1 Caracterización de los desafíos en el inicio de la educación secundaria en el marco de los compromisos multinacionales Asociación Civil Educación para Todos Coordinación: Irene Kit Producción de información: Martín Scasso VII TALLER REGIONAL EN ESTADISTICAS EDUCATIVAS 2009 - LAC PROYECTO REGIONAL DE INDICADORES EDUCATIVOS (PRIE) DE LA CUMBRE DE LAS AMÉRICAS

2 1. To universalize access 2. To guarantee successful pathways from the beginning 3. / To resolve educational issues related to dropout La Serie Regional de Indicadores Educativos de cara al decálogo 2021 como instrumento de análisis y comparación Dirección provisoria hasta el 28/2/ 2009: www.todospuedenaprender.org.ar/cecc Challenges faced at the beginning secondary school regarding multinational commitments.

3 0 200000 400000 600000 800000 1000000 1200000 1400000 567891011121314151617 Porcentaje de Escolarización Específica Porcentaje de Escolarización Oportuna Estudiantes que asisten en edad oportuna Estudiantes que asisten a Primario Población que no asiste a la escuela Estudiantes que asisten a secundaria con rezago Every 6,500,000 youngsters among 12 and 17 years old… 2.050.000 attend at the proper age 1.300.000 attend secondary school with backwardness 1.550.000 attend primary school 1.600.000 does not attend to school

4 19.6 81,4 Urbano 1,6 98,4 Rural 58.7 41.3 Challenges faced when entering secondary school are highly manifested in rural areas, where probably severe offer deficiencies still exist.

5 15.8 5.6 23.055.6 More than half of students who begin secondary school are able to pass the first two years successfully. 23% drop out before that.

6 0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0% 100,0% Grado 7Grado 8Grado 9Grado 10Grado 11Grado 12 Grado del nivel secundario Porcentaje de estudiantes no promovidos No promovidos 2006Desistentes 2007Repitentes 2007 70,4% 72,8% 79,8% 75,8% 82,8% 78,4% Failure as a prelude to dropout: three out of every four students who fail at the end of the year, does not enroll next year as repeaters.

7 Challenges faced at the beginning secondary school regarding multinational commitments. Indagación de oportunidades educativas en Argentina Línea de base del proyecto de transición asistida a la escuela secundaria 37 escuelas 250 docentes 2800 estudiantes Deep characterization of pedagogic and institutional factors

8 -Around 5 out of every 10 students has severe difficulties to express the global comprehension of a one page text, read and available to see. -1 out of every 4 students has severe difficulties to recognize the implicit information in a text Transition Counseling Goals: To improve learning levels of students beginning secondary school Procesamiento de Información Implícita 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% NO MANIFIESTA LOGROS LOGROS INCIPIENTESLOGROS SUFICIENTES 27,7% 41,1% 31,2% Comprensión Global 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% NO MANIFIESTA LOGROS INCIPIENTES LOGROS SUFICIENTES 46,5% 15,8% 37,6% Basic secondary course: Results of Reading comprehension

9 -360 students are taking courses as repeaters en 8 and 9 grade, other 840 are dragging on other school failure situations since previous years 0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 8° Año9° Año Edad Teórica1 año de rezago 2 años de rezago3 y + años de rezago Estudiantes en rezago % de repitentes 21,9% 10,1% 0 200 400 600 800 1000 1200 1400 1600 8° Año9° Año 1.428 964 8º and 9º grade: Initial situation of schools in the project Transition Counseling Goals: To improve learning levels of students beginning secondary school

10 Challenges faced at the beginning secondary school regarding multinational commitments. Indagación de oportunidades educativas en Argentina Línea de base del proyecto de transición asistida a la escuela secundaria Asociación Civil Educación Para Todos Elements to characterize the student’s perspective Failure and continuance at the beginning secondary school

11 PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Student’s perspective regarding continuance and failure at the beginning secondary school % of students Average score(*) Ciclo básico de secundaria: Recorridos diferenciados Basic secondary course: differentiated paths Primary – grades 1 to 3 Primary – grades 4 to 6 Secondary – grades 7 to 9 grades 7 to 9 Failures moment = 1 Only in grades 1 to 3 - Primary == 2 = In grades 1 to 6 = 3 Only in grades 4 to 6 = 4 Only in secondary 5 No failure 9,6% 3,82 4,0% 3,57 9,4% 3,70 13,1% 4,14 63,8% 4,48 School trajectory in primary school is a strong determiner of unequal opportunities in secondary school: the support for enrollment should deal with that difference and look for standardization

