Dropout

Murti is from Rajasthan. Her parents are seasonal migrant workers, thus she and her siblings are forced to stay with their grandmother. Murti doesn’t receive proper care and support from her family, which is needed for her overall development. As result she was never enrolled in school. 

Asha Kiran Centre: a centre of a project that identifies children like Murti, organizes backup tutorial to prepare them (to bring them up to age appropriate class) for admission / readmission into school. These steps are followed by mainstreaming of children and follow-up on their progress in school, to prevent them from dropping out of school.

Now Murti, like many others, is a regular student in a school: happy and optimistic about a bright future.

Asha Kiran … A Ray of Hope: The main objective of this project is to bring out of school children back to formal school; the beneficiary children are between7 to 14 years of age, who have never been to a school or have been irregular and laggard.

The project is being implemented in 13 states and 1 Union Territory of India. The Rotary South Asia Society for Development and Cooperation has implemented the project in partnership with 32 local NGOs. Till March, this year and through these partners NGOs RILM has been able to reach out to 34,236 children.

This study aims to identify the factors affecting the academic achievement of children who might be at risk of dropping out from school and come up with recommendations to improve the support and increase their odds of remain schooled.
A constructivist and interpretivist stance is taken, and the research follows a case study design. In-depth interviews are conducted to students, teachers, and school managers from two schools in Kasoa (Ghana). Students attending primary 4 are selected based on their poor academic achievement and/or irregular school attendance. Class observation and document analysis methods complement the data drawn from the interviews. A thematic analysis is performed to come up with the findings.
Irregular attendance is found to be the major factor influencing academic achievement, shaped by household financial constraints. At school, becoming disengaged, suffering corporal punishment, being overage, and suffering bullying also have a significant impact.
Considering factors take place in and out of school, it is assumed school alone will fail in tackling school dropouts. Establishing a strong collaboration between the school and the community is essential.
Intervention programmes targeted at students at risk of dropping out, managed by communities with the support of schools, are believed to contribute to prevent school dropouts and increase retention rates.

are not alike. They are results of various chronicled and social conditions. They have a place with various racial stocks and religious foundations and talk distinctive tongues. Oppression ladies, word related separation, and accentuation on status and progressive social requesting that portray the prevalent standard culture are by and large missing among the tribal gatherings. Adivasis are not when in doubt viewed as unclean or contaminated in an indistinguishable route from the Scheduled Caste populace is seen by the standard culture. In any case, the standard Hindu populace considers the general tribal populace as primitive, mechanically in reverse, and unskilled. Since the sixteenth century, the tribes have been seen as sub-people who live under primitive conditions. Every one of the reasons are the underlying driver of the distance of tribes in instruction and the Dropout. By giving more accentuation on different exercises in the tribal village, they are disregarding the estimation of training.

