate will be awarded with an-
other (Certificado oficial de estudios obligatorios), whose aim is to prove
their schooling years and the academic competencies achieved therein
(Eurydice, n.d.).
ESL statistics in Spain
In Spain, the national definition of ESL corresponds with Eurostat’s: young
people aged between 18 and 24 who have not completed upper secondary ed-
ucation and are no longer in education and training (EC/EACEA/Eurydice/
Cedefop, 2014). Spain has a declining trend in the ESL rate. According to
Eurostat data (2016), in 2009 the rate stood at 31.2%, having fallen to 23.6%
90
enrolled at disadvantaged schools (46%) are more likely to repeat a grade
than students at advantaged schools (12%) (OECD, 2015). Authors (Enguita,
Martínez, & Gómez, 2010) have identified two factors seen among students
who drop out: repeating an academic year (88%) and absenteeism with un-
justified absences (91%).
In relation to ECEC (a system-level protective factor against ESL),
pre-primary education in Spain lasts up to 6 years of age. The second cycle
(3–6 years of age) is free of charge but not compulsory and is attended by
96.6% of 3-year-olds and up to 99.9% of 5-year-olds (EC/EACEA/Eurydice/
Eurostat, 2014), well above the EU average (ET Monitor Spain, 2016b).
Recent relevant reforms
The Spanish education system has been experiencing reform since the Act
on the Improvement of the Quality of Education was passed in 2013 (thus
amending the 2006 Education Act). As part of this education system re-
form, one secondary vocational school programme (PCPI-Programas de
Cualificación Profesional Inicial, 16–18 year) was phased out in 2014/15
(Eurydice, 2014). In the future, compulsory secondary education will be
organised in cycles (1st cycle: 13–15 years; 2nd cycle: 15–16 years) and exter-
nal assessment will be conducted at the end of compulsory secondary ed-
ucation. The assessment will have academic validity, besides the average of
the grades that will be weighted when awarding the certificate (Graduado
en Educación Secundaria Obligatoria, the first academic certificate obtained
after finishing Basic Compulsory Education), which will provide access to
Bachillerato, intermediate vocational training, intermediate Plastic Arts
and Design Education ‘training cycles’, Sports Education, and to the world
of work. Students not obtaining this certificate will be awarded with an-
other (Certificado oficial de estudios obligatorios), whose aim is to prove
their schooling years and the academic competencies achieved therein
(Eurydice, n.d.).
ESL statistics in Spain
In Spain, the national definition of ESL corresponds with Eurostat’s: young
people aged between 18 and 24 who have not completed upper secondary ed-
ucation and are no longer in education and training (EC/EACEA/Eurydice/
Cedefop, 2014). Spain has a declining trend in the ESL rate. According to
Eurostat data (2016), in 2009 the rate stood at 31.2%, having fallen to 23.6%
90
