TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

ESL situation in Spain

jeudi 12 novembre 2015, par Maša Vidmar


Pays : Espagne 

The aim of this article is to describe state of affairs as well as recent trends regarding ESL in Spain. Special focus is on the multi-professional collaboration related to ESL. The purpose is to elucidate the context in which experiments within TITA project will take place, thus guiding interpretation and generalizations of the findings.

According to the most recent Eurostat data Spain has the highest ELET rate in 2013 among EU-28 countries, that is 23,6 %. Nevertheless the rate has decreased since 2009 when it stood at 31,2 %. Spain set their national target for ESL by 2020 at 15 % and intermediary target at 23,0 % by 2015 (Europe 2020 target is 10 %). The percentage of early leavers is higher for foreign-born versus native-born (40,7 % versus 21,4 %) and for male versus female (27,2 % versus 19,8%).

Measures to fight ESL were put in place at national and regional level in recent years, including the ’Programme to reduce ESL’ (preventive and intervention measures such as analysis, awareness raising, follow up of early school leavers to support their reintegration into the education and training system), PROA (guidance and support program) and PCPI (initial professional qualification program). The ministry of education has been carrying out an evaluation of these measures. The national programs referred to above are not funded by the regions anymore since 2012, and also not included in the 2013 national budget (ET Monitor Spain, 2013).

The main goal of the comprehensive strategy to tackle ELET is to reduce factors that lead to ELET, but also to promote return to education for students who have left education (regardless of whether they are employed or not). Moreover, the goal is to implement special actions in areas with high rates of ELET and to develop measures and prevention programs for students experiencing difficulties in compulsory education. There are also some territorial strategies that are implemented by Autonomous regions. In addition, there is an on-going reform of education system that is also expected to help reduce ELET rates. Spain also has in place education and career guidance at primary and secondary education ; school staff in charge of this may or may not be specifically trained.

Different policy sectors are involved in the topic of ELET, cooperation mechanism are being developed. Collaboration between different education stakeholders (e.g. employment departments, municipalities, trade unions) takes place at the level of Autonomous Communities. Cooperation in multi-professional teams at the local/institutional level is both legal obligation and well-established practice. These teams may involve school heads, teachers, psychologists, social workers, youth workers, professional guidance specialists/counsellors, inspectors, trainers and social mediators/educators. The composition of teams and partnerships with external to the school varies across Autonomous Communities (Eurydice, 2015).

Forthcoming

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