Educational policies and their implications on patterns of retention, repeating, and school dropout

Abstract

In Colombia, a reality is being experienced, which is specifically evident in the educational institutions of the Ariguaní municipality, where students exhibit low academic performance, often leading to school dropout in many cases. Therefore, the study aimed to analyze educational public policies and their implications on patterns of retention, repeating, and school dropout in institutions within the Ariguaní municipality. To achieve this, the study relied on a documentary review of the phenomenon in other Latin American contexts to establish comparisons that could generate conclusions within the studied context. In this regard, 67 documents were consulted to recognize how this phenomenon has been managed in the region. The conclusions led to the inference that policies promoting curriculum adaptation to individual student needs, personalized learning to address diverse learning styles, and emotional support through guidance and counseling programs are crucial in mitigating repetition and school dropout. By enabling students to actively participate in their learning process and providing them with the emotional support necessary to overcome challenges, these policies can enhance their commitment to education and improve their perception of equal opportunities. Ultimately, this contributes to a more inclusive and successful educational environment.