Protecting School Trajectories in Latin American Secondary Education: A Review of Policies and Implementation

• In Event: Equitable Education? Policies and Strategies to Prevent Dropout, Accommodate Needs, and Retain Students in Secondary Education

Abstract

Objectives
This paper analyses implementation of policies aimed at protecting school trajectories in secondary education in Argentina.

Theoretical perspectives
Secondary education is affected by a tension between the extension of compulsory education and the guarantee of the right to education. This tension is framed in Latin America within a historical dynamic of access over completion (Authors, 2022; Authors, 2023a). Over the last twenty years, many studies have sought to explain this dynamic and propose lines of action to reverse it. This analysis draws on perspectives such as the role of norms and laws, the consequences of the extension of compulsory education, the interplay between inclusion and exclusion, the analysis of organisational models and the focus on student trajectories are at the centre of theoretical reflection and constitute focal points of intervention (Authors 2020; Cardini and D'Alessandre, 2019; Montes, Pinkasz and Ziegler, 2019; Steinberg, Tiramonti and Ziegler, 2019; Ruiz, 2016). The analysis of previous studies made it possible to identify consensus on the content of the transformation policies: the content of the alternatives for improvement. Based on a case study, evidence was sought to understand their implementation: how to identify the conditions with the potential to promote continuous and complete trajectories for all adolescents and young people in secondary school.

Methods
For the case study, we used a qualitative design based on semi-structured interviews and document analysis. Data was examined using critical discourse analysis to examine the relation between discourse and other social elements, such as history, power, values and social relations, in a normative and in an explanatory critique (Fairclough, 2013).

Data sources
A total of ten provinces in Argentina–out of twenty-four– were selected to span over diverse jurisdictional profiles based on their demographic and educational indicators. Data collection involved interviewing each province’s Director of Secondary Schooling Education (n=10). Additionally, we selected two provinces to conduct interviews with other high-profile policymakers in provincial ministries of education involved in the advance of secondary education reforms (n=13). We complemented these sources with legislation and other ‘policy texts’ produced at national and provincial levels.

Results
The case study shows four cross-cutting issues about policy implementation. Firstly, the systemic and multidimensional dimensions of the changes. Secondly, the evidence gathered indicates the existence of different rhythms and modalities of progress in implementing changes, particularly relevant in countries with decentralised education systems and concurrent financing. A third cross-cutting issue relates to dialogue with stakeholders. The fourth element refers to the construction of feasibility conditions for developing changes. Undoubtedly, one aspect that stands out from the experiences reported is the need to build political legitimacy to move forward with the implementation. The increase in budgetary resources is part of the construction of this legitimacy.

Scientific/scholarly significance
The paper offers key insights into how Latin American states tackle dropout prevention in secondary education: on the one hand, the relevance of the issue on the education agenda, and on the other hand, the material, political, and technical conditions for such policies to be implemented successfully.

Author

• Felicitas M. Acosta, Universidad Nacional de General Sarmiento