We present an investigation carried out in Valencia, our city, which has aimed to understand the extent to which theory developed at the level of the Spanish State, with a strong European and Western character, on the models of transition to adult life, allow us to understand, describe and explain the various transitions experienced by the students of Social Education in the University Valencia, after the reform of the curriculum derived from the Bologna Process in 1999.

An axis of our work is based, therefore, in the consideration of the recent process of adaptation of the Spanish university system to European Higher Education Area (EECS); a process that converts the student in the centre of the learning process (Daza, 2013, among many others).

As maintains Daza, it aims to be the student who is held accountable in the learning process

The teacher thus becomes a guide accompanying you, which means that the university makes available to the students the maximum resources to enable him or her to carry out such learning

Class of small groups, seminars, tutorials, group work and the various services of advice and guidance to the student, i.e. spaces for collaborative work and other strategies in which dialog and the exchange of knowledge are the key.

And it seems that the learning will depend on the skills that the students have to interact with the different educational agents and manage the different resources that are mobilized in the centre of study.

The second axis is based on our analysis of the "transition to adult life". We use the terms from a biographical perspective to describe the social process by which the young people build up acquisition trajectories of "social status", that is to say, are located in the social structure, for which we use the theoretical developments produced by GRET (research group school and work) that has a long tradition at the national and international levels. Far from a psychologist approximation exclusively, this perspective considers that three basic dimensions shape the transition to adult life: as historical reality, such as field-making and rational choice of the subject, and as political and institutional device.

In the framework of the present work we are interested in the transition as a corporate system, that is to say, that is the product of a complex network of social institutions that are involved by regulating the supply of transition: the system of education and training systems, the production system, the labour market and a network of social intervention of the State for specific groups.

Thus, following the theoretical model proposed by GRET in 1996, the modalities of transition to adulthood are defined based on the position occupied in the space resulting from the crossing of two axes: The first of them picks up the processes of generating expectations and adjustments in relation to the achievements where, at the upper end, are the processes that require from the subject constant decision-making for the sake of an ambitious social positioning or demanding, while, at the lower end identifies the processes of construction and adjustments of expectations more simple past in little or no professionalised training and an orientation toward the manual work. On the other axis variables are collected related to the time. In the resulting from these two axes, you get six possible paths: the early success, the labour trajectories, family adscription, the successive approximation, the precarious trajectories, and the erratic itineraries.

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