4.5% of students aged over 15 years obtained excellent results in sciences, far below the average for the OECD (7.1%) or for countries such as Finland (13.9%) and Germany (10.1%). This result contrasts with the expectations of 28.6% of Spanish students who stated that they wanted to go into a profession related with the sciences standing above the average for the OECD (24.5%) and for Finland (17%) and Germany (15.3%).
Uses, skills and attitude in digital technology fields. Does a gender gap exist?
Boys consider that they are more skilled than girls in digital technology and communication fields, whereas girls feel better prepared in ethical and security-related aspects.
The role of schools in detecting gender violence
Sixty-eight per cent of minors who are exposed to gender violence in the home say nothing in the academic setting and teaching staff only perceive it if evident signs of violence exist. How can an effective model for the prevention of sexist violence be drawn up for primary and secondary schools?
The impact of gender-based violence on sons and daughters: the role of schools according to the pupils
Some 93% of children have heard of gender violence. Their preferential source of information is the school setting but, if faced with a situation of gender-based violence, they are unsure whether it would be the place to find help.
Call to support research projects on education and society (FS22-2B)
The aim of the call was to support social science research projects that use quantitative survey data on education and society in Spain.
Inequality of opportunity in educational performance in Spain and Europe
What lies behind educational inequalities? Factors beyond students’ control (such as gender, background, or parents’ financial or cultural status) explain 32% of the differences in their academic performance.