経済協力開発機構（OECD）から2012年に発表された2012年教育概要によって記録によると2010年のスペインの15歳から29歳までの23'7%の190万0000人の若者が失学·失業状態で、25歳から29歳では29%に。OECD平均では15'8%。
UNA EDUCACIÓN EN CRISIS
España es el país de Europa con más jóvenes que ni estudian ni trabajan
El 23,7% de los adultos de entre 15 y 29 años estaban en esta situación en 2010, casi ocho puntos por encima de la media de la OCDE (15,8%)
DESCARGABLE 'Panorama de la Educación 2012' (en inglés)
Ana Teruel / J. A. Aunión Paris / Madrid 12 SEP 2012 - 14:03 CET
franja de 25 a 29 años, la cifra llega al 29%.
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Fuente: Panorama de la Educación 2012, OCDE. / EL PAÍS
EDUCATION IN CRISIS
Spain is the European country with more young people who neither study nor work
23.7% of adults aged 15 to 29 were in this situation in 2010, almost eight points higher than the OECD average (15.8%)
DOWNLOADABLE 'Education at a Glance 2012' (in English)
Ana Teruel / J. A. Aunión Paris / Madrid 12 SEP 2012 - 14:03 CET
The economic crisis has boosted the number of young people in Spain who neither study nor work, grouped under the name Generation nini. The Spanish 23.7% between 15 and 29 years were in this situation in 2010, as recorded by the report Education at a Glance 2012 from the Organization for Economic Cooperation and Development (OECD) released today. This is the European country with the highest percentage, almost eight points higher than the average of developed countries (15.8%) and seven points higher than in 2008. If we look only at the fringe of 25 to 29 years, the figure is 29%.
Source: Education at a Glance 2012, OECD. / COUNTRY
Each of these young people who have been hanged nini label, some 1.9 million people, are the embodiment of an accumulation of defects in the production system and education. For one, it is a productive sector heavily dependent on services and construction over the past decade, with few options for graduates and unskilled employment much. And, secondly, of a school that could not hold a high percentage of young people in good times (early drop has been about 30% over the last decade, but fell to 26.5% in 2011) and now is unable retrieving it when these young people have spent massively to the unemployment rolls.
"At this time access to the labor market is very complicated and also the reinstatement in the education system is not easy, either because those who do not wish to return prematurely abandoned him, or by the limited relevance of the programs of the second opportunity, "says the professor of the University of Vigo Alberto Vaquero. Adult schools are overcrowded in many parts of Spain and FP does not offer more of himself: 127,000 students has grown in the last three courses and "some 80,000 young people are going to run out of the post applied for," he said yesterday for Education of CCOO, José Campos.
And with a general strike of 25% and one juvenile for more than 50%, can also be found among the nini, although to a lesser extent, many university. Spain is also the country with the highest rate of unemployment among graduates, and the second between those with high school or middle grade FP.
But, nevertheless, the current edition of the OECD Statistical Compendium (probably the most comprehensive in the world published) reflects again that the more training, more likely to have jobs and earn more money: while unemployment of adults studied only compulsory education has increased from 9% in 2007 to 24.7% in 2010 for those with college or higher level FP increased from 4.8% to 10.4%. Among high school graduates and FP medium grade, from 7.16% to 17.4%. Today, in late 2012, with unemployment unchecked, the figures are probably others, but those huge difference between having and not having training will be very similar.
moreTime to pack up? A look at the opportunities that are outThe difference in level of education in the communities is up to two coursesThe OECD advances that one in four is unemployed Spanish in 2013More school hours do not guarantee success in schoolThe OECD highlights the dearth of middle grade graduates in Spain (report 'Education at a Glance 2010')Almost half of dropouts in high school doesEducation is not expenditure, investment
A higher level of education can also reduce the gender wage gap. Thus, women who only studied the ESO earn 66% of the income of men with the same education level, the percentage rises to 68% if you have completed upper secondary and reaches 83% among women with college education. The sociologist at the University of Salamanca Jaime Riviere qualifies at this point that "women are unskilled jobs to poor quality and poorly paid, so it is normal that when studying, to enter the labor market less segmented by sex, are in a situation of great advantage over those who do not study, that is, there is much more inequality among women than among men. "
In any case, if the training individually very profitable, so is socially: the OECD estimates that every dollar invested in higher education curse someone reverts quadrupled in society. Thus, in the context of the current international crisis, the head of the agency called on all countries not to cut and maintain adequate funding, especially at the beginning and end of the string, in early childhood education and the university, keeping tuition rates at reasonable levels. "Countries need a society increasingly formed to succeed in the knowledge economy. Investing early age is crucial to lay the foundation for later success. An education and training of high quality must be among the priorities of the governments, "said the secretary general of the OECD, Angel Gurría.
