Acceso usuarios
San Cristóbal de La Laguna, España
España es el país de la OCDE con más proporción de repetidores en la secundaria (11%) y quintuplica de la proporción de medios de repetidores (2%) de los países de la OCDE. La proporción de repetidores es mayor en los estudiantes que provienen de familias con desventajas socioeconómicas y en el logro educativo posterior. A través de las tasas de idoneidad en España del curso 2016-17 observamos que un 6,4% del alumnado de 8 años y un 10,3% de 10 años no se encuentra inscrito en el curso que corresponde a estas edades. Son aproximadamente 32.000 estudiantes de 8 años y 50.000 de 10 años.La repetición del curso genera actividades escolares, reduce las expectativas de continuar con los estudios postobligatorios y la aventura. Este artículo propone acciones de política educativa que incluyen la lectura y la educación, y que se integran en la escuela. El último cuatrimestre del año natural.Las propuestas se derivan de las principales conclusiones de la explotación de los datos de la macroencuesta alumnado de segundo curso de secundaria obligatoria en España de 2010 con 27.961 estudiantes.
Spain is the OECD country with the highest proportion of repeaters in secondary school (11%) and five times the average proportion of repeaters (2%) of OECD countries. The proportion of repeaters is higher in students who come from families with socioeconomic disadvantages and affects subsequent educational achievement. Through the suitability rates in Spain for the 2016-17 academic year, we observe that 6.4% of 8-year-old students and 10.3% of 10-year-olds are not enrolled in the course corresponding to these ages. There are approximately 32,000 8-year-old students and 50,000 10-year-old students. The repetition of the course generates school disaffection, reduces expectations of continuing with post-compulsory studies and ventures early school leaving in Spain which is, on the other hand, the highest in Europe in recent years (17.9% in 2018), a value far from the 10% set by the Union European for 2020. The Eurydice and Cedefop Report for the 2014 European Commission concluded that early school leaving is closely intertwined with social problems, which affects the most disadvantaged and that is closely linked to the repetition of the course. This article proposes inclusive educational policy actions that we believe attenuate the repetition of the course and are school and social integrators: to promote reading at an early age, especially in boys (repeat more than girls) and support schoolchildren to students born in the last four months of the calendar year. The proposals are derived from the main conclusions of the exploitation of the data of the macro-survey of students in the second year of compulsory secondary school in Spain in 2010 with 27,961 students.