El mundo en general ha hecho enormes esfuerzos por aumentar la cobertura de la matrícula, con el fin de que los niños, niñas, adolescentes y jóvenes tengan la oportunidad de acceder a la educación, siguiendo, así, el cuarto de los objetivos de desarrollo sostenible. Sin embargo, una vez llegan a la escuela, un número importante de estudiantes la abandonan por múltiples razones. Es por esto que los esfuerzos de los gobiernos, además de conseguir que los niños vayan a la escuela, deben volcarse en lograr que permanezcan y tengan trayectorias completas de educación, desde el preescolar hasta la graduación de la educación media. La deserción, claramente, impide lograr la materialización del derecho a la educación y obstaculiza cumplir con las trayectorias educativas completas, lo cual hace más difícil que los individuos desarrollen su potencial.
Medir la deserción no es un tema sencillo y requiere múltiples indicadores. Esta nota hace un análisis de los indicadores más usados para medir la deserción en el mundo, y encuentra que los diferentes indicadores responden a diversos propósitos de medida. Además, algunos de los indicadores no solo responden a la necesidad de medir la deserción, sino también a la información disponible. Esta nota encuentra que hay seis indicadores altamente usados en el mundo que capturan muy bien el fenómeno de la deserción, y se emplean según el horizonte temporal que se desea analizar: a corto, mediano y largo plazo. En los de corto plazo se tienen la tasa de deserción intraanual ajustada y la tasa de deserción intraanual; esta última es la que hoy utiliza el Ministerio de Educación (MEN), y está detallada en el Sistema Nacional de Indicadores Educativos. En los de mediano plazo se tienen la tasa de deserción interanual y la tasa de abandono. En el largo plazo se emplean la tasa de deserción por cohortes y la tasa de deserción por grupos de edad. La presente nota técnica emplea para los análisis los cuatro primeros indicadores, dada la disponibilidad de información.
La deserción es un fenómeno complejo, en la medida que es multidimensional o multifactorial. Las investigaciones sobre deserción han encontrado factores asociados a esta que deben ser considerados en la construcción de la política pública. En síntesis, esta literatura ha clasificado los factores asociados a la deserción en individuales (género, habilidades, actitudes, entre otros), familiares (educación de los padres, condiciones económicas, entre otros), escolares (calidad de los profesores, clima escolar, liderazgo directivo, infraestructura, dotaciones, entre otros) y contextuales (exposición a violencia, desplazamiento, y disponibilidad de servicios públicos, entre otros). El objetivo de la presente nota técnica es indagar acerca de los factores asociados a la deserción en Colombia, clasificados en individuales, familiares, escolares y contextuales, y proponer líneas de acciones que orienten la política pública para aumentar la permanencia escolar. Para alcanzar este objetivo, se define para esta nota técnica una metodología mixta, con dos enfoques. Primero, un análisis cuantitativo de los datos disponibles que permita caracterizar los factores asociados a la deserción. Si bien no se puede hablar de causalidad, sí dan una idea de las variables asociadas a los indicadores de deserción. Segundo, un análisis cualitativo que busca acercarse a la perspectiva de los diferentes actores del sistema educativo (investigadores, docentes, directivos, hacedores de política pública) a través de encuentros para el diálogo en mesas consultivas, las cuales fueron enriquecidas por la heterogeneidad de los participantes y la diversidad de las regiones en las que se efectuaron.
Los resultados del análisis sugieren que los factores protectores del abandono escolar en Colombia, aquellos que disminuyen la probabilidad de desertar, son: ser mujer, tener alguna capacidad excepcional, que la institución ofrezca el grado siguiente al que el estudiante está cursando y estar en jornada única (sin contar modalidades por ciclos); estos factores están asociados con una reducción del abandono. Por otra parte, tener alguna discapacidad, haber cambiado de establecimiento o ser nuevo en la institución educativa, reprobar el año, haber abandonado temporalmente la escuela o no terminar el año escolar, estudiar en la zona rural, estar en secundaria o en la modalidad CLEI —Ciclos Lectivos Especiales Integrados— son factores asociados con mayor abandono. En suma, la presente nota técnica sobre deserción sintetiza, en gran medida, la discusión sobre los indicadores que miden este fenómeno; las investigaciones sobre los factores asociados a la deserción; las características de la deserción en Colombia y sus factores asociados. Además, resalta la voz de expertos en el tema de deserción y de actores del sistema educativo, desde una mirada regional. Finalmente, lo más importante es que esta nota propone posibles líneas de acción que debería tomar la política pública frente a la deserción en Colombia, con el fin de evitar que los niños, niñas y jóvenes dejen la escuela.

Artists are positively expected to criticize the society in which they live. Criticizing art—the market, the institutions, the role of the creative outsider in which many people like to cast them—is likewise a conventional part of what they do; in Institutional Critique, it has even become the central feature of a distinct art movement. But what happens when artists go so far as to criticize not just individual features of the art world but art as a whole? When they lose faith in art, lay down their tools, and leave the field of art? Not because they have failed; not because success has proven to be elusive; but because they hope to find a perspective for their commitments, their social and political utopias, or simply a happier life elsewhere?

