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Interrupción escolar y vulnerabilidad educativa: datos, estudios y recomendaciones para la educación básica en el Perú

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Abstract

En este informe, se presentan datos, estudios y análisis vinculados con la interrupción de los estudios, el abandono escolar o la deserción, palabras con las que se suele llamar en la literatura a la terminación temprana –temporal o definitiva– de la educación formal. Con este término, nos referimos aquí a las niñas, los niños o las y los adolescentes (NNA) que no están matriculados en la educación básica regular (EBR). A partir del análisis de encuestas a nivel nacional –Encuesta Nacional de Hogares (Enaho), Encuesta Demográfica y de Salud Familiar (Endes)– y de bases de datos del Ministerio de Educación (Minedu) –Sistema de Información de Apoyo a la Gestión de la Institución Educativa (Siagie), Estadística de la Calidad Educativa (Escale)–, así como de la evidencia del estudio longitudinal Niños del Milenio en el Perú, damos cuenta de cómo, a pesar de los avances en la cobertura educativa en este nivel, aún se mantienen brechas que afectan principalmente a algunos grupos de estudiantes. Durante los últimos años, la tendencia hacia una mayor cobertura se vio afectada por la pandemia y el incremento de la pobreza. Aunque desde el Estado peruano se han realizado algunos esfuerzos por atender esta problemática, aún no contamos con una política nacional de protección educativa que sirva como marco para prevenir o revertir la interrupción de los estudios. Se requiere diseñar políticas educativas que aborden tanto los factores académicos como los sociales que influyen en la interrupción escolar, asegurando la inclusión y permanencia de todos los y las estudiantes. La participación activa de las familias y la colaboración interinstitucional son fundamentales para lograr mejoras sostenibles en la educación básica en el Perú. Para ello, se requiere –además– distribuir recursos humanos, financieros y de materiales considerando los desafíos territoriales; implementar sistemas de información que permitan identificar a los estudiantes que han interrumpido sus estudios o están en riesgo de hacerlo, y brindar información relevante sobre los estudiantes para que los directivos y docentes puedan prevenir y atender estos casos.

Suggested Citation

  • Rojas Arangoitia, Vanessa & Campos, Antonio & Cueto, Santiago & Sánchez, Alan, 2024. "Interrupción escolar y vulnerabilidad educativa: datos, estudios y recomendaciones para la educación básica en el Perú," Documentos de Investigación dt129, Grupo de Análisis para el Desarrollo (GRADE).
    • Handle: RePEc:gad:doctra:dt129
    Note: Documentos de Investigación, 129
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    1. Montenegro, Claudio E. & Patrinos, Harry Anthony, 2014. "Comparable estimates of returns to schooling around the world," Policy Research Working Paper Series 7020, The World Bank.
    2. Sandra Jo Wilson & Emily E. Tanner‐Smith & Mark W. Lipsey & Katarzyna Steinka‐Fry & Jan Morrison, 2011. "Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout among School‐aged Children and Youth," Campbell Systematic Reviews, John Wiley & Sons, vol. 7(1), pages 1-61.
    3. Marta Favara & Pablo Lavado & Alan Sánchez, 2020. "Understanding teenage fertility in Peru: An analysis using longitudinal data," Review of Development Economics, Wiley Blackwell, vol. 24(4), pages 1217-1236, November.
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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