The ABJOVES Project officially ended on June the 30th. Nevertheless the research team will continue analysing and spreading the results by this and other means
ABJOVES project: aims and targets
ABJOVES (Early school leaving in Spain. An analysis of young people’s decisions, motivations and educational strategies) is a R+D project funded by the Spanish Ministry of Economy and Competitiveness for the period 2012-2015 (project reference: CSO2012-31575). The project is led by the research group GEPS (Globalisation, Education and Social Politics, from UAB (Main Researcher Aina Tarabini) and it counts with the participation of 7 Autonomous Communities of Spain (Catalunya, I. Baleares, C. Valenciana, P. Vasco, Andalucía, Asturias y C. León), more than 15 participating investigators and the support of three sponsor and observer entities: Consorci d’Educació de Barcelona, Observatori Català de la Juventut and Fundació Jaume Bofill.
The aim of the project is to analyse the decisions, motivations and educational strategies of young people to continue or drop put school after compulsory secondary education. This is clearly a key object of study in order to make advances in the comprehension, prevention and reduction of Early school leaving (ESL). In fact, several national and international studies (Rumberger, 2001; Fergusson, 2005; Enguita et al, 2010) have pointed out the lack of research on ESL specifically focused on young people who have dropped out school or are at risk of doing so. This lack of information entails an important deficit for the design of specific policies to properly tackle ESL. Therefore, the ABJOVES project will provide evidence-based information of crucial importance in order to design strategies to prevent and reduce ESL in the different Autonomous Communities studied.
The Universities involved with the project are:
The Project is divided in 4 phases that aim towards 4 main targets:
To design and develop the theoretical and methodological approach of the research.
To analyse the decisions, motivations and educational strategies of young people who have dropped out school (ESLers) or are at risk of doing so. Case studies.
To identify good practices, make proposals for improvement and disseminate the results of the research.
Extended deadline: june 2016