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An Institutional Analysis of Local Lifelong Learning Approaches to Early School Leaving in Italy and Spain

Author

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  • Xavier Rambla

    (Department of Sociology, Universitat Autònoma de Barcelona, 08193 Cerdanyola del Vallès, Spain)

  • Maddalena Bartolini

    (IRCrES—Research Institute on Sustainable Economic Growth of the National Research Council of Italy, 10135 Torino, Italy)

Abstract

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.

Suggested Citation

  • Xavier Rambla & Maddalena Bartolini, 2023. "An Institutional Analysis of Local Lifelong Learning Approaches to Early School Leaving in Italy and Spain," Societies, MDPI, vol. 13(11), pages 1-15, October.
    • Handle: RePEc:gam:jsoctx:v:13:y:2023:i:11:p:230-:d:1268123
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    References listed on IDEAS

    as
    1. Marcelo Parreira do Amaral & Jenni Tikkanen, 2022. "Governing the Life Course through Lifelong Learning: A Multilevel and Multidimensional View," Societies, MDPI, vol. 12(3), pages 1-13, May.
    2. Christopher Weible & Tanya Heikkila & Peter deLeon & Paul Sabatier, 2012. "Understanding and influencing the policy process," Policy Sciences, Springer;Society of Policy Sciences, vol. 45(1), pages 1-21, March.
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