Automatic promotion in Primary Education: comparison between countries of the European Union

Authors

DOI:

https://doi.org/10.5944/reec.45.2024.38847

Keywords:

School dropout, Primary Education, Automatic promotion, Repetition, School delay, Education system

Abstract

Grade repetition is one of the measures that most concerns EU educational policies since it involves keeping a student in the same course in which he or she is taking additional measures for a year. The present study consists of a descriptive and documentary review of the educational systems of 18 countries of the European Union. The main objective focuses on analysing and describing the policy of automatic promotion by making a comparison between European education systems in EU countries, focusing on learner progression and assessment. To carry it out, documents related to the topic of study have been collected and prepared to subsequently analyze and synthesize the information by carrying out a search on the Eurydice network. The data analysis process has been carried out using the MAXQDA 2022 qualitative analysis program, analyzing the information using a code system. The results show the most relevant information regarding progression and evaluation in Primary Education, serving as support for the educational community and contributing to academic knowledge through new approaches. The discussions focus on the differences found in each country's policies. It is concluded that there is no single and effective measure that provides a more appropriate solution to students with low academic performance. Therefore, measures such as tutoring, reinforcement classes or support teachers, among others, are used.

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Author Biographies

Yaiza García Merino, University of León

Yaiza is a teacher in Primary Education with a mention in Special Education and has a Master's Degree in Research in Psychology and Educational Sciences from the University of León.

Camino Ferreira, University of León

Associate Professor in the Department of Psychology, Sociology and Philosophy at University of León. PhD in Psychology and Educational Sciences (2013). She has been awarded three extraordinary achievement awards in Bachelor, Master and Doctorate degrees. Her main topics of research focus on Higher Education and attention to diversity. She is currently the coordinator of the Master's Degree in Research in Psychology and Educational Sciences. She has been Academic Secretary of the Faculty of Education and Coordinator of the Degree in Primary Education. In addition, she has participated in several projects funded by the European Commission and collaborated as a consultant with the World Bank

Diego González-Rodríguez, University of León

Diego González-Rodríguez has a Doctor in Educational Psychology and Educational Sciences from the University of León. He is an Assistant Professor with a PhD in the Area of Research Methods and Diagnosis in Education. His research focuses on school dropouts and academic performance during transitions between educational stages, attention to diversity, and also on teaching competencies. He has collaborated with the Agency for the Quality of the University System of Castilla y León (ACSUCYL), in the evaluation of degree, master's and doctoral programs and has participated in different national and international projects. He is a member of the ÉVORI research group (https://www.evori.net).

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Published

2024-06-27

How to Cite

García Merino, Y., Ferreira, C., & González-Rodríguez, D. (2024). Automatic promotion in Primary Education: comparison between countries of the European Union. Revista Española de Educación Comparada, (45), 357–375. https://doi.org/10.5944/reec.45.2024.38847

Issue

No. 45 (2024): Gender equality policies in higher education: Atlantic and african universities

Section

STUDIES AND RESEARCH

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