Situation Analysis First Intellectual Output

1st Intellectual Output:
Situation Analysis
Country: Spain
Company: Universitat Politecnica de Valencia (UPV)
Elaborated by: Vicenta Eloína García-Félix
Javier Oliver-VIllarroya
Yaiza Pérez-Alonso
Date of submission: 10.04.2018

Youth Online Project
Index
1. Introduction ............................................................................................................................................... 3
2. Methodological notes ................................................................................................................................ 4
3. Main results ............................................................................................................................................... 7
3.1 Social perception of teachers on the reasons for early dropout of the education system ............... 7
3.1.1 Reasons for early dropout of the education system......................................................................... 7
3.1.2 Profile and qualities of the student who abandons his studies ......................................................10
3.1.3 Possible strategies to avoid or reduce the early abandonment of the education system .............12
3.2 Social perception of the students about the motivating factors of education................................13
3.2.1 Matrix “There is and I like” and “There is and I don’t like” ............................................................13
3.2.1.1. Agents of the school ...................................................................................................................14
3.2.1.2. Student services ..........................................................................................................................15
3.2.1.3. Additional activities.....................................................................................................................17
3.2.2 Matrix “There isn’t and I’d like to” and “There isn’t and I wouldn’t like to” ..................................17
4. Conclusions ..............................................................................................................................................19
5. Bibliography .............................................................................................................................................21
Youth Online Project www.facebook.com/Youth-Online-Project-137544480310846/ 2

1. Introduction
This report shows the results obtained in the first phase of the study carried out on educational
dropout in the framework of the European project "Youth online".
The objectives corresponding to the first phase are presented below, referencing the work carried
out with the group of experts and with the students.
Date Date
OBJECTIVES of FIRST PHASE: GROUP OF EXPERTS
Pass Analysis
• Identify the group of experts of each school based on the agreements

taken at the initial meeting (characteristics, number, ...).
• Translate and send the questions to each expert (with an informative
15/01/18
text about the objective of the activity). 28/02/18
• Collect information from experts using the Delphi method on the causes
of dropout and the profile of the student at risk in order to prepare a
survey to contrast it with all teachers.
• Analyze the information of the team of experts of each school using

qualitative techniques. 01/03/18
30/05/18
• Prepare a report with points in common, establishing the categories
extracted after the analysis.
• Design the teacher's survey.
Date Date
OBJECTIVES FIRST PHASE: STUDENTS
Pass Analysis
15/01/18
• Identify exclusion factors and school inclusion from the contributions of 28/03/18
students, using the technique of matrix of present and future scenarios.
• Analyze the information provided by the different class groups of each 10/04/18
school using qualitative techniques. 31/07/18
• Develop a report with the common points.
• Design the student’s survey.
The final objective of this first phase was to prepare a report with points in common to the data
collected in the participating schools, establishing the categories extracted after the analysis in

order to help us in the design of the survey of teachers and students. This phase, initially planned
finishing at the end of May, has been advanced by one month to present the results of the work at
the next meeting, scheduled for April 23 and 24 in Barcelona.
Three educational schools participate in this case study: the "Escola Sant Gervasi" (Spain), the
"Hasan Ali Yücel Anatolian High School" (Turkey) and the "Liceo Delle Scienze Ummane E.
Gianturco" (Italy). The Universitat Politècnica de València collaborates in the design of the research,
in the design of data collection instruments and in the analysis of the collected data.
The results presented in this report are aggregated, no distinction is made by country, since the
purpose is to collect reasons and profiles of dropout and possible strategies to avoid such dropout,
not in a specific context but in general. With this information, the techniques for collecting
information from the second phase will be designed (questionnaires for teachers and students from
the participating schools). The information systematized by school and by country is detailed in
annexes.
The structure of this report is composed by: introduction, methodology, results, conclusions and
annexes.
2. Methodological notes
In this first phase of the project, a methodological articulation has been carried out by juxtaposed
concurrent complementation, that is, different research techniques have been used at the same
time to gather information about different dimensions of the object of study (which do not affect
each other). The techniques used to collect the information are: the Delphi Method (for a group of
experts) and the matrix of present and future scenarios (for students).
 Delphi method
This research technique is used to approach the perception of experts in a given subject, with the
peculiarity of not needing to gather participants in the same space and time. In this case, 5 open
questions were designed so that the expert staff of the different schools participating in this
European project would respond within a month. These questions were sent to the Management
of the Schools with the purpose that:
a) Select the team of experts attending, on the one hand, to the criterion of seniority, in the
sense that more time at the school gives them the opportunity to have more experience and