How many former artists do we know who voluntarily turned their backs on art? Charlotte Posenenske and Lee Lozano are two such art dropouts who have risen to posthumous popularity in recent years. Cady Noland, Laurie Parsons, and Eugen Schönebeck likewise went off the grid. But how many others have done the same, and for how long has this been going on? No one has counted. Art historians have always been interested in the origins and beginnings of artistic practices—but whether, how, and why such practices might also come to an end, they have failed to note. It almost seems as though artists were afforded the right to rebel, to fail, and to die as well—but not the right to simply get out while still alive.

And so the act of “dropping out of art” has remained an unwritten chapter of the history of art. GENERAL STRIKE sketches a first draft of this missing chapter. In four essays, the publication lays the systematic foundation for a theory and history of the withdrawal from art. Inevitably limiting itself to key moments and essential aspects, it traces the artistic general strike back to the early nineteenth century, and proposes a suitable terminology in order to enable art historians to get a grasp of the phenomenon. And it inquires into the consequences for the social role of artists if public audiences were to take an interest in, and acknowledge, the move from artistic practices toward other fields of social engagement.

Based on the “Language Pieces” and private notebooks of the American artist Lee Lozano (1930–1999), the publication reconstructs the rare instance of a distinctive last complex of works by the artist herself that directly documents the withdrawal from art—a set of works, incidentally, that has brought the artist posthumous fame as a pioneer of conceptual art. Drawing on materials that have in some cases never been published before, the discussion also seeks to counteract the tendency to mythologize Lee Lozano’s withdrawal. A comparison between Lozano and Posenenske finally serves to delineate the motivations and the critical thrust of individual movements of withdrawal more precisely.

GENERAL STRIKE seeks to show that dropping out of art, a step that many have taken even if it has generally gone unremarked, sheds light on the fundamental doubts artists may have about art or the social structure of the field of art, doubts that were particularly widespread in times of political or cultural upheaval such as the years around 1917, 1968, and 1989. In some instances, the withdrawal from art can itself become a special case of critical artistic practice: as a temporary and transitory practice that emancipates itself from debilitating conditions in order to seek out alternative options for action beyond the bounds of art.

GENERAL STRIKE is published as the eighth contribution to KOW ISSUES, a sequence of projects in varying formats that explore the social and political implications of artistic practices.

Conception, texts, and graphic design: Alexander Koch

Published as KOW ISSUE 8, Berlin 2011

Este trabalho trata de uma pesquisa do tipo Estado do Conhecimento que versa sobre a temática do Abandono na Educação Superior presencial e a distância, tendo como objetivos identificar como a evasão está sendo apresentada em pesquisas acadêmicas, verificar os critérios de medição da evasão e evidenciar políticas de permanência nas pesquisas relacionadas à evasão na Educação Superior. O levantamento de dados se deu por meio de pesquisas no Portal de Teses da CAPES e nas Reuniões Anuais da ANPED, ambos no período entre 2000 a 2012. A análise realizada aponta para a necessidade de estudos voltados para a permanência dos estudantes na Educação Superior, bem como estudos que corroborem a necessidade de um olhar mais atento para a qualidade da oferta e do comprometimento institucional e também dos estudantes para com a Educação Superior. ABSTRACT: This paper deals with a study of type State of Knowledge which deals with the theme Abandonment of the Higher Education classroom and distance, with the objective to identify how evasion is being presented in academic research, check the criteria for measuring evasion and show policies spent on research related to dropout in higher education. The survey data was through research in Portal CAPES thesis and the Annual Meetings of ANPED, both during from 2000 to 2012. The analysis points to the need for studies on the permanence of Students in Higher Education, as well as studies to substantiate the need for a closer look for the quality of provision and the institutional commitment to the students and also with Higher Education.

