2023-09-07 13:45:10
Within the framework of the negative numbers or percentages that are usually handled in the field of Education, especially during and following the years of the pandemic, a more than encouraging data in this regard: he school dropout fell 9.3 percentage points in the last four years. In 2018, 24.4% of 17-year-old students had dropped out of schoolwhile four years later the figure dropped to 15.1% among students who were 17 years old in 2022.
The data comes from report “School trajectories: How many students drop out of high school in Argentina? Observatory of Argentines for Educationauthored by Paz Miguez (Eforo Foundation), Samanta Bonelli and Martin Nistal (Observatory of Argentines for Education).
In this case, the document analyzes the levels of school dropout in secondary school for the period 2012-2022, from the follow-up of the groups of students, using the latest data from the Annual Survey of the Ministry of Education of the Nation.
In 2022, the provinces with the highest cumulative dropout rates for 17-year-old students are Santiago del Estero (35.6%), Misiones (34.2%) and Formosa (28.9%). While among the provinces with lower percentage of abandonment appear La Pampa (3.6%), Tierra del Fuego (6.9%) and the city of Buenos Aires (9.0%).
In the analyzed period, the school dropout accumulated for 17-year-old students decreased in all provinces, although in different proportions. In this case, the largest reductions occurred in San Luis (14.3%), Mendoza (13.3%) and Jujuy (11.1%). Instead, La Rioja (4.5%), Chaco (5.5%) and Misiones (5.7%) They are the ones that less reduced the cumulative abandonment at 17 years of age.
According to Paz Míguez, Executive Director of the Éforo Foundation and co-author of the report, “Although the official data analyzed estimate that the level of school dropout in secondary school decreased in all Argentine jurisdictions in recent years, the good news has its limitations. As occurs with other information systems in our country, educational information is fragmented and is not conclusive to measure school dropout. When considering the enrollment rate declared in the framework of the Annual Survey (RA), it is not possible to know, for example, if you want to enroll at the beginning of the school year, they left school during the year, nor is it considered in this analysis completion, levels of learning or those who were left out of the system, that is, students who did not enroll”. and concluded that “Added to this are the difficulties in collecting information during the pandemic as well as changes in promotion regimes.”
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“The general dropout rate at the secondary level is good news that reflects the individual efforts of students, their families, school teams and the State to make schools the place where young people belong. However, high levels of exclusion persist and this requires strategies that make it possible to anticipate situations of risk of abandonment and promote timely interventions”, stated, for his part, Stephen Towerdirector of the Cippec Education program.
“Early warning systems are a tool to prevent school dropout that, supported by nominal information systems, allows schools to guide their actions and ministries to redefine policies and direct resources towards the most critical cases,” he added.
The first cohort analyzed in the report is that of students who were 11 years old in 2012. At 17 years of age (in 2018), 24.4% of these students had dropped out of school, while only 46.6% were of theoretical age (that is, in the year corresponding to their age). The rest of the students had different levels of overage due to having repeated: one year (14.1%), two years (8.7%), or three or more (6.2%).
Four years later, for the cohort of students who were 11 years old in 2016, the figures had improved. At 17 years of age (in 2022), 15.1% of these students had dropped out of school, while 59.5% were of theoretical age. The rest of the students had repeated and were one year (15.1%), two (6.7%), or three or more years old (3.5%).
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Maria de los Angeles Centurionsecondary school principal, remarks: “Although this is only one of the many aspects that we must improve in education, I do not stop looking optimistically at the drop in school dropouts that is observed throughout the country.” And he stresses that “surely, with more children and young people housed in the system, we will have more opportunities to reverse other worrying figures to achieve a general improvement in learning.”
For Bruno Videlasecondary school teacher, the decrease in school dropouts coincides with a setback in educational quality: “Today the academic regimes are more flexible and provide more opportunities for students to accredit pending subjects. In addition, the school has the obligation to adapt to the different situations that can lead a student to not be able to maintain the regularity of the course, without losing the chance to go accrediting subjects and finally finishing high school. In this context, we can deduce that the decrease in school dropout is not a result that we can celebrate with too much enthusiasm, because it seems that the cause is that the bar has been lowered”.
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