Dropout rates are suffocating vocational training: “28 students start and only 10 finish”

PalmIn recent years, Vocational Training (FP) in the Balearic Islands has received a significant boost from both society and the government, with the aim of enhancing its prestige. This effort has resulted in greater visibility, stronger ties with businesses, and innovation in training programs, all in an attempt to demonstrate that FP is a solid and promising career path. Despite these advances, the reality for students remains precarious: almost half of those enrolled in Basic Vocational Training drop out before obtaining their qualification. According to data provided by Francesca Salvà, director of the Research and Innovation Laboratory in Vocational Training at the University of the Balearic Islands (UIB), based on a monitoring study by the Ministry of Education, 42.4% of Basic Vocational Training students leave their studies before graduating, four percentage points above the national average. At the intermediate level, the dropout rate is 26.8%, almost the same as in Spain as a whole, and at the advanced level it reaches 18.5%, also above the national average. Although these figures are negative, they are better than in previous years. However, when compared to the overall school dropout rate, which stands at 20.14%, they prompt reflection on what is going wrong. This contrast between the image of vocational training as a successful and highly valued path and the dropout rates marks the students' journey. Many arrive without knowing exactly what vocational training entails, hoping for purely practical instruction, and drop out when they discover that the weight of theory is unavoidable. Families without the resources to provide support, overwhelmed guidance counselors, and a labor market that rewards a lack of qualifications exacerbate this problem.

In the more technical programs, the choice is especially drastic. Lidia Gil de Sola, a teacher in the Intermediate Vocational Training program for Refrigeration and Air Conditioning Installations at the IES Politécnico, describes the situation: "Twenty-eight students start in the first year, with the student-teacher ratios at maximum capacity, and some are left out. By the middle of the year, there are only 16, and by the end, only 10 remain." She explains that students arrive with the idea of "getting hammered from day one," but they encounter theory and the fact that they need reading comprehension and a minimum of mathematics, which many cannot handle because they lack these skills. And that's why they leave.

Students by Force

In Basic Vocational Training, the pressure is different but equally intense. Aina Camarasa, a teacher in the Administration department at IES Ses Estacions, points out that Basic Vocational Training is not comparable to Intermediate and Higher Vocational Training. The students are very young; many haven't finished compulsory secondary education (ESO) and are enrolled because the school's guidance counselor requires them to be schooled due to their age. She also adds that the guidance counselors are overwhelmed: "They do everything they can, but they're overwhelmed. This means that many students end up in professional fields that aren't the most suitable for them. Besides, many don't really know what they want to do," she says. When they encounter activities and learning experiences that don't align with their preferences, dropout rates increase significantly.

The educational offerings in the Balearic Islands are limited, uneven, and often mismatched with labor market and geographical needs. "The training offered is never fully adapted. We need to analyze, together with all stakeholders, where to direct training and what the real labor market needs are," explains Francesca Salvà. The imbalance is clear: "Vocational training in hospitality has developed significantly in coastal areas, but other fields—especially healthcare—have long waiting lists," Camarasa points out. She also warns of the difficulty in placing students in internships for some specific programs, such as DJing or video games. Salvà, for her part, emphasizes that the Balearic Islands have the lowest enrollment rate for 17- and 18-year-olds, and the highest dropout rate: "We need to intervene with public policies to keep young people in the system, offering valuable solutions and realistic career paths." She adds that experience shows that students in Basic Vocational Training benefit from attending Integrated Vocational Training Centers (CIPF). There, they have access to career path models and the example of students in Intermediate and Advanced Vocational Training, with quality infrastructure and trained teachers.

The labor market, characterized by temporary contracts and a constant demand for unskilled labor, encourages students to drop out. Many young people can find jobs without a degree and earn practically the same as those with qualifications, leading them to abandon their studies. Miquel Mestre, a former vocational training teacher and former Director General of Vocational Training under the second Pact for Progress, offers a proposal that could help retain students: "It's essential to include training for group tutors and vocational training teachers, to give them flexibility and the ability to break the curriculum into smaller chunks. However, this shouldn't prevent students from being trained according to the demands of the job market."

The misconception that vocational training is "all practical" also contributes to the dropout rate. Many students arrive believing that studying isn't necessary, and when they discover theory, mathematics, and technical documents, they are disappointed. This clash between expectation and reality leads to sudden dropouts, since degrees are associated with strict and regulated professional competencies: they do not allow for curricular adaptations or exceptions.

Vocations to be defined

There are increasingly more young students in Grau Mitjà (the intermediate vocational training program) without a clear career path, arriving directly from compulsory secondary education (ESO). Manel Aragonés, director of the CIFP Junípero Serra, explains: "There are more of them than ever. They finish ESO and come directly to the program, but some don't have a vocation or don't really know what they're doing." However, many continue until the end of the course, although with evident performance problems.

The new regulations that introduce on-the-job training from the first year offer an initial contact with the working world, positively valued by teachers for the positive impact it can have on students, in terms of fostering a sense of belonging, both for younger and older students. Despite the majority of young students, there is a student profile that must be taken into account. These are adults, with jobs and family responsibilities. They want to train, but there comes a point where they may have to drop out because they need to work full-time or because they need to balance work and family life. Experts agree that the solution to the high dropout rate must be comprehensive. It is necessary to improve academic and career guidance, providing clear information about the options and possible pathways. It is also important to strengthen guidance departments and train teachers with more flexible learning pathways. The training programs offered must be adjusted and expanded, paying special attention to families with genuine need and reviewing programs with low job placement rates. Finally, it is considered essential to involve companies, not only as places for internships, but as part of an investment that requires training and commitment, strengthening collaboration with solid agreements and socioeconomic policies that guarantee quality educational pathways. Dropout rates in vocational training reflect a labor market that rewards a lack of qualifications, an education system that is slow to adapt, often overwhelmed families, and a training program that does not always meet the needs of those interested. "We have a type of student body for whom coming to the same municipality is already a tight fit. At most, they go to Sa Pobla. Not having a good range of options in their place of residence is a problem, because they apply for places in Sa Pobla and, if they aren't accepted, they end up studying a degree here that they don't like. All of this affects the dynamics of the groups," explains Xim López, the director. Providing clear pathways and solid guidance, in addition to having well-equipped centers and committed companies, are some of the keys to reversing the dropout rate. Until this happens, the Balearic Islands will continue to have high dropout rates and many young people who are lost along the way. "We have improved, but less than the rest of the country. Therefore, proportionally, we are worse off," concludes Salvà.