knowledge of the environment and context, and on the other hand, that they have a position
or responsibility in the school itself or with relation, as "head of studies", area coordinator,
etc.
b) Distribute the questions raised among the selected personnel.
c) Follow up and collect the information within the deadlines set.
The sample obtained is of 35 participants. The majority are teachers; specifically, 10 teachers of the
"Escola Sant Gervasi" (Spain), 12 teachers of the "Hasan Ali Yücel Anatolian High School" (Turkey)
and 13 teachers of the "Liceo Delle Scienze Ummane E. Gianturco" (Italy).
The objective that pursues is to approach the educational realities of the different studied schools
through the eyes of the teachers. The questions focus on contextualizing the early drop out, the
reasons and the profile of students that drop out and possible strategies to reduce early dropout.
The questions are developed in relation to the objectives of this project:
 What are the reasons for the early dropout?

 In which courses is early educational dropout given?
 Why dropout occurs in these courses?
 What is profile and qualities of students leaving the education system?
 What strategies do you think can prevent or reduce the early dropout of the
education system?
Once the information has been received from each of the schools, the information has been
systematized and categorized by school and country (these results are found in annexes x1, x2 and
x3) and subsequently the information has been worked on in an aggregate manner to identify
reasons, profiles and strategies to avoid early dropout of the education system.
Based on the results described in this report, a survey on early educational dropout will be carried
out among teachers of the different schools involved in this European project. This action
corresponds to Phase 2: Teacher and student questionnaires.

 Matrix of present and future scenarios
While the Delphi method aimed to approximate the teachers' perception of the early dropout of
the education system, with the technique implied by the matrix of present and future scenarios, it
is intended to diagnose which aspects the students value positively and what aspects they value
negatively on "studying in their school". And, in addition, it allows to outline how they would like it
to be in the future "to study in their school". In short, it allows the extraction of motivating elements
and disincentives for the students of the school environment and the functioning of school life.
To facilitate the implementation of this technique, a simple description of the technique, the
procedure to apply it and the objectives for which this technique has been carried out has been sent
to each school.
Different courses have participated in each school with ages between 15 and 18 years. X matrices
have been made, specifically, x in the "Escola Sant Gervasi" (Spain), x in the "Hasan Ali Yücel
Anatolian High School" (Turkey) and x in the "Liceo Delle Scienze Ummane E. Gianturco" (Italy).
The matrix of present and future scenarios has been passed in different classes in each of the three
schools participating in the project, and although within each class work has been done in small
groups, a global matrix has been obtained per class indicating the frequencies of the participants
(matrix 1. Global class).
Once obtained the global matrix of each class, we proceeded to integrate the information of all the
matrices contributed by each educational level or specialty (matrix 2. Global courses / specialty)
according to the information that each school sent to the Universitat Politècnica de València, which
was in charge of integrating the information and generating a global matrix for each of the schools
(matrix 3. Global per school), which will finally allow us to proceed with the next interpretation.
Once the information has been received from each of the schools, the information has been
systematized and categorized by school and country and then the information has been worked on
in an aggregated manner in order to identify similarities and differences in what students like and
do not like nowadays and what they would like to have and what they would not like in the future.
In the case of divergence in the information provided by the schools, it has been decided to carry
out an analysis by country, in order to adjust to the reality perceived by the students.
Based on the results described in this report, a survey will be carried out on the motivating elements
for the students of the different schools involved in this European project (Phase 2: Questionnaires
for teachers and students).

