Content with the tag: educación

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?

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.

The aim of the call was to support social science research projects that use quantitative survey data on education and society in Spain.

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.

While women continue to opt for more socially-oriented courses, this report points out that the occupations most necessary in 2030 will be those linked to the digital economy.

How can empathy and moral principles be encouraged to promote more inclusive citizenship? This experiment was conducted within a university context and we explain its results.

Education level in Spain is more polarised than in the rest of the EU. This indicator offers data that demonstrate this..

Of the Spanish population, 58% were of the opinion that they had exceeded their father’s education level and 64% thought that they had exceeded their mother’s education level.

What factors increase the likelihood of students dropping out? Poor grades are not the only indicator of early drop-out.

In Spain, 20% of workers are overeducated for the job functions that they perform. This study analyses how this situation reduces satisfaction in the employment sphere.

Do remedial education programmes aimed at students from underprivileged groups work? This study shows that they only manage to benefit immigrant pupils if the proportion of them in the school group does not exceed 50%.

Is the Learning and Performance Improvement Programme (PMAR) effective for the prevention of early school leaving? According to this study, participating in the PMAR increases the probability of obtaining an ESO qualification by 12%.

Some 23.5% of pupils of immigrant origin leave school in the transition between compulsory and post-compulsory education. We analyse the differences by pupils' migration status and sex.

What role must teachers play to combat early leaving from education and training of young people of foreign origin? This study shows that their support is key and that they must count on the necessary resources for guiding pupils.

According to this study, in comparison with the year 2002, in 2010 there was an increase in the time that mothers, and even more so fathers, devoted to their children. Despite this, the gender gap persists.