Conceptualizations of school dropout and completion from a Chilean primary school
Research on school dropout and completion has received particular attention in secondary education, with limited research in children's first years of life. Consequently, this case study examined conceptualizations, factors, and strategies to work on school dropout and school completion at this leve...
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| Muut tekijät: | , , , |
| Aineistotyyppi: | article |
| Kieli: | espanja |
| Julkaistu: |
2023
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| Linkit: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3368 http://hdl.handle.net/20.500.11968/6609 |
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| Yhteenveto: | Research on school dropout and completion has received particular attention in secondary education, with limited research in children's first years of life. Consequently, this case study examined conceptualizations, factors, and strategies to work on school dropout and school completion at this level. We chose the UNESCO School, a public institution that only offers primary education and whose students are highly vulnerable. Eight semi-structured interviews were carried out with different actors in the educational establishment, which were analyzed under the thematic content analysis model. The main findings reveal, on the one hand, that school dropout is understood as a relatively conscious interruption of the educational trajectory caused by situations of vulnerability. School completion, for its part, is understood as the attendance and active participation of students in their schooling process. Regarding the factors linked to school dropout and completion, the results reveal a wide range of socio-educational variables that promote them. Lastly, school completion actions include the role of School Integration Program teams (PIE in Spanish), accompaniment and guidance during the last primary course, and fostering a positive environment. This study confirms the complexity of both educational phenomena and the need for further research. |
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