We see that early school leaving is not a new problem. It is usually tackled in Spain and in other countries, by strengthening strategies of diversification and flexibilization of itineraries, with the end aim of preventing dropout and, ultimately, of improving processes of educational and social inclusion.
With the entry into force of the Organic Law of Education governing the education system (LOE, 2006), the need was recognised of establishing curricular adaptations and diversifications with the aim of reducing early school leaving and improving educational and qualification prospects. The LOE had continuity with the LOMCE (2013), which activated the PMAR, which does not differ too much from the Curricular Diversification Programme (PDC) which it substituted. The main difference between the PMAR and the PDC is its nonfinalist nature, since it eliminates the possibility of qualifying without leaving the programme which the PDC offered, as well as also eliminating the socalled “practical sphere”. The PMAR does, however, offer a “soft” transition towards the 4th year of ESO, which students follow with the ordinary group. However, in this final year there are two options: one geared towards academic studies and the other towards applied studies, and the PMAR pupils in their majority choose the latter, which basically orients them towards vocational training programmes.

With respect to access to PMAR, in both the 2nd and 3rd years of ESO, the basic conditions are: having repeated for at least one year in any educational phase and not being in conditions for promotion with the ordinary group. The teaching staff at the schools are in charge of proposing participation in the programme, after carefully evaluating each case. The centres report on their proposals to the pupils and their families or whoever their legal guardians are, as they will ultimately be the ones who make the decision regarding whether or not to enter the programme.
Once in the PMAR, pupils find their contents and practical activities reorganised. Through small groups (usually 8-15 pupils), they are taught subjects grouped into the three areas of Linguistics and Social, Scientific and Mathematical, and Foreign Languages. The remaining subjects are taught in the ordinary group, with shared spaces and teaching methodology.