According to the information offered by the International Labour Organization (ILO, 2017) related to the percentage of NEET young people (persons between the ages of 15 and 24 years that are not in employment or education or training), 13,3% Spanish were included in the NEET category, which represent a total of  599,000 young people.

The students who have disengaged from mainstream education are the most vulnerable to becoming NEET. There is an increasing concern with young people who are not in education, employment, or training (NEET).  Pamberton (2008) argues that disaffection could be addressed through the provision of alternative forms of education, removing barriers to employment, and subsidising involvement in further/higher education. According to that, the national government have set up targeted programs to assist young people to remain in or return to education. In 2015 the professional formative program (PFP) was launched to help the youth from 16to 21that have not completed the compulsory secondary education period, so they do not have any kind of certificate.

The aim of this work is to examine the different curricular, pedagogical and organizational factors that have had a positive impact on the educational re-engagement and retention of young people who attended the FPF program. First of all, we have reviewed the literature about what works in the re-engagement programs, and secondly, we want to explore how the FPF program is being developed to check if what the literature says it is effective could be recognized in it.

 WHAT DOES AN ALTERNATIVE PROGRAM EFFECTIVE IN RE-ENGAGING STUDENTS?

In order to tackle educational disengagement, several factors need to be taken into account to put into place an adequate reengaging intervention. Based on the literature review, in the following table are presented only some of the characteristics that have been identified as important so as to cater an effective reengaging programs (Amitay & Rahab, 2018; Evans, Meyer, Pinney & Robinson, 2009; Cajic-Seigneur & Hodgson, 2016; Gallagher, 2011; Kettlewell, Southcott, Stevens & McCrone, 2012; Mills & McGregor, 2010; and Stacy, 2018).

FACTORS  and FEATURES

ENVIRONMENT

Supportive and caring

Flexible organized

Relaxed

Respectful

Safe

Sense of community

SETTING

Outside mainstream schools

Adequate physical space

Adequate technology and resources

LEADERSHIP

Clear purpose and direction

A sense of change and commitment for all schools

Experienced teacher in alternative education

Staff coordination

Non-traditional approach

PHILOSOPHY

Student-centred philosophy that focuses on the whole student, not only in the academic aspect but also in personal and social ones

CLASS SIZE

Small groups

STUDENT-TEACHER INTERACTION

Closer interaction

Positive relationship

Individual support

Value the potential of each student

Good teacher/student rapport

EXTERNAL AGENCIES COLLABORATION

Collaboration with associations, guidance department, etc.

CURRICULUM

Relevant and flexible 

Socioemotional learning

Engaging and significant

Academic and vocational

Tailor the curriculum to Individual progress

Offer them choices

Offer a non-academic curriculum 

Strengthen social and work skills    

Opportunities for experience in local workplaces

PEDAGOGY

Holistic pedagogy

Diversity of teaching strategies

Hands-on approach

Connected with real life

Monitoring progress

Give frequent feedback

Instructional activities and materials matched with students needs and interests

Consistent and transparent classroom structure

Positive rather than punitive approach

EVALUATION

Authentic

Taking into account both academic and socioemotional aspects

RELATIONSHIP WITH FAMILIES

A close relationship with families

PASTORAL CARE

Rebuild the self-esteem

Help students to feel valuable and capable

Trust the students

Empower the students

TRANSITION

Offer guidance for the transition

Monitor transition

VALUES

Teaching and learning at the centre

Student wellbeing

Reintegration

Increase enjoyment

Trust the student potential

Flexibility

Value student voices and stories

Empower the student and gain ownership of their learning

Individual support

Foster Inclusion and resilience

Meet youth person needs

Foster emotional attachment to the school

Ethical orientation

This paper is part of an ongoing Research and Development Project, Nationally funded, titled: “Educative and socio-labour re-engagement processes with vulnerable teenagers. Case studies and socio-educative implications” (EDU2016-76306-C2-1-R. MEC, I+D 2016) Through an examination of the development of PFP in supporting young people’s progress, achievement, and re-engagement with education, employment or training, this paper should contribute to two purposes; firstly, to what Te Riele (2007, p.54) claimed in her work when she states that “communication between practitioners and scholars with an interest in alternative education is hindered by lack of a shared framework for understanding the variety of educational alternatives” and Kenedi-Lewis (2015) noted that little is known about what happened in these schools. Secondly, what Stacy (2018) argues when she recognizes that not enough research exists to determine whether alternative schools are effective (Stacy, 2018). So, this kind of work can contribute to making more visible how PFP alternative education programs are being developed. The PFP target group are disadvantaged students with sociocultural deprivation and with a high risk of exclusion. The program offers them an opportunity for the entrance into the labour market. The aim of the program is to equip the students with the personal, social and professional competencies that help them to be autonomous, to be a part of society and to join working life responsibly. A case study approach was used to examine the development of the program over a period. A case study can be defined as “an empirical inquiry that investigates a contemporary phenomenon within its real-life context” (Merriam, 1998, p. 27). Yin (2003) has suggested that case study design can be used to document and analyze implementation processes, the outcomes of the program, and its overall effectiveness. Merriam (1998, p.28) explained that “a case is selected because it is of some concern or is intrinsically interesting”. Our case studies were selected following Merriam's explanation. 1. The starting point in this investigation was the analysis of the legal framework of the program. 2. The second phase was to analyze the documentation of the program like the Educative Project and the planning that the teachers do in advance. 3. The third phase was focused on collecting data about the PFP development. case studies were carried out. The research instrument (validated by experts) that were used, consisted: staff interviews, focus groups and questionnaires with students and classrooms observation.

As a result of continuing problems of disengagement and disaffection, there is growing interest both in the nature of the curriculum and in how alternative curricular programs and out of school can help in re-engaging such young people (Cajic-Seigneur & Hodgson, 2016). A complex multitude of factors (personal, academic, etc.) are linked with disengagement and therefore with re-engagement. Putting the focus on the academic aspects, some studies show that the main features which turn out effective with the student’s re-engagement with the alternative education programs rely on the pedagogical practices, the curriculum offered, the pastoral care and the staff relationships (Mill & Mcgregor, 2010; Cajic-Seigneur & Hodgson, 2016). After having analyzed the data coming from the case studies we totally agree with the previous idea. A close relationship with the teachers (a sense of family is created), a more flexible and hands-on curricular approach and a caring and supportive environment, have been mentioned, as a key factor to reengage with “life”, by almost all the participants involved in the PFP. Looking to our data and according to Mills & Mcgregor, “alternative schools play an important role in the catering to the educational needs, academic and social, of young people disengaged from mainstream schooling sectors” (2010, p.8). According to Amitay & Rahab (2018), affective engagement to school is a precondition for success among at‐risk students who are learning in successful alternative schools, which provide a second chance for schooling. Emotional and Behavioral commitment to the school is important for all students but especially for the ones who experience alienation to the school, the teacher and the curriculum (Razer, Friedman & Warshofsky, 2013). Finally, we agree with Stacy when she states that alternative programs present a space for these students to receive the types of nontraditional support and services they need to stabilize, giving them a chance to achieve success (Stacy, 2018, p.98)

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