🔬 Research group interested in the study of well-being, inequality, poverty and redistribution policies. Based at Universidad de Alcalá.
https://sites.google.com/view/weipo-uah/home
WEIPO (UAH)
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Un seminario muy informativo y sugerente, el impartido ayer por el prof. Óscar Carpintero sobre "Transición energética" (como parte del Ciclo de Seminarios de Actualidad del Máster en Análisis Económico Aplicado, @uahes.bsky.social). ¡Muchas gracias por venir!
🔎 Read the full report: elobservatoriosocial.fundacionlacaixa.org/en/-/educaci...
⚖️ The report also estimates the economic scale of this sector, pointing to a substantial and expanding private investment in education—one that reflects both families’ increasing reliance on individualized support and the limitations of formal education systems in meeting diverse student needs.
📊 Drawing on nationally representative surveys of more than 4,800 households, the analysis reveals that private tutoring is more prevalent in Spain (25%) than in Portugal (20%). Participation rises sharply in upper secondary education, where roughly one in three students receives external support.
📖 The study highlights the growing role of private tutoring in both countries, showing how it has become a widespread tool for families seeking to address academic difficulties and support students through key educational transitions.
🧮 How important is “shadow education” in Spain and Portugal?
Our colleague Bruno P. Carvalho, together with coauthors, explores this question in the report 𝙎𝙝𝙖𝙙𝙤𝙬 𝙚𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣 𝙤𝙣 𝙩𝙝𝙚 𝙄𝙗𝙚𝙧𝙞𝙖𝙣 𝙋𝙚𝙣𝙞𝙣𝙨𝙪𝙡𝙖, recently published by El Observatorio Social de la Fundación ”la Caixa”.
🚩 𝗖𝗮𝗹𝗹 𝗳𝗼𝗿 𝗔𝗯𝘀𝘁𝗿𝗮𝗰𝘁𝘀 – 𝗘𝗮𝗿𝗹𝘆 𝗖𝗮𝗿𝗲𝗲𝗿 & 𝗣𝗵𝗗 𝗪𝗼𝗿𝗸𝘀𝗵𝗼𝗽
We are excited to announce the II Early Career & PhD Workshop on Socioeconomic Mobility and Public Policies, taking place on October 22–23, 2026, at the University of Alcalá (Alcalá de Henares, Madrid, Spain).
Join us!
⚡️ Demand is closely associated with academic challenges: students with lower performance, behavioural issues, or special educational needs are significantly more likely to receive tutoring. At the same time, access is strongly linked to household income.
