Excelente revisión del conocimiento disponible sobre procesos de deserción escolar en los países de la OECD.
Cecilia S. Lyche, TAKING ON THE COMPLETION CHALLENGE A LITERATURE REVIEW ON POLICIES TO PREVENT DROPOUT AND EARLY SCHOOL LEAVING
OECD Education Working Paper No. 53, 2010
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Abstract
This paper reviews international research in the field of dropout from upper secondary education and
training in OECD countries in order to present possible solutions to policymakers faced with the
completion challenge. The paper begins by presenting existing definitions of dropout and upper secondary completion and states that dropout must be understood as the final step in a process of disengagement that begins early. Causes that lead to dropout in OECD countries are then studied, and the paper illustrates that causes of dropout are highly complex and intertwined. Finally, to address these causes or risk factors, the paper reviews research that had been carried out on piloted or implemented measures across OECD countries. It finds that successful measures address several risk factors and involve action both within school, outside school and at systemic level simultaneously.
The paper concludes by presenting a set of solutions according to educational level and emphasizes that preventive measures to reduce dropout should start early. Early identification enables broader, less costly measures to be set up earlier and leaves the more costly one-on-one measures for later
stages of education to the remaining at risk students that have not yet been picked up. Overcoming the
completion challenge requires a close cooperation between educational authorities and many other parts of government such as social and labour services, health services and justice system in some countries.
Información sobre la paper
This paper was prepared as part of the OECD project Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity.
The project provides evidence on the policies that are effective to reduce school failure by improving low attainment and reducing dropout, and proactively supports countries in promoting reform. The project builds on the conceptual framework developed in the OECD’s No More Failures: Ten Steps to Equity in Education (2007).
School failure can be seen as twofold. Firstly, overcoming school failure implies ensuring a basic minimum standard education for each and every student (inclusion). Secondly, since not all individuals are equal, reducing school failure in a targeted way allows strengthening equality of opportunities (fairness).
This working paper is part of a series of working papers planned for the project Overcoming School Failure: Policies that Work covering the topics of school choice, in-school measures to reduce failure, and funding strategies to support low performing schools or students.