Objectives Mental illnesses are common among outpatient clinics, but only some of these patients receive adequate treatments and attend. The purpose of this study is to evaluate the dropout rate and identify the predictors of dropouts in outpatient clinics in Roozbeh Psychiatric Hospital. Methods A questionnaire designed by expert psychiatrists was filled. The questionnaire consists of information collected from medical records of 400 patients who consulted outpatient clinics of Roozbeh Psychiatric Hospital. The data were analyzed using SPSS16. Results The total dropout rate was 57.8% (males: 33.5% and females: 24.3%). The dropout rates in adult and child and adolescent clinics were 58% and 43.8%, respectively. A total of 11% of total dropout rate was in patients under 18 years, 41.8% was in patients aged 18 to 65 years, and 5% was in patients aged 65 years and over. There were significant relationships between drop out rate and variables of patients' age, educational degrees, occupation, referral point, and type of diagnosis. However, no significant relationships were found between drop out rate and gender or marital status of the patients. Conclusions Dropout is a common barrier in delivering outpatient psychiatric treatments. There need to be proper interventions to reduce such dropouts.

This study examines the social and academic impact of providing sanitary towels for girls in Primary schools in West Nile Uganda. Moyo district was selected by cluster method and findings reveal that academic performance improved, participation of girls improved when sanitary towel was provided. Dropout rate decreased greatly, while schooling was improved. The researcher therefore recommended the increase in community participation and greater Government attention to these area to achieve the Millennium Development Goals even by 20202.

This paper examines the relationship of contemporary immigration, including undocumented migration, to crime and imprisonment. First, at the national level, I analyze changes in the rates of violent crimes and property crimes during the years of the surge in immigration. Next I look at the incarceration rates of young men 18 to 39, comparing the foreign-born vs. the U.S.-born by national origin and by education, and, among the foreign-born, by length of residence in the United States. The analysis compares the rates of incarceration of foreign-born young men from nationalities the majority of whom are undocumented immigrants with less than a high school education (Mexicans, Salvadorans and Guatemalans) vs. the rates for other immigrant nationalities as well as for native ethnic majority and minority groups. Finally, I summarize the available empirical evidence from a wide range of other studies, compare it to prevailing public perceptions, and note their implications for criminological theory, research, and public policy.

The transition and adaptation of students to higher education (HE) involve a wide range of challenges that justify some institutional practices promoting skills that enable students to increase their autonomy and to face the difficulties experienced. The requirements for this adaptation were particularly aggravated by the containment and sanitary conditions associated with coronavirus disease 2019 (COVID-19). With the aim of promoting academic success and preventing dropout in the first year, a support program was implemented for students enrolled in two courses in the area of education at a public university in northern Portugal during the first semester of 2020/2021. Three sessions of 50/60 min were implemented, namely, the first session focused on the verbalization of the demands, challenges, and difficulties of the transition, and the second and third sessions focused on the difficulties of academic adaptation and academic performance. Data from a dropout risk screening instrument and from the activities performed during sessions were analyzed. The main results point to student satisfaction with the content and the activities of the sessions and their usefulness. Students report not only high satisfaction levels with HE attendance, but also some emotional exhaustion due to academic activities. The continuity of the program is recommended with some improvements in its planning to ensure a more definitive version of the program in the next two years.

This study aimed to determine the reasons for dropout for persons who have not completed vocational education
programme and left school without a diploma. By using snowball sampling method, 19 persons, willing to
participate in the study, were reached. Data were obtained by semi structured interview forms. In data analysis
process, inductive content analysis method was used. Findings show that reasons for dropout can be divided
into four categories as “individual”, “school”, “family” and “neighborhood based”. Most of the families supported
their children but some couldn’t due to low socio-economic status. Attitudes and behaviors of teachers, peers
and school administration have major effects on students who are at dropout risk. Most of the participants have
never thought of returning back to school. And also, most of the participants did not find it necessary to talk with
psychological guidance and counseling services. It is known that dropping out causes lots of problems socially
and individually so some precautions should be taken to prevent it.

