Abandono escolar y desvinculación de la escuela: perspectiva del alumnado

Mut, Francesca Salvà; Trobat, Miquel Francesc Oliver; Comas‐Forgas, Rubén

doi:10.11144/javeriana.m6-13.aede

Cited by 21 publications

(31 citation statements)

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“…Broadly speaking, this process took the following basic steps: (1) finding relevant documents, (2) selecting and filtering through the documents using clearly defined criteria, and (3) summarizing and analyzing the documents (Fink 2005;Petticrew and Roberts 2006;Littell et al 2008).…”

Section: Methodsmentioning

confidence: 99%

“…There is a certain level of consensus regarding the fact that successful interventions in vocational education programs do more than increase student attendance, rather they help students and families who feel marginalized from teachers and classmates to connect with the school and the learning process (Salva-Mut et al 2014). Student participation throughout their academic careers depends, in large part, on the alignment of the school environment with students' characteristics, which can enable students to be able to handle academic demands.…”

Section: Conclusion and Shortcomingsmentioning

confidence: 99%

“…Reducing the high levels of early school leaving is one of the main challenges facing most of European education systems (European Commission 2011;Salva-Mut et al 2014). Consequently, there is ample research and scientific literature related to this topic, as confirmed in reviews by De Wittea et al (2013) and by Hovdhaugen et al (2015).…”

Section: Introductionmentioning

confidence: 99%

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Recommendations for confronting vocational education dropout: a literature review

Cerdà-Navarro¹,

Negre²,

Comas‐Forgas³

2017

Empirical Res Voc Ed Train

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IntroductionReducing the high levels of early school leaving is one of the main challenges facing most of European education systems (European Commission 2011;Salva-Mut et al. 2014). Consequently, there is ample research and scientific literature related to this topic, as confirmed in reviews by De Wittea et al. (2013) and by Hovdhaugen et al. (2015). Despite this abundance of literature on dropouts, almost all of it is related to secondary education leaving. Research focusing on vocational education dropout is scarce, specially when compared with the amount of studies focused on secondary education and higher education (Dore and Lüscher 2011; Tanggaard 2013).Thus, it would be useful to first increase the amount of empirical evidence available regarding dropouts in vocational schools, and second, ensure that this empirical evidence provides useful information to help with making decisions about policies designed to curb the dropout rate in vocational education programs.The goal of this article is to spread the results of a literature review regarding vocational school dropouts. More concretely, it offers an analysis of the practical recommendations that came out of research projects on how to reduce the number of vocational AbstractDespite the importance of the subject of the early school leaving, there are few researches about success and dropout pathways in Vocational Education and Training, while there are many studies centered in other educational levels. This article aims to respond to the following questions: What role do practical recommendations play in research on vocational education dropout? To which specific areas of the educational intervention do these recommendations refer? What specifically are the main practical recommendations for reducing vocational education dropouts? A review of the existing scientific literature has been conducted. A total of 60 documents have been located and analyzed. Results suggests that the main body of recommendations are focused on advising and counseling of students while the recommendations aimed at changing the institutional environment and organization and the teaching staff competences and characteristics are of less concern.Keywords: Dropout, Early school, Leaving, Dropout prevention, Academic engagement Open Access© The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Cerda-Navarro et al. Empirical Res Voc Ed Train (2017) Cerda-Navarro et al. Empirical Res Voc Ed Train (2017) 9:17 education leavers. Early and sustained intervention is a key part of student success and the fight against dropouts because choosing to quit school before graduating is not a snap decision; rather it is the result of a proce...

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Section: Methodsmentioning

confidence: 99%

Section: Conclusion and Shortcomingsmentioning

confidence: 99%

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Recommendations for confronting vocational education dropout: a literature review

