THE CONSTRUCTION OF POST-16 EDUCATIONAL OPPORTUNITIES. AN ANALYSIS OF TRANSITIONS TO POST-COMPULSORY SECONDARY EDUCATION IN URBAN CONTEXTS (Q3135495)
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Project Q3135495 in Spain
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | THE CONSTRUCTION OF POST-16 EDUCATIONAL OPPORTUNITIES. AN ANALYSIS OF TRANSITIONS TO POST-COMPULSORY SECONDARY EDUCATION IN URBAN CONTEXTS |
Project Q3135495 in Spain |
Statements
20,570.0 Euro
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41,140.0 Euro
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50.0 percent
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30 December 2016
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31 December 2020
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UNIVERSIDAD AUTONOMA DE BARCELONA
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41°29'27.71"N, 2°8'15.00"E
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08266
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LAS TRANSICIONES EDUCATIVAS DE LOS JOVENES UNA VEZ CUMPLIDA LA EDAD LEGAL DE ESCOLARIZACION OBLIGATORIA SON UN TEMA CENTRAL DE POLITICA EDUCATIVA, TANTO DESDE EL PUNTO DE VISTA DE LA FORMACION DE CAPITAL HUMANO COMO DE LA EQUIDAD EDUCATIVA. ORGANISMOS INTERNACIONALES COMO LA OCDE Y LA UE SITUAN EL ACCESO Y FINALIZACION A ALGUNA FORMA DE EDUCACION POST-OBLIGATORIA COMO EL MINIMO NIVEL EDUCATIVO NECESARIO PARA LA INCLUSION SOCIAL Y LABORAL. DESDE UN PUNTO DE VISTA DE EQUIDAD, EL ACCESO O NO A LA EDUCACION POST-OBLIGATORIA SE CONVIERTE EN UN MECANISMO CLAVE DE EXCLUSION O INCLUSION EDUCATIVA QUE AFECTA A NUMEROSOS JOVENES DE NUESTRO PAIS. ES MAS, LAS OPORTUNIDADES EDUCATIVAS POST-16 NO SE CONSTRUYEN SOLAMENTE POR EL HECHO DE ACCEDER O NO A LA EDUCACION POST-OBLIGATORIA SINO TAMBIEN POR EL TIPO DE ESTUDIOS AL QUE SE ACCEDE Y LAS OPORTUNIDADES DE EXITO QUE SE DERIVAN DE LOS MISMOS. _x000D_ HAY QUE TENER EN CUENTA, ADEMAS, QUE LAS OPORTUNIDADES EDUCATIVAS POST-16 NO SE DISTRIBUYEN DE FORMA EQUITATIVA EN DISTINTOS CONTEXTOS URBANOS. LAS CONDICIONES SOCIALES Y DE ESCOLARIZACION EN LOS BARRIOS DE LAS GRANDES CIUDADES CONDICIONAN LA CONTINUIDAD DE LOS ESTUDIOS. DE AHI QUE CONOCER LAS CARACTERISTICAS ESPECIFICAS DEL CONTEXTO LOCAL EN EL QUE SE CONSTRUYEN DICHAS OPORTUNIDADES SEA UN OBJETIVO FUNDAMENTAL PARA ARTICULAR POLITICAS EDUCATIVAS EFICACES CONTRA EL ABANDONO ESCOLAR PREMATURO. _x000D_ EL OBJETIVO DEL PROYECTO ES COMPRENDER COMO SE CONSTRUYEN LAS ELECCIONES Y TRANSICIONES EDUCATIVAS DE LOS JOVENES A LA EDUCACION SECUNDARIA POST-OBLIGATORIA A PARTIR DE UN TRIPLE ENFOQUE: TERRITORIAL, INSTITUCIONAL