Educational Sciences: Theory & Practice - 13(3) • 1561-1565
©2013 Educational Consultancy and Research Center

Partindo-se do pressuposto que a Educação Formal, além de um direito de todas as pessoas, é fator essencial para o desenvolvimento e fortalecimento de um país, as iniciativas de acesso, ampliação e qualificação da Educação devem ser garantidas nos diferentes níveis de ensino, desde a Educação Infantil até a Pós-Graduação. No Brasil diferentes ações governamentais estão sendo implementadas com vistas a ampliação da oferta de vagas gratuitas no ensino superior, dentre elas destaca-se a criação do consórcio denominado Universidade Aberta do Brasil (UAB), que oferece cursos de graduação e pós-graduação a distância através de convênios com Universidades Federais. A evasão estudantil configura-se num tema complexo e ao mesmo tempo imprescindível para a qualidade das ações de permanência dos estudantes na educação superior, tendo em vista a expansão desse setor da educação e por consequência os eminentes desafios que acompanham tal expansão universitária. A oferta de cursos na modalidade de Educação a Distância (EAD) é considerada alta se comparada com os cursos presenciais e impacta o resultado esperado da formação, especialmente no que tange a formação de professores. Logo, conhecer os motivos pelos quais os estudantes abandonam seus estudos representa o primeiro passo para a qualificação das ações de permanência e retenção de estudantes. Os dados existentes sobre a evasão na EAD mais utilizados em pesquisas e relatórios, são oriundos do Censo Nacional de Educação a Distância no Brasil, realizado pela ABED (iniciativa privada) e do Censo Nacional da Educação Superior, realizado pelo INEP (órgão governamental). Uma análise dos resultados e dos procedimentos utilizados em ambos os censos apontam causas que são obtidas a partir da percepção de docentes e coordenadores dos cursos, em função de avaliações e acompanhamentos das avaliações formais. Esta pesquisa de caráter exploratório/qualitativo, com levantamento bibliográfico, busca conhecer e melhor entender as variáveis relacionadas ao estudo sobre o abandono na Educação Superior na EAD a partir da interlocução com os alunos. Como resultado desta investigação pretende-se apresentar uma proposta para realização de um censo integrado que contemple, além de dados quantitativos das universidades, também informações coletadas junto aos estudantes que abandonaram os estudos na EAD.

Object detection plays an important role in daily life. With advancement in Computer Vision, object detection has become an essential part of our daily activities and industrial processes. All the modern Object Detection networks are based on some feature extractors called Base Networks or Backbone Networks. These base networks are Convolutional Neural networks (CNN) mainly used for classification task and these are used as feature extractors in Object Detection frameworks. In this paper three Base Networks that can be used for image classification as well as feature extractors in Object Detection are experimented with some modifications. These networks are VGG16, ResNet50 and EfficientNetB0. We have used Kaggle’s Fruit 360 dataset for our experiments. Results show that EfficientNetB0 achieves higher accuracy among the three models for the classification task

Considera-se o fenômeno da evasão uma das principais preocupações do Ministério da Educação, visto como um alvo a ser combatido ou um índice a ser reduzido. O termo aparece em algumas políticas públicas para o Ensino Superior, tais como Reuni (BRASIL, 2007),  o  Sinaes  (BRASIL,  2004)  e  o  Pnaes  (BRASIL,  2010).  No  entanto,  a  pesquisa  bibliográfica  feita  para  mapeamento  de  uma  pesquisa  maior  denominada:  Evasão, retenção  e  permanência:  inclusão  social  e  direito  à  educação  revelou  que  as  análises  de especialistas e os documentos oficiais têm mostrado divergências e/ou insuficiências e  reunido  fenômenos  de  naturezas  diferentes.  Têm  assentado  a  divergência  sobre  critérios que quase nunca se diferenciam pela causalidade ou pela motivação da perda de vínculo com a instituição. Com efeito, o objetivo deste artigo caminha no sentido de apontar os limites das definições vigentes acerca da evasão no Ensino Superior Federal, reforçar a importância das definições a partir das causalidades e, finalmente, alcançar uma  definição  apropriada  de  evasão  para  formulação  e  avaliação  de  políticas  para  o  Ensino  Superior  Federal.  Para  isso,  optou-se  por  fazer  um  mapeamento  da  produção  bibliográfica a respeito da temática, um breve resgate dos documentos oficiais acerca do tema e da bibliografia especializada e, em seguida, lançar sugestão para o debate acerca da evasão, na compreensão desse fenômeno como um indicador social.

