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Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Disponible versión en inglés Análisis de los itinerarios educativos de Formación Profesional (FP) para comparar el engagement del estudiantado entre los distintos niveles en tres áreas, conductual y académica, emocional, y cognitiva, en la provincia de Valencia en el marco de una investigación estatal con continuidad a nivel autonómico. Sigue una metodología longitudinal e incluye el análisis de datos oficiales y el pase de cuestionarios en 49 centros seleccionados en base a familia profesional, situación geográfica y titularidad. Se presentan los datos del primer pase de cuestionarios, realizado en el curso 2016-2017 a 737 estudiantes de Formación Profesional Básica (FPB) y 1.240 de Formación Profesional de Grado Medio (FPGM). Se realiza un análisis diferencial del student engagement (participación de los estudiantes) entre ambos niveles de FP partiendo de la hipótesis de que habrá una mayor vinculación escolar entre el alumnado de FPGM. Los resultados confirman la hipótesis en relación a su dimensión cognitiva, tanto a nivel general como en cada uno de sus componentes. Sólo se confirma parcialmente en relación a su dimensión académica y conductual, y en relación a la dimensión emocional, sólo se confirma parcialmente. Se concluye con aportaciones que enfatizan los efectos de las estructuras sociales y las instituciones escolares como dimensiones explicativas de los procesos educativos. ESP

The main aim of this paper is to present the perspective that the students of basic VET in Valencia (Spain) have about their own professional careers, taking into consideration the different interests that they have in the training they are attending. In order to achieve it, we will focus on the students’ perspective through three variables: The reasons for the choice of the program; the expectations they project of their training; and the personal identity, which is understood here as the adjustment between their personal characteristics and the profession for which they are being trained. Overall, the results may provide us with information on the development of basic VET considering the adjustment between interests of the students and the educational offering available, and the meaning the students give to the programs in their professional career started in these educational contexts.&nbsp

In this paper, we present the design, development and first results of the research project “Success and dropout pathways in vocational training educational system levels 1 and 2” which we are currently conducting in the region of Valencia (Spain). This project has as main objectives generating knowledge about Vocational Educational Training (VET) level 1 and 2 focusing on their students and the conditions that facilitate or hinder their educational itineraries and providing proposals aimed at reducing dropout at these levels. On balance, we expect to analyse the possibilities and limitations of these programs as a policy to deal with the school dropout and the early school leaving in our educational system. The first results obtained through the analysis of statistical data allow us to make a map of the educational offering of VET level 1 and 2 in the region of Valencia. In this regard, the distribution of the programs gives us information about the differential access that students have to the educational resources of the region. This is not only closely related to the educational and professional pathways, but also to the production and reproduction of social and educational inequalities within the educational system.