Organizational Analysis of Accredited Second Chance Schools in Spain

Abstract

INTRODUCTION. Due to lacking specific regulation, Second Chance Schools (E2O, its Spanish acronym) can be managed with greater flexibility than ordinary schools. Our aim is to identify the organizational dimensions of accredited E2O in Spain and how they facilitate and foster social inclusion of their students. METHOD. We combine qualitative and quantitative research methods, triangulating sources and methods to gather and analyze information. We conducted 24 semi-structured interviews with headteachers and teams in E2O, and a survey with 351 youngsters who had finished their education in these institutions in schoolyear 2019-2020. RESULTS. Our results point to the mission of these organizations, all of which relate educational practice to social transformation. Additionally, most Second Chance Schools are run by the structure of a Foundation. Most of these organizations take the advantage of a wider framework of management resources and complex and diverse cooperation networks. E2O perceive their accreditation as an opportunity to strengthen networks, systematize organizational processes and acknowledge the quality of their performance. Evidence points to the innovative feature of these institutions, learning organizations able to produce knowledge. All of this is supported by the wide recognition of their performance as indicated by their former students. DISCUSSION. We suggest that flexibility is a cornerstone of these institutions to address inclusion in individualized ways. Furthermore, greater acknowledgement, particularly by public administrations, would support project management as well as their contribution to the design of social, labor and educational policies.