This study aimed to determine the reasons for dropout for persons who have not completed vocational education
programme and left school without a diploma. By using snowball sampling method, 19 persons, willing to
participate in the study, were reached. Data were obtained by semi structured interview forms. In data analysis
process, inductive content analysis method was used. Findings show that reasons for dropout can be divided
into four categories as “individual”, “school”, “family” and “neighborhood based”. Most of the families supported
their children but some couldn’t due to low socio-economic status. Attitudes and behaviors of teachers, peers
and school administration have major effects on students who are at dropout risk. Most of the participants have
never thought of returning back to school. And also, most of the participants did not find it necessary to talk with
psychological guidance and counseling services. It is known that dropping out causes lots of problems socially
and individually so some precautions should be taken to prevent it.

Educational Sciences: Theory & Practice - 13(3) • 1561-1565
©2013 Educational Consultancy and Research Center

Between 2001 and 2003, the Madison (WI) Metropolitan School District (MMSD) implemented a policy that mandated enrolling high school freshmen in classes no lower than Algebra 1. Using a multiple linear regression model, this study examines data from 4,025 total students in two cohorts from the MMSD: one entering high school prior to the implementation (the 2004 graduating class), and one entering high school after implementation (the 2008 graduating class), and compares them on multiple measures of academic achievement.  This study shows that the Algebra for Everyone initiative had markedly unequal effects on different demographic subgroups, with positive effects for many of the male students, and negative effects for many females, special education students, and English language learners.

Student-teachers' dropout is a complicated and serious issue in the learning process, with its attendant negative implications on students, academic institutions, economic resources, and society. This study investigated the composite and relative impact of personal (student), academic and socioeconomic predictive variables on student-teacher dropout. The study improves the early identification of at-risk student-teachers by developing a model that optimizes predictability. We used questionnaires and adopted a four-step logistic regression procedure on a sample of 1723 student-teachers in public teachers training colleges (TTCs) of a least-developed country (LDC). The study confirmed twin academic performance and aspirations factors as the highest predictors of student-teacher attrition. Academic reasons for choosing TTC were significant, as vocational motivation and goals established by student-teachers early in their education help prevent dropout. Contrary to expectations, student-teachers' cultural values, parents' level of education, and cost of financing education had no significant impact on dropout decisions. This is most likely due to the Government's financial support for student-teachers in LDCs and the widespread belief that higher education can improve one's social and economic status. The findings indicate that early identification and dropout prevention efforts should integrate various support services to foster a healthy learning and retention environment.

Access to higher education is only a first step in achieving equity in education; the following step is improving student retention, or lowering dropout rates, which is the same thing. The present study focused on the definition of an index as an estimator of the risk of individuals dropping out of a university using a Markov chain model, based on the randomness of the occurrence of dropping out. The suggested index was applied to a sample of 5,700 university students from the 2012-2015 annual cohorts of 8 university departments of a public regional university in Chile. The results indicate that the highest average probability of dropping out (slightly more than 39%) occurs in the first 2 semesters of university studies, and then decreases through time. This indicates the need for institutional retention policies that pay particular attention to the first year of university studies. Having this index also allows a formal estimation of changes or temporary variations in the risk, as well as quantifying the impact of interventions, not only for the case under study but for the entire higher education system.