3. Main results
This section presents the results obtained after the application of the techniques used: the Delphi
method and the matrix of present and future scenarios.
In the first place, the results derived from the application of the Delphi method to experts in the
educational field will be presented, specifically to the teachers of the different schools studied
("Escola Sant Gervasi" (Spain), "Hasan Ali Yücel Anatolian High School" (Turkey) ) and "Liceo Delle
Scienze Ummane E. Gianturco" (Italy)). And secondly, the results after the application of the
technique implicating "matrix of present and future scenarios" made with students from these
schools, aged between 15 and 18 years, located in Turkey, Italy and Spain, are presented.
3.1 Social perception of teachers on the reasons for early dropout of the education
system
The collection of information made from the Delphi Method allows to identify from the teachers'
perception (based on their experience) the reasons for the early abandonment of the educational
system and the profiles of the students that drop out, as well as the strategies that they believe are
due / can be carried out to minimize the cases of early abandonment of the education system.
3.1.1 Reasons for early dropout of the education system
Below are the factors that motivate the early dropout of the educational system from the
experiential perspective of teachers, although it should be noted that the different factors identified
by these educational agents are not exclusive and not only are not exclusive but in some cases is
presented as cumulative factors. Following the classification of Martínez-Otero Pérez (2009), the
same structure has been established for the analysis of the data collected according to the following
fields:
 Social-scholar scope
The education system is oriented to train the citizen to respond to the needs of the labor market.
This is an instrumentalist and somewhat reductionist vision of education, but it is a current
definition of the approach to education in our days. The educational systems are the reflection
of this educational instrumentation at the service of the labor market. Situations of economic,
social, labor and political crises such as those experienced in Europe in the last decade and with
the greatest impact in Mediterranean Europe have shaken the foundations of the educational
institution, due to its lack of adaptability to new social and labor scenarios.

For teachers, the education system is unfocused, as it does not respond to the social and labor
reality to which it intended to respond, which is why they state that "there is a lack of defined
work orientation" and to introduce "incentives to study". Since studying without a specific
purpose, can frustrate students and cause the abandonment of studies. Therefore, they
highlight the need to create "tasks" or activities within the educational curriculum that are
"motivating", applied and "productive" to anchor the students in the system.
The teaching staff points out that there is "an inadequate educational policy", paradoxically,
with excessive rigidity in terms of content and curriculum and high permissiveness in
educational promotion without passing the subjects. In addition, they highlight "the lack of
quality in the education system", with an outdated and excessively heavy curriculum.
One teacher points out that teachers "lack strategies" to motivate students in the classroom,
perhaps due to a lack of stable and recognized pedagogical training, and notes that this can be
a factor of expulsion from the educational system.
A reason for early educational dropout derived from the rigidity of the educational system is the
difficulty to reorient the training itinerary once the student joins one of the existing itineraries.
The erratic choice of a specific training itinerary and the rigidity of the system make continuity
in the system difficult due to the scarce maneuvering capacity to modify the choice of itinerary.
In the relationships in the school between peers, there are some situations that can lead to
educational abandonment such as bullying, which generates anxiety, situations of disaffection
and conflict in the classroom / school.
Other issues that the teachers point out that can affect the student and lead to abandonment
are: linguistic barriers, racist behavior, bad company, low academic achievement, etc.
 Familiar scope
Among the teachers' discourses, the socio-demographic characteristics of the students and
their families acquire great relevance, specifically, it is pointed out that early educational
dropout is often influenced by fragmented family situations and disadvantaged socio-cultural
environments (scarce economic resources, unemployment or addictions).
Said family disorder, sometimes materializes in "scarce attention to the school experience" and
"scarce value is given to education", which facilitates the disaffection of the students with the
school, the loss of interest in education and a negative future expectation that discourages
continuity in the system. Some teachers emphasize, in this same framework, the need for "an
adaptation to the school culture", its rules, its schedules and its hierarchy.
Together with the problem of a broken or fragmented family, the "economic problems" of the
family are identified as a factor in the expulsion of the educational system. The economic
problems makes it difficult for students to follow the educational cycle in matters such as

