The digital divide reduces equal opportunities for citizens. This article examines the reasons for this based on the analysis of ICT use patterns among Spanish compulsory secondary-school students.  

Do we have quality education? In this report we analyse three fundamental dimensions: access to sufficient educational level, obtaining of adequate knowledge to contribute to economic and social development, and degree of inclusion of the education system.

The “la Caixa” Banking Foundation grants programme, which funds postgraduate studies, has a major impact on the careers of its beneficiaries. Who applies for these grants and what factors determine to whom they are awarded?

Can the positive effects of parental involvement in education be extended to  schools? We analyse the outcomes of schools according to the types of families of the pupils that attend them.  

Will new-generation technologies substitute the most routine jobs? Discover the impact of automation on the world of work. 

Training workers is vital for improving their employability. However, since the economic crisis, investment in training has fallen by 50% in Spain and social agents barely participate in the definition of continuous training actions.  

How does socioeconomic inequality affect the academic progress of students? Using recent data we analyse the case of Spain and how it compares with the rest of Europe.  

Does education really remove social barriers? Robert Erikson analyses the degree of social mobility in advanced democracies.

José van Dijck reflects on how the major internet platforms are determining how we communicate, buy, and even how we behave.  

How has the economic crisis affected the productivity of universities? This article explains how public centres have reorganised their resources better than private centres and have shown greater efficiency.

What is the rate for early leaving of education and training by sex? The Europe 2020 Strategy has a target of 15%.

Alan Daly, Chair Professor of Education at the University of California, offers in this interview granted to the Social Observatory of "la Caixa” a view of the role of personal relations in the world of education, in which he highlights the concept of social capital.

The economic crisis experienced by Spain has led to increasing numbers of young people opting to prolong their education given the lack of job prospects. This fact has caused overqualification among young people and the consolidation of unemployment.

Has mass access of Spaniards to intermediate and higher education been associated with a deterioration in the quality of educational qualifications, as some international bodies have warned?

Despite its perception in recent years, education continues to be a very effective vehicle for social promotion, as well as a more significant factor than social origin in providing access to the professional classes.

With the aim of improving parental access to the labour market, the Council of Europe is working towards all countries in the European Union achieving 33% of children enrolled in pre-school education.

On average, men earn more than women for the same jobs. However, although the crisis reduced average salaries for everyone, the related growth in unemployment affected men more than women.

The higher the level of education, the bigger the salary? Effectively, in 2015, the earnings of people with higher education qualifications were, on average, nearly 38% higher than those of people who had only completed intermediate education.

What does the level of studies attained tell us about the structure of a society? Our country has a very high proportion of university graduates, but also a large percentage of people who have completed only primary education.

How many students of immigrant origin are enrolled in the education system? During the 2014-2015 academic year in Spain, they represented 8.6% of total students, a low proportion in comparison with many other European countries

Sometimes it is difficult to translate the language of international bodies that we use on a daily basis. What are the equivalences between the ISCED educational levels used by the UNESCO and the system used in Spain?

Good parenting is fundamental for children’s development. How does parental dedication differ between social groups? Knowing the answer is essential if we want an equal society.

Can education reduce social inequality? These two books, which talk to us about the theory of multiple intelligences and the importance of passion and perseverance, propose educational options for working in this direction.

Where is education heading? In this section the Social Observatory of “la Caixa” presents a series of indicators are presented that are key to understanding the situation of education in our society. The majority have been built using data from international databases such as the European Social Survey (ESS) or the PISA Report, among others.

Jane Waldfogel is Chair Professor in Social Work at the University of Columbia. In this interview, the main author of the book Too Many Children Left Behind proposes solutions for tackling differences in performance between students.

These two works analyse, from the angles of psychology and sociology respectively, the increase in social opportunities for underprivileged children. The first proposes acting on the environment and the second, on individual capabilities. 

How should we care for our children? The discipline of Amy Chua, Battle Hymn of the Tiger Mother, contrasts with the experimental extravagances of Dalton Conley and his Parentology. However, the two share a competitive vision of childhood that focuses on social approval.

Education, research and knowledge are fundamental pillars for predicting a country’s future development. The Dossier  tackles the role of education as a social elevator and the presence of students of immigrant origin in the classroom.

Pre-school education plays a fundamental role in improving reading comprehension capabilities in primary and secondary school, especially among immigrant students. This is shown by the results in the three countries analysed: Spain, Norway and Sweden. 

The admission of immigrant students in the classroom has represented a significant change for the Spanish education system. Are there differences in the results of immigrant and non-immigrant students? Why?

How can equal opportunities be guaranteed for children and young people at risk of social exclusion? We analyze the current results and future challenges posed by comprehensive education inside and outside of the school.