In this work, we propose the use of dropouts as a Bayesian estimator for increasing the generalizability of a deep neural network (DNN) for speech enhancement. By using Monte Carlo (MC) dropout, we show that the DNN performs better enhancement in unseen noise and SNR conditions. The DNN is trained on speech corrupted with Factory2, M109, Babble, Leopard and Volvo noises at SNRs of 0, 5 and 10 dB and tested on speech with white, pink and factory1 noises. Speech samples are obtained from the TIMIT database and noises from NOISEX-92. In another experiment, we train five DNN models separately on speech corrupted with Factory2, M109, Babble, Leopard and Volvo noises, at 0, 5 and 10 dB SNRs. The model precision (estimated using MC dropout) is used as a proxy for squared error to dynamically select the best of the DNN models based on their performance on each frame of test data.

Este trabalho trata de uma pesquisa do tipo estado do conhecimento que versa sobre a temática da Evasão na Educação Superior presencial e a distância, tendo como objetivos identificar a ótica que a evasão está sendo apresentada em pesquisas acadêmicas, verificar os critérios de medição da evasão e evidenciar políticas de permanência nas pesquisas relacionadas a evasão na Educação Superior. O levantamento de dados se deu por meio de pesquisas no Portal de Teses da CAPES e nas Reuniões Anuais da ANPED, ambos no período entre 2000 a 2012. A metodologia adotada neste estudo é de caráter qualitativo exploratório, pautado na pesquisa bibliográfica, sendo que para a análise dos dados utilizou-se a Análise de Conteúdo para ser possível elaborar novos achados e conhecimento acerca do fenômeno ora investigado, a saber: Evasão na Educação Superior. Neste sentido, percebemos um olhar acentuado para as deficiências e dificuldades dos estudantes em permanecer na universidade, sendo que os motivos mais apontados são: falta de motivação para continuar estudando e a falta de hábitos e técnicas de estudo individualizado, a dificuldade de organizar o tempo disponível para os estudos, a dificuldade de conciliar estudo e trabalho, formação escolar anterior precária. Tais olhares denotam a carência de estudos que verifiquem as condições da oferta de educação, bem como a qualidade do ensino dirigido aos estudantes. A análise realizada aponta para a necessidade de estudos voltados para a permanência dos estudantes na educação superior, bem como estudos que corroborem para a necessidade de um olhar mais atento para a qualidade da oferta e o comprometimento institucional e também dos estudantes para com a educação superior. Palavras-Chave: Evasão. Permanência. Educação Superior. Educação Presencial. Educação a Distância.

El fracaso escolar ocupa hoy en día un lugar indiscutible entre los problemas sociales de España. Sin embargo, el “fracaso escolar” no siempre fue considerado un problema por la sociedad española. Pese a la evidencia y naturalidad con la que se nos presenta hoy en día, se trata de una realidad que no emerge efectivamente hasta mediados del siglo XX en algunos países europeos y en el último tercio de siglo en España. Esta emergencia es el resultado de la confluencia de una serie de discursos y prácticas escolares, expertos, mediáticos, políticos y de un trabajo colectivo de enunciación, movilización de actores y elaboración de la categoría, inseparables de una serie de transformaciones sociales y escolares más amplias. El objetivo de esta comunicación es esbozar una genealogía del “fracaso escolar” en España, avanzando algunos resultados de una investigación en curso, esperando con ello aportar algo más de luz al proceso de construcción histórica de uno de los problemas educativos considerados centrales en la España actual.

The massification of Argentine higher education intensified in the context of open-access and tuition free public university policies. Although Argentina stands out in relation to enrollment in higher education, it faces serious problems in terms of retention and graduation. To study the factors associated with dropout in the higher education system, we use the Permanent Household Survey, or EPH, to measure these phenomena. The EPH is a quarterly national survey that systematically and permanently collects data on the population’s demographic, educational, labor and socioeconomic characteristics. Based on the EPH, we calculated the global dropout and graduation rates by socioeconomic status and gender and used logistic regression models to estimate the effect of some demographic, socioeconomic, institutional and financial factors on dropout probability. Among the main findings, we observed that the socioeconomic status and being a first-generation student matter. We detected that be...