"buying textbooks and reading books”, "school transport", dining room and assistance to
excursions or extracurricular cultural activities.
Derived from these two issues, family characteristics and scarcity of resources, school
absenteeism appears as a crucial factor prior to early educational dropout. On the one hand,
absenteeism occurs as a consequence of the low value of education, the lack of adaptation to
school culture and the lack of interest of students (in the curriculum and its contents) and on
the other hand, absenteeism arises from the need of the student to be employed in temporary
work activities to support the family economy.
Another element that can influence or motivate early abandonment is the "absence of
referents" in the family environment. This fact can discourage the students and move them
away from the academic itinerary.
 Personal scope
The teachers state that personal reasons are very diverse, some of them conditioned by external
factors (contextual) and others by internal factors (individual skills and abilities).
• External factors
Among the reasons of a personal nature derived from external factors that teachers
associate with the early abandonment of the educational system, there is a lack of future
expectations and pessimism in these expectations, due to the scarce absorption of young
labor by the market labor, and the uncertainty generated by job instability and the high rate
of youth unemployment. Occasionally, situations arise in which the student does not have
future goals or has reflected on their future, such situations derived from "walking" without
goals are presented as discouraging and demotivating.
The demotivation derived from the context of economic, social and labor crisis materializes
in "lack of interest in study and in learning", "lack of perseverance" and perception that
education is not important. This attitude of devaluation of education and the culture of
effort expels students from the educational system at an early age.
• Internal factors
Some teachers point out that early abandonment motivated by internal factors is motivated
by "failure in school subjects" and by the presence of "lack of skills".
Others point out that some of these cases derive from special situations and health problems
that impede continuity in the education system.

3.1.2 Profile and qualities of the student who abandons his studies
Next, the characteristics of the students who leave the educational system early from the prism of
the teachers are presented.
 School scope-peer group

The teaching staff points out that the students who leave the educational system early
present a certain behavior in the classroom, characterized by unstable social relationships,
negative learning educational climates in the classroom and / or social isolation (scant social
interactions, absent students, etc.).
 Familiar scope
Although listing a list of characteristics of the family and social environment of the student
profile that leaves the educational system early, does not mean that the same student must
present all these situations, although it may be that in some cases all of them are presented.
• Students from a "low sociocultural and economic environment". Families with

limited economic and cultural resources.
• "Unstructured families" (fragmented families, violent episodes and episodes of
polydrug addiction).
• "Little interest in education" and little assessment of it in the family.
• "Overprotection" of students by their parents.
 Personal scope
The students who leave the educational system prematurely present these characteristics:
• Low level of confidence and self-esteem.

• Undervaluation of their capabilities and abilities (derived from a past academic
failure).
• Insecurities.
• Lack of responsibility.
• Demotivation and frustration, without future expectations and a pessimistic view of
their situation and their near future in relation to their incorporation into the labor
market.

