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The Welfare State includes education as a key pillar, as reflected in Spain’s Magna Carta (Article 27). This guarantees universal access to education from ages 6 to 16 (Boletín Oficial del Estado-BOE, Organic Law 3/2020 of December 29, amending Organic Law 2/2006 on Education). Despite this, Spain faces significant inequality in educational opportunities, evidenced by high early school dropout rates. Addressing this issue has been a priority in Spanish education policy, with successive laws attempting to reverse the trend. However, schools often struggle to meet these goals effectively (Dubet, 2010). To address early school leaving, vocational training and career orientation programs have emerged (Palomares-Montero et al., 2024). While some are part of the formal education system, others originate from third-sector organizations driven by social initiatives. These programs, often under-resourced, face overwhelming demand, leading to the potential exclusion of disadvantaged individuals. Institutions must analyze educational needs to guide interventions. This chapter studies the case of the Second Chance Schools in Spain, as a paradigm of success in the reinforcement of basic and labor competences of young people without employment or qualifications. It explores the social and educational profiles of participants, organizational characteristics, and educational strategies. These schools demonstrate how tailored interventions can improve personal, social, and professional competencies, fostering employability and supporting the return to education.

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Second Chance Schools in Spain. A Bridge Toward Continuity of Training and Employment for Young People at Risk of Social Exclusion

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Davinia Palomares-Montero

摘要

The Welfare State includes education as a key pillar, as reflected in Spain’s Magna Carta (Article 27). This guarantees universal access to education from ages 6 to 16 (Boletín Oficial del Estado-BOE, Organic Law 3/2020 of December 29, amending Organic Law 2/2006 on Education). Despite this, Spain faces significant inequality in educational opportunities, evidenced by high early school dropout rates. Addressing this issue has been a priority in Spanish education policy, with successive laws attempting to reverse the trend. However, schools often struggle to meet these goals effectively (Dubet, 2010). To address early school leaving, vocational training and career orientation programs have emerged (Palomares-Montero et al., 2024). While some are part of the formal education system, others originate from third-sector organizations driven by social initiatives. These programs, often under-resourced, face overwhelming demand, leading to the potential exclusion of disadvantaged individuals. Institutions must analyze educational needs to guide interventions. This chapter studies the case of the Second Chance Schools in Spain, as a paradigm of success in the reinforcement of basic and labor competences of young people without employment or qualifications. It explores the social and educational profiles of participants, organizational characteristics, and educational strategies. These schools demonstrate how tailored interventions can improve personal, social, and professional competencies, fostering employability and supporting the return to education.