SCHOOL ABSENTEEISM AND FAILURE: SOCIAL EDUCATION AS AN ALTERNATIVE

Abstract

The Lisboan Strategy, negotiated in 2005 by the members of the EU, establishes the social integration of young people as a keystone measure in order to construct a «sustainable» Europe without social exclusion. It also points to both the premature school drop-out and the juvenile unemployment as the main obstacles to achieve social integration. Spain’s current situation is quite difficult regarding this extent: the school drop-out and the failure are increasing, and the effect of the economical crises which is difficulting the insertion of the least prepared young people. From the European institutional frame, some alternatives are proposed through integrated policies of transition, which try to answer to the current de-standardization and the difficulties of the young people in the transition to adult life. These policies try to approach complex phenomena such as premature school drop-out and scholar failure, from a social-educational view, considering it a system and in an interdisciplinary way. Miguel Melendro Estefanía 76 • Bordón 60 (4), 2008, 65-77 Absenteeism, school drop-out and school failure are educational problems known to social educators. Social educators are increasingly present on the staff, which allows for intervention that is more integrated, more effective and better coordinated regarding these problems. A complex and flexible methodology is the base of this intervention, for which it is necessary to prepare competent educators for these uncertain and changeable situations.