5850e5e5a7af6b34200fb0affc0b5223 edusci_a2021v11n3p101.pdf f30bb4fa7d639456d8a0b12239faf27f97703adc edusci_a2021v11n3p101.pdf 9ccac6af144a45de1710630638399f33cfc67cb90d0aa140782560b66b918bb7 edusci_a2021v11n3p101.pdf Title: Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education Subject: Fitting vocational training into the Spanish education system has been challenging and problematic because two objectives are trying to be fulfilled; the first to supply skills for the productive system and the second to be an alternative option for the young people who do not follow the academic track. Moreover, the political vicissitudes of recent decades have added to the difficulties involved in balancing these requirements. In Spain, both the economic agents and the education system itself with its academic inertia have relegated vocational training to a subordinate position, able to attract mainly young people with lower academic achievement and largely rejected by families with a higher educational level. The assumption was that the introduction of a comprehensive secondary education in the 1990s would provide parity between the academic and the vocational tracks. However, the comprehensive nature of this system was not fully applied, with students in many schools separated by ability levels, and in fact having little impact on the social bias of the students choosing vocational training. The empirical contribution of this study is based on a survey carried out among 2056 students from Barcelona in their last year of compulsory secondary education in 2013–14 and who continued in full-time education, be it baccalaureate or vocational training. The main result shows that comprehensive education improves school success and decreases the vocational orientation of students from low social backgrounds. Keywords: educational pathways; education reform; secondary education; educational inequalities Author: Rafael Merino, Ona Valls and Albert Sánchez-Gelabert Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Tue Mar 2 15:49:10 2021 CET ModDate: Tue Mar 2 16:08:45 2021 CET Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 14 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 735983 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- AQNHLD+URWPalladioL-Ital Type 1 Custom yes yes no 10 0 XUTOLS+URWPalladioL-Bold Type 1 Custom yes yes no 15 0 OUDWMP+URWPalladioL-Roma Type 1 Custom yes yes no 19 0 AIQCCL+VnURWPalladioL-Bold Type 1 Custom yes yes no 23 0 JIFSYT+VnURWPalladioL Type 1 Custom yes yes no 28 0 CAKDYH+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 36 0 MCBCCI+SourceSansRoman-Regular Type 1C Custom yes yes no 58 0 MCBCCM+SourceSansRoman.613wght Type 1C Custom yes yes no 62 0 MCBCCO+SourceSansRoman-Bold Type 1C Custom yes yes no 66 0 IYELBM+CMSY10 Type 1 Builtin yes yes no 89 0 RDUGED+VnURWPalladioL-Italic Type 1 Custom yes yes no 110 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2024-10-02 03:54:24 CEST RepresentationInformation: edusci_a2021v11n3p101.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2023-03-31 11:50:34 CEST Size: 735983 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 231 FreeObjects: 5 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: section.1 Item: Title: Theoretical Framework and Literature Review Destination: section.2 Children: Item: Title: Vocational Training Systems Destination: subsection.2.1 Item: Title: Vocational Training in Spain: Partial Success of the Comprehensive Reform Destination: subsection.2.2 Item: Title: Method Destination: section.3 Item: Title: Results Destination: section.4 Children: Item: Title: Descriptive Data Destination: subsection.4.1 Item: Title: Social Background and Ability Grouping (H1) Destination: subsection.4.2 Item: Title: Social Background, Achievement, Ability Grouping, and Educational Outcomes (H2 and H3) Destination: subsection.4.3 Item: Title: Discussion Destination: section.5 Item: Title: References Destination: section.5 Info: Title: Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education Author: Rafael Merino, Ona Valls and Albert Sánchez-Gelabert Subject: Fitting vocational training into the Spanish education system has been challenging and problematic because two objectives are trying to be fulfilled; the first to supply skills for the productive system and the second to be an alternative option for the young people who do not follow the academic track. Moreover, the political vicissitudes of recent decades have added to the difficulties involved in balancing these requirements. In Spain, both the economic agents and the education system itself with its academic inertia have relegated vocational training to a subordinate position, able to attract mainly young people with lower academic achievement and largely rejected by families with a higher educational level. The assumption was that the introduction of a comprehensive secondary education in the 1990s would provide parity between the academic and the vocational tracks. However, the comprehensive nature of this system was not fully applied, with students in many schools separated by ability levels, and in fact having little impact on the social bias of the students choosing vocational training. The empirical contribution of this study is based on a survey carried out among 2056 students from Barcelona in their last year of compulsory secondary education in 2013 14 and who continued in full-time education, be it baccalaureate or vocational training. The main result shows that comprehensive education improves school success and decreases the vocational orientation of students from low social backgrounds. 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