Social actors in the assessment of school continuity in higher education

Abstract

Sustained school continuity attendance and the relevance of learning are essential elements of educational policies, since their exercise is linked to other fundamental rights. In particular, what happens in Higher Secondary Education (EMS) is important, as it is the last step in mandatory education and the preamble to Higher Education (ES). The EMS receives two criticisms, the first refers to the national dropout rating of 12.9% and 9.9% in the state (SEDEQ, 2019) and the second one, to the constant signaling from the ES, regarding the performance of the students who attended EMS. Therefore, a large-scale state investigation was developed, with the objective of recognize factors that motivate sustained school attendance and reinforces learning. The bounded sample was made up of 6 of the most important public subsystems of EMS in the State of Querétaro, with a sample that reached 17,179 informants, who poured their opinion through 5 instruments, both quantitative and qualitative, where the opinion of students, directive board of schools and teachers were taken into consideration. This research, non-existent in our entity, because its approach and focus, shows the impact that social actors have on the assessment of sustained school attendance in the EMS. The family involvement, the construction of friendships, meaningful teaching, directive mediation and the aspiration to enter the ES -as a cultural substantial goal of all- this are all key factors to attend school and love knowledge