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.

Only 27.7% of the foreign population gains access to higher education in Spain, against 44% of the native population.

The percentage of “NEETs” (Not in Education, Employment or Training) is much higher in Spain among women of foreign origin than among men (27.8% versus 21.6%).

Do we have quality education? In this report we analyse three fundamental dimensions: access to sufficient educational level, obtaining of adequate knowledge to contribute to economic and social development, and degree of inclusion of the education system.

Can the positive effects of parental involvement in education be extended to  schools? We analyse the outcomes of schools according to the types of families of the pupils that attend them.  

A psychoeducational programme from a positive parenting perspective to promote, among others, affective bonds and educational relationships within the family setting.

Spanish families changed significantly in the last two decades. To what point do socioeconomic factors or family structure influence children’s progress at school?

We analyse the difference between the average scores in reading and mathematics for pupils according to their family income levels. Are we above or below neighbouring countries?

How has the economic crisis affected the productivity of universities? This article explains how public centres have reorganised their resources better than private centres and have shown greater efficiency.

How many people participate in complementary training courses linked to culture? In 2015, 5.9% of the Spanish population underwent some training of this type.

In all the countries, courses related with culture involved more women than men in 2015. In Spain, 57.8% of students with culture-related qualifications were women.

This article from the Social Observatory of "la Caixa" analyses the role played by education and income in people’s participation in cultural activities of different types.

A performing arts-based programme that integrates social, educational and cultural action.

The two books reviewed share concerns regarding the decline of the USA and show the problems facing the country. From different perspectives, both reach the same diagnosis regarding American society and the danger that threatens democracy.

In Spain, smoking and road accidents are responsible for an important loss of years and quality of life. Have the legal measures taken in recent years had any effect on this problem?

Spain’s Secretary of State for Research, Development and Innovation, Carmen Vela, describes in this interview the strengths of the current system and highlights those fronts being worked on with regard to the medium and long term.

On the global economic map drawn up by the financial crisis of 2008, the emerging countries are displacing the developed countries in the attracting of foreign investment in R&D. What factors influence this phenomenon and how does it affect countries such as Spain?

How many students aged over 15 years have excellent results in sciences and how many hope to undertake a research-related career? In 2015, some 28.6% of Spanish students wanted to work in a scientific profession.