Profile of students who leave the education system prematurely:
“Low social and economic environment, unstructured family, low value of

education on the part of the family ... Unstable relations in the group-class,
social isolation and negative climates of educational learning ... Low level of
confidence and self-esteem, demotivation and frustration, pessimistic view
of the future work”.
These issues must be taken into account to try to diagnose potential students of early dropout and
to schedule an early intervention to prevent them from leaving the educational system.
The research team of the Universitat Politècnica de València, will consider these aspects
commented by the different experts in order to elaborate the observation and follow-up sheet to
the potential students of early dropout, that the tutors will have to use in the classrooms.
What reasons cause the abandonment of

education?
GROUP 6,74
PERSONAL 34,83
FAMILY 47,19
EDUCATION SISTEM 11,24

3.1.3 Possible strategies to avoid or reduce the early abandonment of the education system
Teachers have contributed many strategies to reduce the early dropout of the education system.
Some of them are aimed at structural changes in the definition of the system itself and its purpose,
and others are aimed at adaptive changes in the system.
 At the macro level (prescription of educational policy), it is proposed:
• Work for an inclusive school.

• Revalue education in society.
• Greater investment in education by governments.
• Reinforce aid for students with few resources.
• Train teachers for early diagnosis and equip them with strategies to
work for the inclusion of students potential for early educational
dropout.
• Provide human, material and economic resources to schools for
their proper functioning.
 At the meso level (content and orientation of the curriculum) it is proposed:
• Adapt the system to the students. Convert students into active

subjects of education.
• Reorient the focus of learning of contents towards a learning
centered on basic skills (reading, writing and calculation).
• Establish group levels in the classroom to encourage learning at
different rates.
• Work orientation and updated curriculum.
• Modify curricular objectives for the adaptation of the curriculum to
the labor context (introduce new training options, improve
postobligatory offer, applied and practical training, etc.).
• Enhance internships in companies (encourage remuneration for
this activity).

 At the micro level (school, classroom and interaction) it is proposed:
• Coordination between the school, teachers, students, family, social

services at the service of the social, economic and educational
needs of the students.
• Study personal situations, guide students and establish corrective
activities for students in critical situations to ensure their continuity
in the system.
• Encourage closer and more systematic support to students.
• Improve the sociability and self-perception of students inside and
outside the classroom: increase social activities, involve students in
the learning process, carry out stimulating activities and activities
that promote self-esteem, etc.
• Create more fluent and attractive lessons that motivate students.
3.2 Social perception of the students about the motivating factors of education
The collection of information made from the matrix of present and future scenarios allows to
identify from the perception of the students (based on their experiences) the aspects that they
value both positively and negatively on "studying in their school". And, in addition, it allows to
outline how they would like it to be in the future "to study in their school". In short, it allows the
extraction of motivating elements and disincentives for the students of the school environment and
the functioning of school life.
Below are the factors that motivate students to study and attend school, attending each of the parts
that make up the matrix.
3.2.1 Matrix “There is and I like” and “There is and I don’t like”
This matrix highlights the most relevant categories indicated by the students of the three countries
in those factors that exist in the school that they like or value positively and that they do not like.
The analysis follows a structure attending to:
• Agents of the school: this block refers to the agents that are in the school (teachers, peer
group, institution, personal goals, etc.)
• School services: this block refers to the services offered by the school to students
• Non-academic activities: this block refers to non-academic activities organized in the school

3.2.1.1. Agents of the school
 Faculty
The common reference of all the students has been towards the teaching staff in general.
Both the Catalan, Turkish and Italian students have pointed to the teaching group as a
primary factor that motivates them to study and go to school.
This assessment responds, on the one hand, to the aspects related to their personal
attitudes, indicating that they are understanding, affectionate, kind, pleasant, educated
and related to the interaction with the students, "good relationship of the teaching staff
with the students", showing a good communication and interest in helping them. In this
sense, they refer to a style of teaching direction in which they value the dialoguing teacher
and close to the students favoring the achievement of positive results and interest in
studies and school and favors a social-school climate suitable for the learning.
On the other hand, they also refer to the teacher as a professional of teaching, valuing his
effort to teach in a productive way, with motivating methods and of interest to them.
Teacher training is behind these assessments, in which applying a variety of methodological
strategies that promote student participation becomes more relevant.
If we analyze the other face of the faculty, it is relevant and common to all students, a
general discontent with some teachers, who do not understand adolescent psychology,
do not accept criticism, lack of communication between teachers and students, and do not
empathize with the students coming to demotivate them.
Another cause that they value negatively is the excessive demand of professors, both of
demanding teachers and asking for an excess of tasks.
Finally, they make reference to the bad distribution of the classes, having the sensation of
loss of time, or use of unproductive classes for their professional development,
emphasizing types of boring classes and with methodologies that favor memorization.
• The following positive factors have been highlighted by some of the student collectives:
 The peer group or the classmates
The group of peers has been highlighted by the students of Turkey, as a very important
motivating factor to attend school. They indicate that it is important for them to be able to
share time with classmates, in the dining room, in the spaces of the school, etc. This category
becomes relevant when classmates generate an affective bond that facilitates learning in
the classes, valuing respect, tolerance, cooperation.

