Publication: Transiciones a la educación posobligatoria en Madrid: el peso de los factores políticos e institucionales
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2020
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Universitat Autònoma de Barcelona
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Abstract
El presente artículo analiza los condicionantes del acceso a la educación posobligatoria (Bachillerato y Formación Profesional de Grado Medio) en Madrid. Para ello, se basa en el análisis de entrevistas a agentes políticos, educativos y empresariales, de la normativa y de datos de fuentes secundarias. Sitúa, primero, la educación posobligatoria en Madrid en su contexto local y en el marco de las políticas educativas desarrolladas en la región. A continuación, analiza el peso específico de los factores políticos e institucionales en las transiciones a esta etapa desde la ESO. Muestra cómo el diseño de la oferta y la admisión, sujetos a distintos condicionantes, difieren en ambas vías, ya que en FP se produce una tensión entre las «necesidades del mercado» y la demanda social que no se da en Bachillerato. Por último, analiza los condicionantes de la elección de estudios posobligatorios. Concluye que las dos ramas de la posobligatoria no pueden entenderse de forma independiente: la vía profesional suscita más atención pública y debate que la académica, mayoritaria y apenas cuestionada; la diferencia de prestigio se mantiene, y afecta de forma distinta a los diferentes niveles de FP y a sus familias y ciclos. La configuración de la oferta y el diseño institucional, en interacción con otros factores (sociales, subjetivos, territoriales, culturales), condicionan las elecciones y transiciones educativas y contribuyen a generar desigualdades educativas.
This paper examines the factors that influence access and choice in post-compulsory education in Madrid (baccalaureate and intermediate vocational training), drawing on an analysis of qualitative interviews with political, educational and corporate agents, as well as education regulations and secondary data. First, the paper describes post-compulsory education in Madrid focusing on the local context and educational policies implemented in the region. Second, the specific weight of political and institutional factors in post-compulsory transitions is addressed. The paper shows how the design of educational provision and admissions in both branches is differentiated and influenced by different factors: vocational training is affected by the tension, absent in the academic track, between market needs and young people’s interests. Finally, the paper analyses the factors influencing post-compulsory education choices. The paper concludes that both tracks cannot be understood separately: vocational training is far more present in the public debate than the baccalaureate, which remains hegemonic and almost unquestioned. Differences in the prestige of both tracks also persist, which affect the various levels, families and degrees of vocational training differently. The configuration of educational supply and the institutional design of both tracks, in interaction with other factors (social, subjective, territorial, cultural), conditions choices and transitions, leading to educational inequalities.
This paper examines the factors that influence access and choice in post-compulsory education in Madrid (baccalaureate and intermediate vocational training), drawing on an analysis of qualitative interviews with political, educational and corporate agents, as well as education regulations and secondary data. First, the paper describes post-compulsory education in Madrid focusing on the local context and educational policies implemented in the region. Second, the specific weight of political and institutional factors in post-compulsory transitions is addressed. The paper shows how the design of educational provision and admissions in both branches is differentiated and influenced by different factors: vocational training is affected by the tension, absent in the academic track, between market needs and young people’s interests. Finally, the paper analyses the factors influencing post-compulsory education choices. The paper concludes that both tracks cannot be understood separately: vocational training is far more present in the public debate than the baccalaureate, which remains hegemonic and almost unquestioned. Differences in the prestige of both tracks also persist, which affect the various levels, families and degrees of vocational training differently. The configuration of educational supply and the institutional design of both tracks, in interaction with other factors (social, subjective, territorial, cultural), conditions choices and transitions, leading to educational inequalities.