Early School Abandonment And Failure

Early school abandonment and failure

INTRODUCTION

Throughout each course, when talking about school abandonment we can understand it as something natural, students have the problem that there are subjects or certain courses that are given very badly, and thus, they are demotivated, andAs a consequence they stop studying very early. The idea of this work is to identify the cause of abandonment and school failure, what is?, And what kind of students are what they really suffer or are more prone to school abandonment.

On the other hand, detect who or who are the culprits of said abandonment, mainly through the social actors involved in the usual relationship of the student, I speak of teachers, families, or the State itself through the educational system.

With the elaboration of this work, it is intended to reflect, to have knowledge about the obvious reality of education in Spain, which directly affects the future situation, since in order to be able to do ourselves as professionals we have to train and obtain necessary titles to haveaccess to jobs with specialized qualification and thanks to this access to higher salaries. 

CONCEPTUAL FRAMEWORK

Fernández Enguita, M., Mena, l. and Riviere J. (2010) defines school failure as the detection of the bad results obtained by students regarding the objectives proposed for their age. The origin of school failure is an issue that is part of the political discussion of Spain, this term has been used to determine those who fail to achieve the studies belonging to compulsory education, in this way during the 60s aGreat schooling of young people, as well as during the seventies and early 80.

With the 1970 education law, a series of facilities to increase the approved but the rate of students who cannot obtain the school graduate is 20%.

In 1990, the General Planning Law of the Educational System was established, the so -called LOGSE, implied that students could not overcome ESO (Compulsory Secondary Education), thus the age of termination of this stage ascended to 16 years, and theAbandonment rate in Spain amounted to 30.8% in 2006.

School failure has been in the last quarter of a century a very discussed and defended term through educational reforms, taking into account academic discussion, characterizing school abandonment with causes of other problems such as crime, social exclusion.

The concept of school abandonment is fundamentally that which refers to the abandonment of studies without achieving the degree, studies by different authors determine the different causes that occur to explain school abandonment, studies that focus on individuals from 14 to 18 years andThey distinguish because they did not get the school graduate among their findings, they observe that there is not much difference between girls and boys.

It also refers that it can influence this abandonment, the causes that determine goes from the income level due to the social class belonging, through the places where students live, determining that rural or small cities are associated with abandonmentearly.

Díaz, F;Garcia, C;Martínez.  He thought that one of the most important factors involved is the distance between schools or families training centers.

Another study reflects (Cabrera, MªL.2011) on how to identify the distinctive features of those educational centers that obtain more success and compared the school failure, management, and structure that the educational centers brought together as well as the school climate, climate in the classrooms, and thestudents’ attitudes against the different subjects.

On the other hand, another analyzes the factors that influence the transition between compulsory secondary education and post -lummy teaching, it is a study of students between 16 and 17 years, distinguishing them by the different stages depending on whether they belong to medium grade teaching, superior, or only with ESO and Baccalaureate studies, comparing them with the labor market, in this way the study refers to those who have more chances of finding a hole in the labor market.

Young people between 18 and 24 years have the Compulsory Secondary Education Title in 2018 were around 17.9% This figure compared to 2017 is a decrease since 2008 according to this study, in a period of approximately ten years, this decrease has occurred mainly due to the fact that students end the ESO.

On the other hand, according to data by sex, they reflect that 14% of women between 18 and 24 years old leave the educational system in advance, compared to men who are located around 21.7% In this way you can see how men are more prone to school abandonment. Attending to the different CCAA the differences are evident between them, the Basque Country as one of the least affected with 6.9% and Cantabria with a 9.8% in front appears Balearic Islands with 24% and Murcia with 25% with a broader percentage. Among other communities, La Rioja and Canary Islands stand out, with percentages close to 3%, the Community of Madrid is established by 14% and Andalusia reduces its percentage of school abandonment that revolves around 15%.

Finally at the provincial level, the school abandonment in Granada, a study carried out by the Ministry of Education of the Junta de Andalucía through the Andalusian System of Education Indicators, establishing that the problem of school abandonment mainly affects GranadaGranada, establishing for men a percentage about 30% and 14 for women. 

BIBLIOGRAPHIC REFERENCES

• Cabrera, MªL (2011).Diversity in the classroom. Digital Magazine, Innovation and Educational Experience 45 (1-9)
• Capella, j. (2004) An approach to the subject/problem of inclusive education . Education Magazine, 24 (37-63)
• Díaz-Atienza, F; Garcia-Pablos, C & Matin-Romera, A.(2004) early diagnosis of generalized developmental disorders. Magazine of Psychiatry and Psychology of the Child and Adolescent, 2 (127-144)
• Echeita, g.(2005) Critical perspectives and dimensions in diversity care policies. Didactics of experimental sciences, 44 (7-16)
• Fernández Enguita, M., Mena, l. And Riviere, J. (2010). School failure and abandonment in Spain. Barcelona: Foundation "La Caixa"
• Gener, B;Martinez, MªJ (2009) Rett Syndrome. Clinical Journal of Pediatrics and Research (Seinap) 28 (118-123)
• Pérez-Díaz, V. Rodríguez J.C & SÁNCHEZ FERRER L. (2003). The Spanish family before the education of their children. Collection of social studies, no.5. Barcelona: La Caixa. Available: http: // worksocial.The Caixa.is/staticfiles/staticfiles/f0e90d9e7c8ef010VGNVCM1000000E8CF10ARCRCRD/ES/ES05_ESP.PDF