Program for Educational Guidance, Advancement and Enrichment (PROA+

Programa para la Orientación, Avance y Enriquecimiento Educativo (PROA+)


Territorial Level:


ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

13,9 %

Policy Description:

It is a Spanish Program whose aim is to reduce early school leaving among vulnerable students. Its current funds are provided by the 21 Component of the Recovery, Transformation, and Resilience Plan.


Policy Body of Reference:

Ministry of Education

Time period:




Vulnerable Population mentioned:

Yes (students with socio-educational needs)

Most important Let's Care Pillar:

Safe Schools

Safe School Dimensions covered:

  • Training for teachers: methodologies that enhance positive expectations.
  • Teachers’ well-being: improving professional stability and developing reception plans to accompany new teachers.
  • Teachers’ participation: networks to share good practices.
  • Training and advice for families: workshops and trainings for parents
  • Family participation in educational process: allowing the family to be part of the tutoring process.
  • Identification of risks and educational needs: detecting barriers to learning.
  • Educational support: tutorial actions and educational reinforcements (inside and outside school hours).
  • Emotional support: offering socioemotional support
  • Specialized and support personnel: boosting co-teaching practices at school.
  • Offer educational and professional guidance: offering educational guidance with the participation of different professionals (teachers, social workers, etc).
  • Make the management of times and spaces flexible: using libraries as a learning space.
  • Facilitate transitions between school stages: improving the coordination between primary and secondary schools.
  • Institutional sensitivity: boosting an inclusive climate at school.
  • Links between the school and other actors: improving the alliances with other schools and with the local community.

Methodogical Note:

More than 60 policies from 11 countries have been examined to detect the top ten most comprehensive (considering what ESL policies’ dimensions have been prioritized, what vulnerable groups are considered, and what systemic levels stand out). 
The template dimensions analysed are training for teachers; teachers’ well-being; teacher participation; family involvement in the school community; training and advice for families; family participation in the educational process; identification of risks and educational needs; early school leaving warning system; educational support; emotional support; financial support; specialized and support personnel; offer educational and professional guidance; make curriculum flexible; make the management of times and spaces flexible; individualization of learning; permeability of educational system; facilitate transitions between school stages; exploration-based learning; develop socio-emotional skills; avoid segregation; language support; expert support to inclusion; institutional sensitivity; links between school and other actors; after-school activities; working in the school coexistence climate; physical characteristics of the school; and enable student participation in school.  The vulnerable circumstances studied are gender, migrant background, ethnicity, disabilities, and non-parental care. The systemic levels considered are individual, relational, community, and political.
The whole Database is available in Excel files in this HUB in case someone would like to consult them. In these Excel files, detailed methodological clarifications can be found. Bear in mind that the Policy Database is linked to the Let’s Care project Deliverable D2.2. entitled “Policy paper: economics of early school dropout: impact assessment and policy recommendations”. Therefore, the whole explanation of the methodological criteria applied can be found in Deliverable D.2.2 Annex III.
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