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?
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.
Vocational Training in Catalonia: academic performance, dual VET, and gender
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.
Can inclusive citizenship skills be taught while building universities that are more socially engaged?
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.
Percentage of population with basic education and higher
Education level in Spain is more polarised than in the rest of the EU. This indicator offers data that demonstrate this..
Percentage of people who, in 2017, were of the opinion that the highest education level they had achieved was...
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.
Early leavers from education and training reflect social inequalities
What factors increase the likelihood of students dropping out? Poor grades are not the only indicator of early drop-out.
Overeducated and unhappy? Evaluation of the consequences of overeducation
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.
Remedial education for primary-school children: a useful measure for immigrant pupils?
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%.
Does working while studying influence graduate employability?
Is it possible to secure better employment by working prior to obtaining a university qualification? This analysis shows that it is, but only if the job is related to the degree’s content.
Are policies designed to prevent early school leaving working in Spain?
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%.
The transition to post-compulsory education among students of immigrant origin in Catalonia
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.
Why are there more early school leavers among migrant-background young people?
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.
Do fathers spend more time with their children than they used to?
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.
How does parents’ education influence internet use by their children?
The digital divide reduces equal opportunities for citizens. This article examines the reasons for this based on the analysis of ICT use patterns among Spanish compulsory secondary-school students.
Would you like to know how we calculated these indicators? View the Methodological Appendix.
The situation in Europe
The level of segregation by social background at Spanish schools is high in comparison with the European context. Other indicators, such as the early school leaving rate and the mastery of a foreign language, also situated us at worse levels than the European average.
Spain is one of the countries in the European Union that spends the least on education. The greatest gap in the investment of resources per student occurs in the university sphere.
The situation in Spain
At present, some 60% of Spanish people aged between 25 and 64 years have an intermediate level of education (High School, Vocational Training, or similar). Even so, early school leaving rates continue to be a concern in the country.
Executive summary and conclusions
The welfare of the population is very much related with its possibilities for access to education. The Spanish education system is characterised by having high levels of access at early ages.
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.
Applicants and awardees of the ”la Caixa” Grants programme: who are they?
The “la Caixa” Banking Foundation grants programme, which funds postgraduate studies, has a major impact on the careers of its beneficiaries. Who applies for these grants and what factors determine to whom they are awarded?
Parental involvement in education: a tool for change
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.
The new generation of digital technologies in Spain
Will new-generation technologies substitute the most routine jobs? Discover the impact of automation on the world of work.
Training for employed people: the need for expansion and improvement
Training workers is vital for improving their employability. However, since the economic crisis, investment in training has fallen by 50% in Spain and social agents barely participate in the definition of continuous training actions.