Y SUBJETIVO. EL ANALISIS SE DESARROLLARA EN MADRID Y BARCELONA. LA ELECCION DE ESTAS CIUDADES CON ELEVADA SEGREGACION URBANA Y DESIGUALDAD ECONOMICA GARANTIZA PODER EXPLORAR EL PAPEL QUE JUEGAN LAS DIFERENCIAS TERRITORIALES EN PROFUNDIDAD. SI BIEN EN ESPAÑA DISPONEMOS DE DIVERSOS TRABAJOS SOBRE TRANSICIONES EDUCATIVAS, NINGUNO ABORDA SIMULTANEAMENTE LA RELACION ENTRE ESTAS TRES VARIABLES, CLAVES PARA UN ANALISIS SISTEMATICO DEL TEMA. PARA ALCANZAR ESTE OBJETIVO GENERAL, EL PROYECTO SE ESTRUCTURA A PARTIR DE TRES SUBOBJETIVOS: (1) ESTIMAR LA DESIGUALDAD TERRITORIAL DE OPORTUNIDADES EDUCATIVAS EN MADRID Y BARCELONA Y VALORAR LA EXISTENCIA DE UN ¿EFECTO BARRIO¿ EN LAS TRANSICIONES A LA EDUCACION POST-OBLIGATORIA; (2) ESTUDIAR EL IMPACTO DE LAS DINAMICAS INSTITUCIONALES EN LOS PROCESOS DE ORIENTACION Y TRANSICION EDUCATIVA DE LOS JOVENES; Y (3) COMPRENDER LAS LOGICAS DE ELECCION DE LOS JOVENES, A PARTIR DE UN ANALISIS EN PROFUNDIDAD DE COMO SE CONSTRUYEN SUS 'RACIONALIDADES' EN TORNO DE LA ELECCION DE ESTUDIOS POST-OBLIGATORIOS._x000D_ ESTA PERSPECTIVA INTEGRADA SE DESARROLLARA A PARTIR DE UNA METODOLOGIA DE INVESTIGACION MIXTA. PARTIENDO DE BASES DE DATOS DE AMBAS CIUDADES QUE PERMITIRAN IDENTIFICAR DESIGUALDADES TERRITORIALES EN LAS TASAS DE ABANDONO ESCOLAR Y EN LAS OPCIONES DE ESCOLARIZACION POST-OBLIGATORIA, EL ESTUDIO DESCENDERA A LA SELECCION DE TERRITORIOS, CENTROS Y ESTUDIANTES, QUE PERMITIRAN ABORDAR DE FORMA CONJUNTA LA CONFIGURACION DE LAS OPORTUNIDADES EDUCATIVAS POST-16. LA COMPRENSION DE LOS PROCESOS DE CONFIGURACION DE DICHAS OPORTUNIDADES CONSTITUYE UNA INFORMACION ALTAMENTE VALIOSA PARA LA PLANIFICACION EDUCATIVA Y PARA EL ESTABLECIMIENTO DE ESTRATEGIAS DE ACCION POLITICA SUFICIENTEMENTE FLEXIBLES Y ADAPTADAS AL CONTEXTO LOCAL EN EL OBJETIVO DE LUCHA CONTRA EL ABANDONO ESCOLAR PREMATURO (Spanish)
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THE EDUCATIONAL TRANSITIONS OF YOUNG PEOPLE AFTER REACHING THE LEGAL AGE OF COMPULSORY SCHOOLING ARE A CENTRAL THEME OF EDUCATIONAL POLICY, BOTH FROM THE POINT OF VIEW OF HUMAN CAPITAL FORMATION AND EDUCATIONAL EQUITY. INTERNATIONAL ORGANISATIONS SUCH AS THE OECD AND THE EU PLACE ACCESS TO AND COMPLETION OF SOME FORM OF POST-COMPULSORY EDUCATION AS THE MINIMUM LEVEL OF EDUCATION NEEDED FOR SOCIAL AND LABOUR INCLUSION. FROM AN EQUITY POINT OF VIEW, ACCESS TO POST-COMPULSORY EDUCATION BECOMES A KEY MECHANISM OF EXCLUSION OR EDUCATIONAL INCLUSION THAT AFFECTS MANY YOUNG PEOPLE IN OUR COUNTRY. MOREOVER, POST-16 EDUCATIONAL OPPORTUNITIES ARE NOT ONLY BUILT BY THE FACT OF ACCESS OR NOT TO POST-COMPULSORY EDUCATION BUT ALSO BY THE TYPE OF STUDIES THAT