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?

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 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.

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.

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 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.

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.

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.

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?

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.  

Will new-generation technologies substitute the most routine jobs? Discover the impact of automation on the world of work. 

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.  

How does socioeconomic inequality affect the academic progress of students? Using recent data we analyse the case of Spain and how it compares with the rest of Europe.  

Does education really remove social barriers? Robert Erikson analyses the degree of social mobility in advanced democracies.

José van Dijck reflects on how the major internet platforms are determining how we communicate, buy, and even how we behave.  

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.

What is the rate for early leaving of education and training by sex? The Europe 2020 Strategy has a target of 15%.

Alan Daly, Chair Professor of Education at the University of California, offers in this interview granted to the Social Observatory of "la Caixa” a view of the role of personal relations in the world of education, in which he highlights the concept of social capital.

The economic crisis experienced by Spain has led to increasing numbers of young people opting to prolong their education given the lack of job prospects. This fact has caused overqualification among young people and the consolidation of unemployment.

Has mass access of Spaniards to intermediate and higher education been associated with a deterioration in the quality of educational qualifications, as some international bodies have warned?

Despite its perception in recent years, education continues to be a very effective vehicle for social promotion, as well as a more significant factor than social origin in providing access to the professional classes.