 Personal goals
Also highlight Turkish students, personal goals as a motivating factor to go to school. In this
sense, the academic success that the school provides as an educating entity is the way to
guarantee its future, its passage to the university and later to the labor market. It is
important and shows a maturity and responsibility in the students to have clear objectives
to trace a path with guarantees of stability.
 Family
The family is present on the part of the Turkish students, in which they emphasize the
importance of having a support and motivation in the family to be trained.
 Institution
The reference to the institution in general committed to values, solidarity projects,

environment, is an aspect that highlights the Catalan students. Shows a feeling of respect
for the institution that serves as a reference and stability in their studies, they value the high
academic level required by the institution itself.
• The following negative factors have been highlighted by some of the student collectives:
 The discipline committee
The discipline committee is indicated by Turkish students, indicating that there are some
problems that are exaggerated, and they do not agree with the punishments that some of
the incorrect behaviors (such as smoking in the bathrooms) entail. They also allude to the
behavior (bad behavior) that some of the employees in the center have.
The Catalan students make reference to that they do not like the segregation of the students
by abilities.
3.2.1.2. Student services
In this section, the services that the students consider relevant and value their use in the school in
some way, attending to aspects that have to do with the infrastructure and with the end of the
service, are indicated. For this section, it has been considered to make an analysis by school for the
particularities of the services, finally indicating some general conclusions.

 Turkey
• The library: it is a service that students highlight, indicating that it
is a study space that demands free use, silence, having a large,
spacious size, and must be well equipped with books, and have a
good organization.
• The canteen: they value it but criticize the size (excessively small),
which is inadequate, with a lack of personnel and high prices.
• The music room: they value that they are but they consider that the
equipment is insufficient and bad. The location does not favor its
use either.
• Laboratories: there is not a good use of them, they are used as a
normal class.
• Toilets: they consider that they are insufficient, and that they are
used for smoking.
• Few make reference to the uniform that should not be obligatory
and the schedules prevent them from doing social activities, they
are systematic and not well organized.
 Spain
• Technological resources: they have good facilities and
technological resources. Free use of the personal computer.
• Dining room consider that it offers variety and good food.
• School timetable: the school is open late, there are moments and
evenings free.
• Spaces such as study rooms, television set, auditorium, library,
laboratories, they value it positively. Like, projects: reading,
business stays, English clases.
• Materials store.
 Italy
• Bus service: most value it positively.
• The bathrooms: there is discontent on the part of a minority.
• School assistant is not valued well by a minority.

