Continuing full-time education beyond compulsory schooling

In this article, we analyse the phenomenon of dropping out of school as soon as the minimum legal age (16 years old) is reached, its evolution over time and whether it affects specific social groups, using microdata from the Encuesta de Población Activa (Labour Force Survey), a quarterly source in w...

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Autor: Miret, Pau|||0000-0003-0476-7666
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:270811
Acceso en línea:https://ddd.uab.cat/record/270811
https://dx.doi.org/urn:doi:10.4438/1988-592X-RE-2022-398-554
Access Level:acceso abierto
Palabra clave:School enrolment rate
Post-compulsory education
Multilevel
Model
Spain
Gender
Generation
Immigration
id ES_514e02ceffa516d5db5eaf9e16bab03e
oai_identifier_str oai:ddd.uab.cat:270811
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Continuing full-time education beyond compulsory schooling
Continuar estudiando más allá de la escolarización obligatoria
title Continuing full-time education beyond compulsory schooling
spellingShingle Continuing full-time education beyond compulsory schooling
Miret, Pau|||0000-0003-0476-7666
School enrolment rate
Post-compulsory education
Multilevel
Model
Spain
Gender
Generation
Immigration
title_short Continuing full-time education beyond compulsory schooling
title_full Continuing full-time education beyond compulsory schooling
title_fullStr Continuing full-time education beyond compulsory schooling
title_full_unstemmed Continuing full-time education beyond compulsory schooling
title_sort Continuing full-time education beyond compulsory schooling
dc.creator.none.fl_str_mv Miret, Pau|||0000-0003-0476-7666
author Miret, Pau|||0000-0003-0476-7666
author_facet Miret, Pau|||0000-0003-0476-7666
author_role author
dc.subject.none.fl_str_mv School enrolment rate
Post-compulsory education
Multilevel
Model
Spain
Gender
Generation
Immigration
topic School enrolment rate
Post-compulsory education
Multilevel
Model
Spain
Gender
Generation
Immigration
description In this article, we analyse the phenomenon of dropping out of school as soon as the minimum legal age (16 years old) is reached, its evolution over time and whether it affects specific social groups, using microdata from the Encuesta de Población Activa (Labour Force Survey), a quarterly source in which the same household is followed for up to six consecutive waves. Analysis was performed using the logistic regression technique (for dichotomous dependent variables) at four levels involving observations of individuals within their household context from 52 regions of Spain. Our analysis points to a steady increase in the proportion of pupils who continue in full-time education after the age of 16 and before reaching the legal age of majority (18). This only slowed down during school years that coincided with an improvement in the labour market. We also observed that the regions that are most favourable to low-skilled employment are those with the highest drop-out rates. Furthermore, we found that the migration status of individuals (in particular the age they arrive in Spain) is a key variable in the probability of them continuing in full-time education, whereas neither the person's home situation nor the concentration of migrants in the region are significant. In short, neither gender nor social class were significant discriminating factors in school enrolment rates of 16 to 17-year-olds. However, the probability of this leading to successful completion of an intermediate level of education (baccalaureate or vocational training) has not yet been analysed.
publishDate 2022
dc.date.none.fl_str_mv 2
2022-01-01
2022
2022-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
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dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/270811
https://dx.doi.org/urn:doi:10.4438/1988-592X-RE-2022-398-554
url https://ddd.uab.cat/record/270811
https://dx.doi.org/urn:doi:10.4438/1988-592X-RE-2022-398-554
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Ministerio de Ciencia, Innovación y Universidades https://doi.org/10.13039/100014440 PID2020-118770RB-100
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
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instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
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spelling Continuing full-time education beyond compulsory schoolingContinuar estudiando más allá de la escolarización obligatoriaMiret, Pau|||0000-0003-0476-7666School enrolment ratePost-compulsory educationMultilevelModelSpainGenderGenerationImmigrationIn this article, we analyse the phenomenon of dropping out of school as soon as the minimum legal age (16 years old) is reached, its evolution over time and whether it affects specific social groups, using microdata from the Encuesta de Población Activa (Labour Force Survey), a quarterly source in which the same household is followed for up to six consecutive waves. Analysis was performed using the logistic regression technique (for dichotomous dependent variables) at four levels involving observations of individuals within their household context from 52 regions of Spain. Our analysis points to a steady increase in the proportion of pupils who continue in full-time education after the age of 16 and before reaching the legal age of majority (18). This only slowed down during school years that coincided with an improvement in the labour market. We also observed that the regions that are most favourable to low-skilled employment are those with the highest drop-out rates. Furthermore, we found that the migration status of individuals (in particular the age they arrive in Spain) is a key variable in the probability of them continuing in full-time education, whereas neither the person's home situation nor the concentration of migrants in the region are significant. In short, neither gender nor social class were significant discriminating factors in school enrolment rates of 16 to 17-year-olds. However, the probability of this leading to successful completion of an intermediate level of education (baccalaureate or vocational training) has not yet been analysed.Nos preguntamos por el fenómeno de abandonar la escuela en cuanto se cumple la edad mínima legal en que se permite hacerlo (los 16 años), su evolución en el tiempo y si afecta a determinados grupos sociales. Se utilizan los microdatos de la Encuesta de Población Activa, una fuente trimestral en que se sigue a un mismo hogar hasta un máximo de seis ciclos consecutivos. Se emplea la técnica de la regresión logística (para variables dependientes dicotómicas) con cuatro niveles de análisis: observaciones protagonizadas por individuos, enmarcados en hogares y residentes en 52 unidades territoriales. Se apunta a un sostenido incremento en la proporción de alumnado que continúa estudiando habiendo cumplido ya 16 años y antes de alcanzar la mayoría de edad, que solo se ha detenido durante los cursos escolares que han coincidido con una mejora en la situación del mercado de trabajo. También se observa que las regiones más favorables al empleo poco cualificado son las que presentan mayores tasas de abandono escolar. Además, se constata que la situación migratoria personal (en particular la edad de llegada a España) es clave en la probabilidad de continuar estudiando, pero no así el estado del hogar en relación a este factor ni la concentración migratoria en el contexto espacial de residencia. De hecho, la única variable familiar que se muestra significativa es el no convivir ni con la madre ni con el padre, que se encuentra asociada a una substancialmente menor probabilidad de continuar en el sistema escolar formal. En definitiva, ni el género ni la clase social presentan en la actualidad una fuerza discriminante significativa en las tasas de escolarización a los 16-17 años, aunque no se ha llegado a analizar la probabilidad de que ello conduzca a finalizar exitosamente un nivel medio de educación (bachillerato o ciclos formativos). 22022-01-0120222022-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/270811https://dx.doi.org/urn:doi:10.4438/1988-592X-RE-2022-398-554reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengMinisterio de Ciencia, Innovación y Universidades https://doi.org/10.13039/100014440 PID2020-118770RB-100open accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2708112026-06-06T12:50:31Z
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