12 PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Basic secondary course: differentiated paths by parents level educacion 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TeoSob1Sob2Sob3 Hasta primario incompletoHasta secundario incompletoSecundario completo y más 19% 26% 35% 36% 41% 40% 38% 44% 39% 34% 27% 19% Parents of 1 out of every 3 students who have two or more years of school backwardness, did not finish primary school. The educational system should admit that family support will be limited. Student’s perspective regarding continuance and failure at the beginning secondary school

13 Basic secondary course: What is important in order to get good marks? Most of students convey a balance between teaching and effort when studying as the base of good marks. Total % Que el docente explique bien1.94373,5% Haber estudiado1.61561,1% Que el docente sea justo cuando las corrige1.27848,3% Que se entiendan las preguntas1.16143,9% Tener materiales para estudiar94535,7% Que te explique otra persona, además del docente71026,8% Estudiar con otros compañeros57221,6% Total de estudiantes respondentes2.645100,0% PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Student’s perspective regarding continuance and failure at the beginning secondary school

14 PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Basic Secondary Course: Results of reading comprehension, by backwardness Resultados en la competencia de comprensión global 0% 10% 20% 30% 40% 50% 60% 70% NO MANIFIESTA LOGROS LOGROS INCIPIENTESLOGROS SUFICIENTES Edad Teórica 1 año de rezago 2 años de rezago 3 y + años de rezago Total 39% 16% 45% 49% 15% 36% 48% 16% 37% 63% 13% 24% Students in backwardness conditions show higher levels of deficiency in reading comprehension. The elder the age –which represents previous failures–, the lower is the achievement. Student’s perspective regarding continuance and failure at the beginning secondary school

15 PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Basic secondary course: Fondness and ease for reading, the basics for studying 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% So much A lotNothing ¿Me gusta leer? …badl …not well … well …very well ¿Cómo leo? 42,2% 19,3% 16,4% 53,4% 61,5% 45,9% 4,1% 18,8% 30,2% 7,5% There is a close relation between reading issues and the fondness for this activity. Reluctance and difficulty when reading reduce the opportunities of success in secondary school Student’s perspective regarding continuance and failure at the beginning secondary school

16 PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Basic secondary course: Fondness and ease for reading, the basics for studying 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% MuchopocoNada ¿Me gusta leer? …mal …no tan bien …bien …muy bien ¿Cómo leo? 42,2% 19,3% 16,4% 53,4% 61,5% 45,9% 4,1% 18,8% 30,2% 7,5% This relationship between reading issues and fondness for the activity is also related to age condition of students: the elder the age, the less fondness and the more issues. 14% 23% 60% Edad Teórica 1 año 2 años 3 y + años 12% 36% 26% Edad Teórica 1 año 2 años 3 y + años Student’s perspective regarding continuance and failure at the beginning secondary school

17 What did you feel when finding out you were goimg to repeat the year? School failure severely affects students, lowering their expectations about their capacities and affecting other spheres of their life, such as family and friends. PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE LOGRO Student’s perspective regarding continuance and failure at the beginning secondary school At that moment I was angry to myself, depressed, hurt, sad, I cried a lot because I had studied… a lot! But I repeated anyway, and just because of one subject!!! I was feeling bad, like unhappy, I couldn’t do anything.

18 Challenges faced at the beginning secondary school regarding multinational commitments. Elements to characterize the student’s perspective Dropout forerunners at the beginning secondary school Indagación de oportunidades educativas en Argentina Línea de base del proyecto de transición asistida a la escuela secundaria Asociación Civil Educación Para Todos

19 Have you ever thought about dropping out school? 235 alumnos1.502 alumnos SíNo86%14% PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE DESISTENTES Student’s perspective regarding process that has influence on not being part of secondary school Two thirds of students who though about dropping out school are based on school reasons, specially lack of interest, low achievements and bonds with classmates

20 Have you ever thought about dropping out school? Because of having too many problems with my mum and everybody. Because I felt bad and all I wanted was to die. Coz’ it didn't make any sense coming every day and listen to other people telling off because I didn’t like my classmates and I didn’t like the way they discriminated one classmate, when discriminating him I felt myself discriminated Testimonios textuales de estudiantes PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE DESISTENTES Student’s perspective regarding process that has influence on not being part of secondary school