3.2.1.3. Additional activities
In this section are integrated non-academic activities that are related in the school. It is common to
the three educational schools that positively value all activities related to sports, both their own
facilities and all the programming related to sports activities. This favors a "non-academic"
education that helps establish relationships among the students. In this sense, the Turkish students
consider that they have a lack of changing rooms and the ones they have are small, just as the gym
should be expanded.
It is also common to the three schools, the positive assessment towards the organization of social
activities, which indicate that they generate a certain dependence on the school, "more social
activities more dependency". In this sense, this information gives us clues to program social
activities that favor contact between students, being a motivation to attend classes.
Among these activities there are events such as festivals, trips, English club (or other languages),
visits to other schools, exchanges, educational workshops, seminars, EIPASS and Cambridge
(Italians).
3.2.2 Matrix “There isn’t and I’d like to” and “There isn’t and I wouldn’t like to”
In this matrix highlights the most relevant comments made in each of the schools:
 Turkey
Students from Turkey refer to:
• Need to have more understanding teachers, with positive attitudes

and innovative methods.
• They demand that there is an administrative irresponsibility, with
bad attitudes.
• Lack of investment in the school at the infrastructure level
(bathrooms, library, laboratory, canteen, etc.) as cleaning and care.
• They demand that there be a medical cabinet, art class.
• They emphasize sports activities that they consider to be scarce,
and one could consider doing a sports club, and attending other
sports beyond football.
• It is important to promote social activities that favor a taste for
school. For this purpose, they propose a music band (support with
instruments and equipment), reduce the time to do more social
activities.

• Organize trips more frequently.

• Establish rest rooms, comfortable for free time.
• They value the green space of the school, they value what they
have, but they propose establishing banks, pergolas.
• They want to avoid disturbing people, incidents with drugs and a
more authoritarian administration.
 Spain
The students from Spain make reference to:
• Demand more entertaining classes that respond to the needs of

students.
• Include an artistic baccalaureate.
• More practical subjects
• Can choose language.
• Regarding the services, they refer to having more comfortable
furniture, air conditioning, rest rooms and a vegetarian menu.
• Ask to work more emotions.
• Encourage reading activities.
• Schedule more creative social activities.
• Talk more about current "political" issues.
• Organize leisure colonies, or study trips.
• A minority indicates that they do not want religion classes,
uniforms, gender separation and chalk boards.
 Italy
The students from Italy make reference to:
• Work more foreign languages (Spanish, Greek)

• They emphasize making more music, dance and theater activities.
• Schedule more sports activities.
• Have a psychological laboratory.
• Regarding student services, the majority refers to the need to have
food machines.
• Have the school in a plant for all students.

4. Conclusions
Next, we highlight the most relevant conclusions drawn by the group of experts and the students
of the three schools that have participated.
• Among the main reasons for early dropout indicated by the experts refer to:
1. Excessive instrumentalization of the educational system at the service

of the labor market, which is intended to respond without considering
the integral development of the person.
2. The educational system is out of focus, unable to respond to the current
social and labor reality, demand a clear work orientation.
3. There is "an inadequate educational policy", with excessive rigidity in
terms of content, curriculum (outdated and heavy) and choice of
training itineraries.
4. Lack of motivation strategies in the teaching staff.
5. The situations of disaffection and conflict in the classroom / school
generate anxiety in the students (bullying).
6. Fragmented family situations, socio-cultural disadvantaged
environments (scarce economic resources, unemployment or
addictions), a lack of attention to school experience and absence of
references in the family.
7. Absenteeism as a prelude to early dropout.
8. Lack of future expectations and pessimism in these expectations
generates demotivation.
9. Failure in school subjects due to lack of skills and learning strategies.
10. Contextual situations (health problems, etc.).
• In general terms, the profile defined by the experts of the student who abandons his / her
studies is as follows:
“Low social and economic environment, unstructured family, low value of

education on the part of the family ... Unstable relations in the group-class,
social isolation and negative climates of educational learning ... Low level of
confidence and self-esteem, demotivation and frustration, pessimistic view
of the future work”.

• Among the strategies to reduce the early dropout of the education system indicated by the
experts stand out:
• Revalue education in society.

