{"id":533,"date":"2025-03-04T22:18:01","date_gmt":"2025-03-04T20:18:01","guid":{"rendered":"https:\/\/webs.uab.cat\/gret\/2025\/03\/04\/traca\/"},"modified":"2025-11-17T13:58:26","modified_gmt":"2025-11-17T11:58:26","slug":"traca","status":"publish","type":"post","link":"https:\/\/webs.uab.cat\/gret\/traca\/?lang=en","title":{"rendered":"TRACA"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Project TRACA<\/h2>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"568\" height=\"250\" src=\"https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/image-12.png\" alt=\"\" class=\"wp-image-467\" style=\"width:276px;height:auto\" srcset=\"https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/image-12.png 568w, https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/image-12-300x132.png 300w\" sizes=\"auto, (max-width: 568px) 100vw, 568px\" \/><\/figure>\n<\/div>\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p><\/p>\n\n\n\n<p><a href=\"https:\/\/webs.uab.cat\/traca\/traca-2\/\" data-type=\"link\" data-id=\"https:\/\/webs.uab.cat\/traca\/traca-2\/\">TRACA Project (project website) <\/a>\u2013 Changes in Educational Trajectories: Complexity and Inequality of Opportunities, is a <strong>Research and Development Project<\/strong> under the<strong> Knowledge Generation Plan<\/strong> (PID2023-147162NB-031).<\/p>\n\n\n\n<p class=\"has-text-align-left\">This project explores complex educational trajectories in post-compulsory education in Spain, focusing on how students deviate from traditional educational pathways. The project is based on the premise that many students make changes in their studies before completing an educational stage, such as changing degrees, switching between in-person and online modalities, or moving between schools. The study includes an analysis of social origin and gender inequalities, investigating the causes and impact of trajectory changes on academic outcomes, with the aim of contributing to educational equity and improving students\u2019 opportunities.  <\/p>\n\n\n\n<p>TRACA is a coordinated project under the National Knowledge Plan. It is led by GRET and includes two subprojects: <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>GRET-UAB Subproject: Changes and Discontinuities in Educational Trajectories: Social and Institutional Constraints and Opportunities. <\/li>\n\n\n\n<li>University of Valencia Subproject: Complex Trajectories in Baccalaureate and University: Change as a Strategy for Adjusting Expectations and Outcomes. <\/li>\n<\/ul>\n\n\n\n<p><strong>OBJECTIVES<\/strong><br>TRACA has two general objectives:<\/p>\n<\/div><\/div>\n\n\n\n<ol class=\"wp-block-list\">\n<li>To describe and analyze complex educational trajectories, highlighting study changes and inequalities based on social origin and gender.<\/li>\n\n\n\n<li>To examine how these inequalities affect opportunities for educational change, particularly in trajectories that include movements between secondary education, vocational training, and university.<\/li>\n<\/ol>\n\n\n\n<p><strong>METHODOLOGY<\/strong><br>The project adopts a mixed-methods approach based on the <em>Concurrent Triangulation Design<\/em> model, combining quantitative and qualitative data to enrich the analysis. It will involve the analysis of national databases such as ETEFIL and UNeix, as well as longitudinal educational statistics. Additionally, qualitative data will be collected through interviews with students who have experienced changes in their educational pathways, providing a deeper understanding of the motivations and obstacles in these transitions. This methodological combination will allow for a detailed depiction of the trajectories and the conditions that facilitate or hinder them within a context of educational equity.   <\/p>\n<\/div><\/div>\n\n\n\n<p><\/p>\n\n\n\n<div class=\"wp-block-media-text is-stacked-on-mobile\"><figure class=\"wp-block-media-text__media\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" src=\"https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/logotraca-1024x1024-1.jpeg\" alt=\"\" class=\"wp-image-326 size-full\" srcset=\"https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/logotraca-1024x1024-1.jpeg 1024w, https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/logotraca-1024x1024-1-300x300.jpeg 300w, https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/logotraca-1024x1024-1-150x150.jpeg 150w, https:\/\/webs.uab.cat\/gret\/wp-content\/uploads\/sites\/620\/2025\/03\/logotraca-1024x1024-1-768x768.jpeg 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure><div class=\"wp-block-media-text__content\">\n\n<p><strong>Subproject coordinated by GRET-UAB:<\/strong><br \/><strong>Merino Pareja, Rafael (IP) (GRET)<\/strong><br \/><strong>Troiano, Helena (IP) (GRET)<\/strong><br \/><strong>Garc\u00eda-Gr\u00e0cia, Maribel (GRET)<\/strong><br \/><strong>S\u00e1nchez-Guerrero, Laia (GRET)<\/strong><br \/><strong>Sellar\u00e8s, Berta (GRET)<\/strong><br \/><strong>Valls Casas, Ona<\/strong><br \/><strong>Elias Andreu, Marina (UB)<\/strong><br \/><strong>Duart, Josep M. (UOC)<\/strong><br \/><strong>Langa Rosado, Delia (UJA)<\/strong><br \/><strong>Lubian Gra\u00f1a, Carlos (USC)<\/strong><br \/><strong>Planas Coll, Jordi (GRET)<\/strong><\/p>\n\n\n<p><strong>Subproject coordinated by the University of Valencia:<\/strong><br \/><strong>Villar-Aguil\u00e9s, Al\u00edcia (IP) (UV)<\/strong><br \/><strong>Mu\u00f1oz Rodr\u00edguez, David (UV)<\/strong><br \/><strong>Medina Calvo, Mar\u00eda \u00c1ngeles (UV)<\/strong><br \/><strong>Navarro Ardoy, Luis (UPO)<\/strong><br \/><strong>Ruiz-Sancho, Ainara (UV)<\/strong><br \/><strong>Ari\u00f1o Villaroya, Antonio (UV)<\/strong><br \/><strong>Mart\u00ednez Morales, Ignacio (UV)<\/strong><\/p>\n\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Project TRACA TRACA Project (project website) \u2013 Changes in Educational Trajectories: Complexity and Inequality of Opportunities, is a Research and Development Project under the Knowledge Generation Plan (PID2023-147162NB-031). This project explores complex educational trajectories in post-compulsory education in Spain, focusing on how students deviate from traditional educational pathways. The project is based on the premise [&hellip;]<\/p>\n","protected":false},"author":3032,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"class_list":["post-533","post","type-post","status-publish","format-standard","hentry","category-greek"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/posts\/533","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/users\/3032"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/comments?post=533"}],"version-history":[{"count":4,"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/posts\/533\/revisions"}],"predecessor-version":[{"id":916,"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/posts\/533\/revisions\/916"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/media?parent=533"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/categories?post=533"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/webs.uab.cat\/gret\/wp-json\/wp\/v2\/tags?post=533"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}