Continuous reform of vocational training in Spain, or the paradox between school integration and segregation

Authors

  • Rafael Merino Universidad Autónoma de Barcelona

DOI:

https://doi.org/10.14507/epaa.v21n66.2013

Keywords:

secondary education, vocational training, educational reform, educational policy, drop out, youth.

Abstract

Successive reforms of vocational training face a paradox: if vocational training is defined as a track separate from the academic one, then it will be socially devalued and marked with a strong social bias. If the vocational and academic tracks are integrated in one comprehensive curriculum then practices of teachers and students make facto incorporation of different ways for students with poor school performance. This article discusses how vocational training was designed in the secondary education framework in the two main reforms carried out in Spain in 1970 and 1990, and how the expectations of policy-makers and the actions of the actors could mismatch. The paper includes a reflection on the last proposal for new educational reform by the Spanish government, the draft of LOMCE 2012.

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Author Biography

Rafael Merino, Universidad Autónoma de Barcelona

Profesor agregado del Departamento de Sociología de la UAB, con docencia en el ámbito de la sociología de la educación, en la Facultad de Ciencias de la Educación de la UAB, en la actualidad coordinador de los grados de Pedagogía y Educación Social. Investigador del Grupo de Investigación Educación y Trabajo, desarrollando investigación en el ámbito de la educación secundaria, formación profesional, reformas educativas y transición de los jóvenes de la escuela al mercado de trabajo. Miembro de la International Research Network on Youth Education and Training, y de la Rede Ibero-Americana de Estudos sobre Educação Profissional e Evasão Escolar.

Published

2013-09-01

How to Cite

Merino, R. (2013). Continuous reform of vocational training in Spain, or the paradox between school integration and segregation. Education Policy Analysis Archives, 21, 66. https://doi.org/10.14507/epaa.v21n66.2013

Issue

Section

Articles