Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background.

Autor/inn/en	Cerdà-Navarro, Antoni; Quintana-Murci, Elena; Salvà-Mut, Francesca
Titel	Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background. Gefälligkeitsübersetzung: Gründe für den Abbruch einer mittleren Berufsausbildung in Spanien: der Einfluss soziodemografischer Merkmale und des akademischen Hintergrunds.
Quelle	In: Journal of vocational education & training, (2022) online first, S. 1-25Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1747-5090
DOI	10.1080/13636820.2022.2049625
Schlagwörter	Erfolg; Zufriedenheit; Soziale Herkunft; Schulleistung; Sozioökonomischer Faktor; Tourismus; Ausbildung; Berufsausbildung; Berufliche Integration; Gastronomie; Schulische Berufsausbildung; Abbruch; Alter; Einflussfaktor; Geschlechtsspezifik; Ursache; Mittelmeerraum; Spanien
Abstract	"This article analyses the main reasons for dropping out of Spanish Intermediate Vocational Education (IVET) and the link to personal (sex, ethnicity, age), family (parents' educational level) and financial sociodemographic characteristics, as well as academic background (repeating or expulsion). To do this, a cohort of IVET students was monitored over three years via three questionnaires presenting the results for students who, over the monitoring period, dropped out without obtaining the corresponding qualification. The study was carried out in a Mediterranean region (Mallorca) with the highest levels of school dropout in Spain and an economy essentially centred on tourism. Results show that the most important reasons for dropping out are finding a job or wanting to find one, obtaining bad results and wanting to do other courses. The analysis highlights differences in reasons for dropping out by sex, ethnicity, age, the perception of financial difficulties and previous academic background. The findings suggest that educational interventions aimed at reducing dropout at this level of education should take into account the heterogeneity of student profiles as well as the limitations of the quantitative perspective in analysing students' reasons for dropping out." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2022/3