Publicación: Objetivo CINE 3: análisis del éxito y abandono educativo. Implicaciones para la orientación
Fecha
2021
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info:eu-repo/semantics/openAccess
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Asociación Española de Orientación y Psicopedagogía
Resumen
La preocupación por el Abandono Temprano de la Educación y Formación (ATEF) es una constante en políticas europeas y nacionales, justificando medidas educativas específicas para reducirlo. Aunque no disponemos de evaluación oficial sobre la eficacia de estas, observamos que el porcentaje de abandono en España viene disminuyendo en los últimos años. Desde el punto de vista de la orientación educativa, interesa evidenciar las transiciones entre distintas etapas hasta la consecución del nivel CINE 3: ¿cómo se produce la progresión en secundaria obligatoria hacia secundaria postobligatoria? ¿cómo incide la FPB en el cálculo del abandono? Para ello, se han realizado análisis comparados y longitudinales a partir de los datos proporcionados por el Ministerio de Educación y Formación Profesional (MEFP). Los resultados muestran que la mayoría de las personas tituladas en secundaria obligatoria continúan estudiando con éxito, contribuyendo así a la reducción del ATEF. Sin embargo, un 30% del alumnado que comienza sus estudios en ESO, no llegan a terminarlos, siendo aproximadamente dos terceras partes de ese porcentaje quienes abandonan antes de 4º. En el momento actual, la reducción del ATEF está relacionada con la distinta consideración de la FPB y los PCPI´s a los que sustituye. Siendo el éxito de la titulación en FPB menor que en los PCPI´s, su contribución a la mejora de la cifra de abandono es clara porque permite certificar un nivel CINE 3. Por ello, urge valorar el funcionamiento y logro de medidas de flexibilización en centros educativos que faciliten el éxito escolar.
Concern about Early School Leaving (ESL) is a constant in European and national policies, justifying specific educational measures to reduce it. Although we do not have an official evaluation of the effectiveness of these measures, we note that the percentage of dropouts in Spain has been decreasing in recent years. From the point of view of educational guidance, it is interesting to highlight the transitions between different stages up to the achievement of ISCED level 3: How does the progression from compulsory to post-compulsory secondary education take place? How does Basic Vocational Education Training (BVET) affect the calculation of drop-out rates? To this end, comparative and longitudinal analyses have been carried out, based on data provided by the Ministry of Education and Vocational Training (MEFP). Results show that the majority of those with compulsory secondary education continue to study successfully, thus contributing to the reduction of ESL. However, 30% of the students who enroll in Secondary Education (ESO) do not complete this level, and approximately two thirds of that percentage drop out before the 4th year. At present, the reduction in ESL is related to the different consideration of the BVET and the PCPIs that it replaces. Though graduation from BVET is lower than that of the PCPI, its contribution to improving the drop-out rate is clear because it allows for the certification of ISCED level 3.
Concern about Early School Leaving (ESL) is a constant in European and national policies, justifying specific educational measures to reduce it. Although we do not have an official evaluation of the effectiveness of these measures, we note that the percentage of dropouts in Spain has been decreasing in recent years. From the point of view of educational guidance, it is interesting to highlight the transitions between different stages up to the achievement of ISCED level 3: How does the progression from compulsory to post-compulsory secondary education take place? How does Basic Vocational Education Training (BVET) affect the calculation of drop-out rates? To this end, comparative and longitudinal analyses have been carried out, based on data provided by the Ministry of Education and Vocational Training (MEFP). Results show that the majority of those with compulsory secondary education continue to study successfully, thus contributing to the reduction of ESL. However, 30% of the students who enroll in Secondary Education (ESO) do not complete this level, and approximately two thirds of that percentage drop out before the 4th year. At present, the reduction in ESL is related to the different consideration of the BVET and the PCPIs that it replaces. Though graduation from BVET is lower than that of the PCPI, its contribution to improving the drop-out rate is clear because it allows for the certification of ISCED level 3.
Descripción
Categorías UNESCO
Palabras clave
abandono escolar, orientación educativa, formación profesional, política educacional, diversificación de la educación, dropping out, educational guidance, vocational training, educational policy, diversification of education
Citación
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I