An institutional analysis of local lifelong learning approaches to early school leaving in Italy and Spain
In this paper, we will analyze how a few initial vocational education and training (VET) schools have elaborated wide-ranging responses to early leaving from education and training in Liguria (Italy) and Catalonia (Spain). In contrast with many members of the EU and the OECD, the prevailing institut...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:284770 |
| Acceso en línea: | https://ddd.uab.cat/record/284770 https://dx.doi.org/urn:doi:10.3390/soc13110230 |
| Access Level: | acceso abierto |
| Palabra clave: | VET schools Public policy analyses Early school leaving from education and training |
| Sumario: | In this paper, we will analyze how a few initial vocational education and training (VET) schools have elaborated wide-ranging responses to early leaving from education and training in Liguria (Italy) and Catalonia (Spain). In contrast with many members of the EU and the OECD, the prevailing institutional arrangements in these two countries hardly support disadvantaged youths to catch up with basic academic performance and find an appealing pathway between compulsory and post-compulsory education. Despite this bias of official policies, we argue that some initial VET schools manage to navigate the interface between social structure and agency and accommodate the aspirations of disadvantaged students by involving local stakeholders and shaping school time organization in a particular way. |
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