{"id":57442,"date":"2021-05-26T00:00:56","date_gmt":"2021-05-26T04:00:56","guid":{"rendered":"https:\/\/world.edu\/?p=57442"},"modified":"2021-05-25T16:13:52","modified_gmt":"2021-05-25T20:13:52","slug":"how-to-get-teens-to-commit-to-their-studies-and-not-drop-out","status":"publish","type":"post","link":"https:\/\/world.edu\/how-to-get-teens-to-commit-to-their-studies-and-not-drop-out\/","title":{"rendered":"How to get teens to commit to their studies and not drop out"},"content":{"rendered":"

\"\"<\/p>\n

School dropout has been a frequent issue on international educational policy agendas and, in times of pandemic, a threat, with\u00a024 million students at risk according to UNESCO<\/a>\u00a0.<\/p>\n

However, only one in five countries demonstrated a commitment to equity in ‘precovid’ education through their funding mechanisms, and there is little indication that\u00a0concern<\/a>\u00a0has\u00a0increased<\/a>\u00a0on the ‘postcovid’ path.<\/p>\n

Faced with this generational catastrophe, anyone could venture the reasons why students abandon their studies, but could we point out the reasons why they remain in school?<\/p>\n

School dropout is not sudden, but the final stage of a process of loss of commitment to studies.\u00a0Placing your gaze on what you commit to staying in school instead of looking at what you expel, means changing glasses and focusing on another way of doing that involves allowing teachers to interact directly with students and their families, offering closer and more comprehensive opportunities .<\/p>\n

School commitment is an active facilitator of student participation with the school and its learning process.\u00a0It can predict educational success factors such as performance, attendance and promotion in educational levels and cycles, as well as the degree of involvement of students with their school and their educational task.<\/p>\n

The success of staying in school<\/strong><\/h3>\n

The\u00a0school engagement<\/a>\u00a0means through various dimensions that are explaining that the students remain successful in school: affective, behavioral, cognitive and ag\u00e9ntica.<\/p>\n

The\u00a0affectively committed<\/strong>\u00a0students\u00a0are linked and with a good disposition towards work, they feel part of the educational community, the center is significant in their life and provides them with tools to achieve achievements outside the school context.<\/p>\n

The\u00a0behavioral commitment<\/strong>\u00a0entails the participation of the students and the subjection to the norms of coexistence.<\/p>\n

The\u00a0cognitive engagement\u00a0<\/strong>refers<\/a>\u00a0to consciousness and willingness to make the necessary effort to understanding and mastering complex concepts and skills with self –\u00a0regulation strategies.<\/p>\n

The\u00a0agentic dimension<\/strong>\u00a0implies the ability to set goals and set a plan to achieve them and is closely related to the school environment, which must create a warm and welcoming environment that values \u200b\u200bthe contributions of the students.<\/p>\n

Measurement tools<\/strong><\/h3>\n

Recent studies show the development of school engagement models\u00a0in Europe<\/a>\u00a0and\u00a0Latin America<\/a>\u00a0that affect the need to be able to measure the level of engagement in order to make the concept tangible and, therefore, applicable to the improvement of educational policies.<\/p>\n

In the research work\u00a0Online Platform for the Evaluation of School Engagement, Version 2.0: From the Chilean Experience to the Use in Latin American Countries,<\/em><\/a>\u00a0the development of version 2.0 of a technological platform for the evaluation of school engagement used in Chile, Colombia, Peru is described. , Uruguay and Spain.\u00a0With it you can measure school engagement and contextual factors, generate results reports by student, class or center and various educational resources.<\/p>\n

This tool makes it possible to monitor educational trajectories, anticipate reactions and, therefore, design supports to retain students on the appropriate itinerary.<\/p>\n

The\u00a0content of the platform<\/a>\u00a0is based on a questionnaire validated by 1,578 students between the ages of 12 and 19 in secondary schools in those countries.<\/p>\n

Six Steps to Build Engagement<\/strong><\/h3>\n

In Chile, a system has been developed to generate\u00a0school commitment<\/a>\u00a0as part of the accompanying procedures and strategies for secondary school students.\u00a0This model is developed in six steps or phases that can be adapted by schools due to their versatility and that constitute a good example of how school commitment can be generated.<\/p>\n

    \n
  1. A first phase is the creation of a\u00a0participatory space<\/strong>\u00a0for school engagement where all actors must be represented and where the center’s engagement plan can be planned and monitored.<\/li>\n
  2. The second phase involves\u00a0measuring school commitment<\/strong>\u00a0with the support of an\u00a0online<\/em>\u00a0platform\u00a0where students are sampled in the affective, cognitive, behavioral dimensions, family support, teacher support, and peer support.<\/li>\n
  3. Third\u00a0, the information is\u00a0analyzed and reviewed<\/strong>\u00a0by student, class and center.<\/li>\n
  4. The fourth phase involves\u00a0selection and<\/strong>\u00a0engagement promotion\u00a0strategies<\/strong>\u00a0, with the system having a toolbox that facilitates decision-making.<\/li>\n
  5. The fifth step refers to\u00a0follow-up<\/strong>\u00a0, supported by interactive worksheets.<\/li>\n
  6. The last phase focuses on the\u00a0evaluation and adjustment<\/strong>\u00a0of the system in the center.<\/li>\n<\/ol>\n

    The system is completed with a series of training resources, measurement instruments, and monitoring and evaluation files.\u00a0It includes a search engine for school engagement strategies and a results download system, which makes it easier for the teacher or the school management to obtain the information in an automated, simple and descriptive way.<\/p>\n

    An educational system that intends to fulfill its mission must \u201cchange glasses\u201d, stop looking at what fails and focus its gaze on what generates commitment in all the actors that make up the educational communities.<\/p>\n

    We must project energies on actions that favor educational itineraries and not only on the obstacles or barriers that interrupt them;\u00a0it is about moving from deficits to opportunities, from negative to positive trajectories.<\/p>\n

    This change has implications at various levels.\u00a0On the one hand, it has to do with decisions in educational policy that promote the institutionalization of this type of approach.\u00a0On the other, with the promotion of the human resources of the educational system, motivated teachers, with tools and adequate resources.<\/p>\n

    Likewise, flexible, inclusive, horizontal and adequate educational structures are needed to manage the uncertainty that the pandemic has brought us and that has imposed an accelerated digitization of processes, not always under conditions of equality.\u00a0Finally, it means reaching society through the complicity of families and citizens in educational work.<\/p>\n

    Author Bio:<\/strong> Rosa Maria Diaz Jimenez is <\/span>Associate Professor of Social Work and Social Services at Pablo de Olavide University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    School dropout has been a frequent issue on international educational policy agendas and, in times of pandemic, a threat, with\u00a024 million students at risk according to UNESCO\u00a0. However, only one in five countries demonstrated a commitment to equity in ‘precovid’ education through their funding mechanisms, and there is little indication that\u00a0concern\u00a0has\u00a0increased\u00a0on the ‘postcovid’ path. Faced […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57443,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[366369],"coauthors":[11733],"class_list":["post-57442","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-school-dropout"],"acf":[],"yoast_head":"\nHow to get teens to commit to their studies and not drop out - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-to-get-teens-to-commit-to-their-studies-and-not-drop-out\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How to get teens to commit to their studies and not drop out - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"School dropout has been a frequent issue on international educational policy agendas and, in times of pandemic, a threat, with\u00a024 million students at risk according to UNESCO\u00a0. 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