21 Acepto a / I accept Todos / La mayoría Everybody/Most of them Algunos Some Pocos / Ninguno Few / None I feel I’m accepted by Todos / La mayoría Everybody / Most of them 66,1%6,6%1,9% Algunos Some 10,0%7,8%1,3% Pocos / Ninguno Few/ None 2,9%1,5%2,0% Basic secondary course: Bond with classmates About 1 out of every 10 students show a negative situation regarding bonds their classmates PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE DESISTENTES 13% of students shows a negative situation regarding bonds with teachers and 9% feels accepted by “few” teachers. In the case of repeaters, this percentage is doubled. Student’s perspective regarding process that has influence on not being part of secondary school

22 The bigger the amount of failures accumulated, the higher is the possibility to fail again due to the amount of subjects involved when taking the final make-up exam. PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE DESISTENTES 8th grade: Amount of pending subjects at the end of the previous year, by age condition 0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0% 100,0% Edad Teórica 1 año de rezago 2 años de rezago 3 y + años de rezago Tres y más Dos Una Ninguna Cantidad de materias pendientes 70,4% 59,7% 48,7% 39,8% 13,4% 9,8% 11,3% 9,7% 5,4% 6,4% 2,7% 7,8% 10,8% 24,1% 37,3% 42,7% Student’s perspective regarding process that has influence on not being part of secondary school

23 Students with simple and advanced backwardness, on average miss more classes, and showing a higher level of spread, reaching the verge of dropout. Basic secondary course: Absences by quarters, regarding age conditions PROFUNDIZAR EL CONOCIMIENTO SOBRE LA TASA DE DESISTENTES Inasistencias en el primer trimestre de clase 25 15 5 1 año de rezago 2 años de rezago 3 y + años de rezago 20 10 Edad Teórica Mediana Percentil 25 Percentil 75 44 5 7 Student’s perspective regarding process that has influence on not being part of secondary school

24 Los desafíos en el inicio de la educación secundaria en el marco de los compromisos multinacionales Algunos datos sobre tareas, representaciones y saberes de los profesores en el inicio de la educación Indagación de oportunidades educativas en Argentina Línea de base del proyecto de transición asistida a la escuela secundaria Asociación Civil Educación Para Todos

25 % of teachers regarding amount of syllabus and sections Teacher’s workload at secondary school POCAMEDIANAALTA (1 a 3 secciones)(4 a 6 secciones) (7 y más secciones) POCA (1 a 3 programas) 25,3%11,6%13,7% MEDIANA (4 a 6 programas) 16,4%17,1% ALTA (7 y más programas) 15,8% 1 out of 3 teachers has a highly complex workload, due to the development of 4 or more study programs in 7 or more sections Diversidad de clases Diversidad de programas Teacher’s situation at the beginning of secondary school

26 High 139 docentes 74% Low Media 16 docentes 8% 18% 34 docentes 20% 138 docentes 73% 13 docentes 38 docentes 7% High Low Media Appreciation of grade repetition: Failure acceptance: Appreciation of grade repetition: To assume that grade repetition is an effective tool for students with learning issues. Failure acceptance: To assume that it is inevitable for a group of students to repeat a grade or drop out school during the school year. Situación de los docentes en el inicio de la educación secundaria Teacher’s situation at the beginning of secondary school

27 3 deal with updated information about the Cognitive Development of teenagers.3 deal with updated information about the Cognitive Development of teenagers. 42 identify effective strategies for teaching in the basic course42 identify effective strategies for teaching in the basic course 25 identify effective strategies for teaching regarding Reading Comprehension25 identify effective strategies for teaching regarding Reading Comprehension 100 Out of every 100 teachers of secondary school… Teacher’s situation at the beginning of secondary school

28 To protect specially students who are beginning secondary school in a school backwardness situation, providing them with activities to stimulate their capacities and self-esteem.To protect specially students who are beginning secondary school in a school backwardness situation, providing them with activities to stimulate their capacities and self-esteem. To develop systematic strategies for Reading comprehension development, in every subject area.To develop systematic strategies for Reading comprehension development, in every subject area. To strength bonds between students, promoting solidarity and mutual support when studying.To strength bonds between students, promoting solidarity and mutual support when studying. To overcome failure in primary schoolTo overcome failure in primary school Algunas líneas de acción para la educación secundaria básica Mejorar las oportunidades educativas en la transición a la escuela secundaria