The Second chance education model in Spain as an effective model

Abstract

Early school leaving is a phenomenon that places adolescents and young people in a fragile position regarding to their future labour and social integration. Many of these young people already have personal, economic, social or family constraints prior to leaving the school system, which increases their vulnerability. The aim of this article is to analyse and present second-chance schools in Spain as an effective and successful alternative that allows young people aged 15 to 29 who have left school prematurely to return to the education system and move towards employment with greater guarantees. The research focuses on the analysis of data that the Spanish Association of Second Chance Schools collects through standardised tools regarding the training offered, the functioning of the school and the indicators of its activity in terms of the results obtained. As an innovative aspect, the Association has its own accreditation process structured in 29 items, in which independent audits are carried out to guarantee quality standards in educational processes and practices in terms of: the social and professional integration of students, the development of their skills, collaboration with public administrations, collaboration with companies and networking. They offer training in different professional fields and with diversity in terms of type and duration, which allows them to adapt to the needs and characteristics of each young person. Their work, structured around key areas such as the individualisation of pathways and the development of transversal skills, which are fundamental not only for professional development but also for life, positions SCS as an educational and social benchmark, backed by a 63% success rate -educational return or job placement six months after leaving school.

Key Words: second chance schools, individualized education programs, disadvantaged youth, vocational education and training, early school leaving