ARE ACCESSED AND THE OPPORTUNITIES OF SUCCESS THAT DERIVE FROM THEM. _x000D_ must be kept in mind, in addition, that the EDUCATIVE OPPORTUNITIES POST-16 are NOT DISTRIBUTED OF EQUITATIVE FORMATIONS in URBAN CONTEXT DISTINTS. THE SOCIAL AND SCHOOLING CONDITIONS IN THE NEIGHBORHOODS OF THE BIG CITIES CONDITION THE CONTINUITY OF THE STUDIES. KNOWLEDGE OF THE SPECIFIC CHARACTERISTICS OF THE LOCAL CONTEXT IN WHICH THESE OPPORTUNITIES ARE BUILT IS A FUNDAMENTAL OBJECTIVE FOR ARTICULATING EFFECTIVE EDUCATIONAL POLICIES AGAINST EARLY SCHOOL LEAVING. _x000D_ the PROJECT OBJECTIVE IS BUYING AS THE EDUCATIVE ELECTIONS AND Transitions OF YOUTH TO THE SECUNDARY POST-OBLIGATORY EDUCATION TO PART A TRIPLE Focus: TERRITORIAL, INSTITUTIONAL AND SUBJECTIVE. THE ANALYSIS WILL TAKE PLACE IN MADRID AND BARCELONA. THE CHOICE OF THESE CITIES WITH HIGH URBAN SEGREGATION AND ECONOMIC INEQUALITY ENSURES THAT YOU CAN EXPLORE THE ROLE PLAYED BY TERRITORIAL DIFFERENCES IN DEPTH. WHILE IN SPAIN WE HAVE VARIOUS STUDIES ON EDUCATIONAL TRANSITIONS, NONE SIMULTANEOUSLY ADDRESSES THE RELATIONSHIP BETWEEN THESE THREE VARIABLES, KEYS TO A SYSTEMATIC ANALYSIS OF THE TOPIC. TO ACHIEVE THIS GENERAL OBJECTIVE, THE PROJECT IS STRUCTURED ON THE BASIS OF THREE SUB-OBJECTIVES: (1) ESTIMATE THE TERRITORIAL INEQUALITY OF EDUCATIONAL OPPORTUNITIES IN MADRID AND BARCELONA AND ASSESS THE EXISTENCE OF A NEIGHBORHOOD EFFECT ON TRANSITIONS TO POST-COMPULSORY EDUCATION; (2) TO STUDY THE IMPACT OF INSTITUTIONAL DYNAMICS ON THE EDUCATIONAL ORIENTATION AND TRANSITION PROCESSES OF YOUNG PEOPLE; And (3) Buy the logics of choosing young people, to take part in an analysis in terms of how their ‘rationalities’ are constructed in the future of the choice of POST-OBLIGATORY STUDIES._x000D_ this INTEGRATED PERSPECTIVE will be developed to POST-OBLIGATORY METHODOLOGY. BASED ON DATABASES OF BOTH CITIES TO IDENTIFY TERRITORIAL INEQUALITIES IN SCHOOL DROPOUT RATES AND POST-COMPULSORY SCHOOLING OPTIONS, THE STUDY WILL DECREASE TO THE SELECTION OF TERRITORIES, SCHOOLS AND STUDENTS, WHICH WILL ALLOW TO JOINTLY ADDRESS THE CONFIGURATION OF POST-16 EDUCATIONAL OPPORTUNITIES. THE UNDERSTANDING OF THE PROCESSES OF SHAPING THESE OPPORTUNITIES IS HIGHLY VALUABLE INFORMATION FOR EDUCATIONAL PLANNING AND FOR THE ESTABLISHMENT OF SUFFICIENTLY FLEXIBLE POLITICAL ACTION STRATEGIES ADAPTED TO THE LOCAL CONTEXT IN THE FIGHT AGAINST EARLY SCHOOL LEAVING. (English)
12 October 2021
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Cerdanyola del Vallès
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Identifiers
CSO2016-80004-P
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