Public Policies for Secondary Education in Comparative Perspective: cases of Santa Fe and Entre Ríos (2013–2017)

Authors

  • María Luz Allegranza Linian UNL

DOI:

https://doi.org/10.14409/ie.v0i11.8200

Keywords:

expansion of rights, secondary education, inclusion, government policies, comparative study

Abstract

During the 20th century, secondary institutions
started to experience diversification since new social
sectors began to access this level of education. As a
result of the enforcement of the national education act
(«Ley de Educación Nacional» Nr. 26.206/06, LEN)
the education system was reorganized at a national
level. Also, an extension of compulsory education is
introduced from the age of 5 up to the completion of
secondary education (13 or 14 years old, depending on
the type of secondary education). This framework of constantly
increasing extension of compulsory education has
brought about the presence of an emerging public in this
level of education and, at the same time, increased rates
of school retention and dropout. Consequently, school
life of the young gains relevance both for researchers
and ministerial officials. This paper analyzes how two
provinces —Entre Ríos and Santa Fe— have addressed
the problem of school dropout in secondary level and
how they worked to guarantee inclusion of students
into secondary school from 2013 to 2017 through the
design and implementation of their respective plans
called «Polos de Reingreso» and «Vuelvo a estudiar».

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Published

2019-05-03

How to Cite

Allegranza Linian, M. L. (2019). Public Policies for Secondary Education in Comparative Perspective: cases of Santa Fe and Entre Ríos (2013–2017). Itinerarios Educativos, (11), 56–73. https://doi.org/10.14409/ie.v0i11.8200

Issue

No. 11 (2018): Itinerarios Educativos

Section

Research

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