In Spain, university fees are rising while grants are reduced to toughen entry requirements. "I think it's very important achievement in children [OECD notes that in Spain most students start school at three years], which could now be questioned by the cuts in the dining room and other services, and removal Educa3 program [to create nurseries], "says sociology professor Mariano Fernandez Enguita. "There is strong evidence that a year or a child euro difference in effects much wider than at higher levels, and this is especially true for families, communities and disadvantaged backgrounds."
Secretary of State for Education, Montserrat Gomendio, insisted that the problems of education in Spain are not resource used to support his argument that Spain spent almost € 8,000 per student in 2009, above the OECD average and EU (around 6,500). And he believes that this difference was so great great that significant cuts that began in 2010 and will mean 10,000 to 11,000 million less in 2015, will not cause the lag of Spain in that statistic. So says teacher salaries above the average in 2010 (which also suffered significant cuts in recent years) and students and teacher ratios: then also above average, before reducing it to teachers students increased.
Stes education unions, Anpe, CSIF, FETE-UGT and CCOO, have gathered today to announce protests against reducing teachers this year (about 80,000 public school professionals, calculated UGT), said they have no credibility Gomendio when he says that. Nor when he says that the cuts will not affect the quality, said Jose Campos.
The hole is in the FP
The OECD makes diagnosis is crystal clear again: Spain has come a long way, but lacks the final leap to overcome the high early school leaving and the weak performance of pupils in international tests such as Pisa. Among the advances, the report notes that Spain is one of the seven countries where the educational level of its population has grown: 53% have at least high school or middle grade FP, in 1997 was 31%. They also emphasize the equal opportunities provided by the system and the educational mobility: 45% of young people have studied more than their parents, compared to 6% who have less training. "What they call 'educational mobility' is logical if you think that the distribution of education levels has changed very rapidly in Spain. From this point of view, not that we are a more open society than others, is that we have changed much quickly "qualifies Riviere.
However, although improving, statistics still points to the same problem: few graduates in FP medium grade (28% of young people take this title compared to 44% of the average EU-21), a figure that should fatten attracting those who leave the system too early. "The OECD strikes us, too, about the 'poor performance in school', and does so with two indicators. The first, well known, is the low proportion of titles post-compulsory education (early school leaving, spelled backwards), but I find most interesting the other: in Spain are entitled on time 57% of high school students, compared with 77% on average in the ECO, with two years reached 82%, versus 92% in the OECD. The problem can only be students in the curriculum or teacher-evaluators, and I think we can rule out those differences for the first factor and we must concentrate on the other two, "the sociologist Fernandez Enguita who Gomendio match that, at least in the pay and conditions of teachers, the current cuts will not sink the comparative statistics with other countries at this point.
In any case, the question is whether the reform proposed by the Ministry of Education, in the current context of cuts and social unrest can finally figure out how to improve the system. Just as the previous reform, 2006, and sustained investment in the last decade was paying off, according to some experts such as Professor of Granada Antonio Bolivar: "Fruit of investment in education over the last decade, some improvements in certain levels education are highly positive, "he says.
Secretary of State for Education, Montserrat Gomendio insists that in Spain there is a resource problem, but efficiency: all money invested, it has been far too much effort and cost, has not translated into improvements equivalents quality. This again responded José Campos saying one thing to say to look for efficiency to solve problems that may have quality, and quite another to justify the huge cuts that are occurring not affect the quality.
In any case, Gomendio argues that "what went wrong is a system that understands that fairness and equal opportunities means that students have to follow the same path to 16 years", and they defended their proposal to advance itineraries to the FP and to bar examinations at the end of each stage. Gomendio revalidation justified because these OECD report notes that countries with standardized external examinations has average 16 points higher on the PISA (got to do a simulation where would Spain in Pisa with 16 points). However, the fact is that the OECD statement refers to all types of standardized tests, regardless of whether or no consequences for the students to pass the course, ie as national diagnostic assessments already introduced in Spain for years.
"I do not see how to base revalidation can increase rates of upper secondary, rather they are directed to prevent access unless the FP becomes the sac where all people get excluded," insists Bolivar.
"The FP should not be an option for that second and requires highly skilled personnel and resources," said by email the director of the OECD PISA report, Andreas Schleicher, who advocates a more practical training. Although not mentioned Gomendio yesterday, the government wants to launch a pilot program FP dual, midway between the school and the company.
"All governments have on their agenda the improvement of FP, which is fine. The problem is that we never see how these ideas, "snapped the director Jaume Bofill Foundation, Ismael Palacín, last week, during the presentation of a study on education in Catalonia, Ivanna Vallespín reports.
Bolívar quotes precisely to signal that report: "Our high rates of drop-outs have nothing to do with school performance deficits but with the" weakness of educational transitions "as failure rates in secondary school." He concludes his analysis by ensuring that data on teachers (above average income, students and fewer class hours per week) maybe they could at the time to support cuts, but in any case the data now "no longer would those" . "The only thing I can think of is a look back to wonder why with such levels of investment in education, teacher support, and so on. Spain failed a better educational performance indicators. Manages the way in which the system has some answers it: the lack of autonomy at the level of school leadership and management teams, "he concludes.
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