• Greater investment in education (school, family, students).
• Train teachers in early diagnosis, active methodologies, motivation and
provide strategies to work for the inclusion of students at risk.
• Focus on content learning in basic skills.
• Adapt the curriculum to the labor context (introduce new training
options, improve postobligatory offer, applied and practical training,
etc.).
• Coordination between the school, teachers, students, family, social
services at the service of the social, economic and educational needs of
the students.
• Study personal situations, guide and accompany students and establish
corrective activities for students in critical situations to ensure their
continuity in the system.
• Improve the sociability and self-perception of students inside and outside
the classroom: increase social activities, involve students in the learning
process, carry out stimulating activities and activities that promote self-
esteem, etc.
• Motivating elements indicated by the students in order to study and attend class:
1. Teaching staff, primary motivation factor to study and go to school

(personal attitudes, understanding, good communication,
professionalism).
2. Peer group, share class time, dining room, etc.
3. Personal goals defined. The school guarantees its passage to the
university and later to the labor market.
4. Family, point of support and motivation to train.
5. Institution, committed to values, solidarity projects, etc.
6. School, facilities and services are an important part of the life of the
school, which favors the cohesion, the coexistence and the feeling of
belonging.
7. Sports activities favor "non-academic" training that helps establish
relationships among students.
8. The organization of social activities, generate dependence on the school.

• Disincentivating elements that the students indicate in order to study and attend class:
1. Teaching staff: dissatisfaction with some teachers, they do not

understand adolescent psychology, they do not accept criticism, lack of
communication and lack of empathy. Excessive requirement of teachers,
in attitude and overwork.
2. Bad distribution of classes, sense of loss of time, or use of unproductive
classes for their professional development
3. The discipline committee proposes punishments perceived as severe.
4. Bad behavior that some of the employees have
5. Segregation of students by abilities.
5. Bibliography
MARTÍNEZ-OTERO PÉREZ, V. (2009). “Diversos condicionantes del fracaso escolar en la educación secundaria”
en Revista Iberoamericana de educación. Nº 51, pp. 67-85. Recuperado a día 6 de abril de 2018 en
https://www.educ.ar/recursos/70648/diversos-condicionantes-del-fracaso-escolar-en-la-educacion-
secundaria
CEA D’ANCONA, MA. (2001) Metodología cuantitativa: Estrategias y técnicas de investigación social. Madrid:
editorial Síntesis.
MONTAÑÉS SERRANO, M. (2014) Metodología y técnica participativa. Teoría y práctica de una estrategia de
investigación participativa. Barcelona: Editorial UOC.

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1st Intellectual Output:

Date of submission: 10.04.2018

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• Identify the group of experts of each school based on the agreements

• Analyze the information of the team of experts of each school using

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 What are the reasons for the early dropout?

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 Matrix of present and future scenarios

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3.1.1 Reasons for early dropout of the education system

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 School scope-peer group

• Students from a "low sociocultural and economic environment". Families with

• Low level of confidence and self-esteem.

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Profile of students who leave the education system prematurely:

“Low social and economic environment, unstructured family, low value of

What reasons cause the abandonment of

EDUCATION SISTEM 11,24

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 At the macro level (prescription of educational policy), it is proposed:

• Work for an inclusive school.

 At the meso level (content and orientation of the curriculum) it is proposed:

• Adapt the system to the students. Convert students into active

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 At the micro level (school, classroom and interaction) it is proposed:

• Coordination between the school, teachers, students, family, social

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3.2.1.1. Agents of the school

 The peer group or the classmates

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The reference to the institution in general committed to values, solidarity projects,

 The discipline committee

3.2.1.2. Student services

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3.2.1.3. Additional activities

Students from Turkey refer to:

• Need to have more understanding teachers, with positive attitudes

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• Organize trips more frequently.

• Demand more entertaining classes that respond to the needs of

• Work more foreign languages (Spanish, Greek)

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1. Excessive instrumentalization of the educational system at the service

“Low social and economic environment, unstructured family, low value of

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• Revalue education in society.

1. Teaching staff, primary motivation factor to study and go to school

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1. Teaching staff: dissatisfaction with some teachers, they do not

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