Cerdà-Navarro¹,

Negre²,

Comas‐Forgas³

2017

Empirical Res Voc Ed Train

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“…El foco en centros y aulas no ha sido preeminente en este terreno del abandono y el desenganche, predominando enfoques de investigación más centrados en los estudiantes individuales y sus características o en sus entornos socioculturales, familiares y económicos, que en los marcos escolares en los que discurre su experiencia educativa. Aunque más escasa, tal investigación ha evidenciado que diversas dimensiones y dinámicas de funcionamiento curricular y organizativo de los centros educativos estarían en la raíz de porqué ciertos estudiantes, ante una experiencia escolar que no les resulta significativa ni satisface sus necesidades e intereses, fracasan e, incluso, abandonan (Aristimuño y Parodi, 2017;Bond et al, 2007;Escudero y Martínez, 2012;González, 2015b;Knesting, 2008;McMahon et al, 2012;Morentin y Ballesteros, 2018;Salvà, Trobat, y Forgas, 2014;Seguedin, 2012;Strobel et al, 2008); igualmente, ha puesto de manifiesto cómo distintas razones aducidas por los estudiantes para justificar su desenganche están relacionadas con la experiencia educativa que le ofrece el propio centro escolar: modos en que están estructuradas las clases, el aburrimiento en ellas y la escasa actividad práctica, las escuetas o tirantes relaciones con los profesores, el currículo al que se enfrentan, el clima rígido y punitivo, la falta de apoyo, y un largo etcétera (p. ej., Mills y Mcgregor, 2010).…”

Section: La Puesta En Práctica De Medidas Y Programas De Reengancheunclassified

Buenas Prácticas en Medidas y Programas para Jóvenes Desenganchados de lo Escolar

González¹,

Fabián²

2018

reice

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El desenganche de ciertos estudiantes con el aprendizaje escolar está estrechamente relacionado con el absentismo, el abandono temprano y las consecuencias educativas y socio-laborales que lo acompañan. Para contrarrestarlo, se promueven y desarrollan diversas medidas y programas. El artículo ofrece una visión panorámica de estas "buenas prácticas" documentadas por la investigación. Para ello se ha realizado una revisión de bibliografía de investigación en la última década sobre programas de reenganche y orientada a paliar el abandono. Los resultados indican que la atención y el cultivo de climas relacionales de respeto y cuidado, un currículo relevante y significativo, dinámicas de enseñanza centradas en los estudiantes, cuidada relación con otras entidades de la comunidad, coordinación y colaboración entre profesionales, flexibilidad de programas, tiempos, espacios y estructuras son, entre otras, prácticas prometedoras para trabajar con alumnado desenganchado y en riesgo de abandono. El conocimiento sobre rasgos de calidad que caracterizan a las prácticas de reenganche documentadas como exitosas en términos de posibilitar la persistencia y evitar abandonos, constituye un referente relevante de cara a analizar programas existentes y cómo discurren en la práctica, y plantear mejoras que alteren rutinas y modos de hacer asentados, que están en la raíz de procesos de desenganche.Descriptores: Deserción escolar; Práctica pedagógica; Relación estudiante-escuela; Programas de educación; Educación.The student disengagement is closely related to early school dropout and its educational, social and labour consequences. The measures and programs aiming to counteract this problem are diverse. This paper offers an overview of those good practices that are documented in the research literature. To do so, it has been made a literature revision of research from the last decade about programs and measures to relieve the school dropout. The results shown cultivating a respectful and caring atmosphere, a relevant and meaningful curriculum, student-centered teaching practices, a close relationship with other organizations in the community, the professional coordination a collaboration as well as program, timetables, spaces and organizational flexibility are, among others, some promising practices for working with disengaged and at-risk students. Knowledge about quality features of reengagement programs that are documented by the research as successful at favoring the persistence and preventing school dropout are a reference to analyze the current programs and their implementation, and to suggest improvements aimed to modify established routines that lie at the root of school disengagement.

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“…We have also delved into the reasons behind dropout before earning the Compulsory Secondary Education Qualification (GESO). Literature on the subject suggests that the causes behind dropout are multidimensional, but in the case of the Balearic Islands, they are determined by the interrelationship between the characteristics of the labour market, poor academic results, and dominant social values (Salvà-Mut, Oliver-Trobat & Comas-Forgas, 2014).…”

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confidence: 99%

Dropout prevention in Secondary VET from different learning spaces: A social discussion experience

Salvà

Medina

Alvarez

et al. 2019

IJRVET

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Context:In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach:The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the videorecorded content of participants' contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement. Findings:The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the 154 Dropout prevention in secondary VET from different learning spaces community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion:The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.

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Abandono escolar y desvinculación de la escuela: perspectiva del alumnado

Cited by 21 publications

References 5 publications

Recommendations for confronting vocational education dropout: a literature review

Recommendations for confronting vocational education dropout: a literature review

Buenas Prácticas en Medidas y Programas para Jóvenes Desenganchados de lo Escolar

Dropout prevention in Secondary VET from different learning spaces: A social discussion experience

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