Within the framework of health emergencyDue to the COVID-19 pandemic, the Mendoza school government made the decision to urgently accompany all students who are in a situation of pedagogical vulnerability, with which I executed the Program Support Network for School Trajectories (RATE) during the 2020 school year. The intention was to articulate and coordinate actions between the organisms, institutions and actors of the educational system, to sustain the trajectories of the students with more difficulties.
The RATE is a strategy in accordance with one of the main axes of the current management of the Directorate General of Schools: the reduction of the socio-educational gap. To this end, the Network is made up of three main lines of action:
1- Expansion of technological solutions, through the delivery of digital devices for students who present inability or difficulty of access to technological resources.
2- Re-linking of students with the school, especially of those who present critical absenteeism. 3- Support for students with low intensity pedagogical trajectories.
Thanks to the support provided by the system Gestin Educativa Mendoza (GEM), Nominal trajectories were monitored and monitored, and the context of students with difficulties in accessing the educational system during the current pandemic was closely known, with which to be able to establish with fairness if the reengagement with the school and the pedagogical continuity pursued.
When it comes to responding to the effects that the untold pandemic circumstance deepened, with the RATE it became necessary, first of all, to make visible the situations of the students of the educational system, especially those who perceive themselves as most affected, and Consequently, the readjustment carried out in the charging system in the GEM and its correct use is essential.
Line 1: Expansion of technological solutions
This line deploys actions for the acquisition and distribution of technological solutions in the form of loan, in order to expand access to connectivity for students who need it most in order to continue their schooling.
Needs are identified through the GEM and, with the nominal list updated every 15 days, the equipment available to the school authorities is distributed through the Regional Delegations, which, in turn, assign them to the corresponding students.
Likewise, the school Wi-Fi points, established and managed by each one of the Mendoza departments, are added, with the aim of helping to reconnect those students most vulnerable in the continuity of their trajectory.
During the months of July to November 2020, more than 5,100 digital solutions were distributed, including modems, cell phones and notebooks. In addition, more than 110 Wi-Fi connectivity points were enabled to strengthen the connectivity of students with weak trajectories. The connectivity coverage was also expanded in different areas of the province, such as Tupungato, Malarge, Lavalle and Godoy Cruz.
Line 2: Re-linking of students with the school
After identifying the students with a high level of disconnection from the educational system, resources from each school institution are first activated. When this is not enough and depending on the severity of the case, other organisms intervene. In elementary school, the DOAITE (Directorate of Interdisciplinary Guidance and Accompaniment to School Trajectories) is given way, in secondary school to the School Orientation Services and the Directorate of Technical Education and Work, and in the case of students from private management schools , to the Directorate of Private Education.
In order to work on the recovery of these discontinuous trajectories, the information provided by the GEM is taken as input and different actors are articulated to monitor each of them and re-link them with the school institution.
It is essential in this collaborative work the action of teachers, managers and supervisors in the articulation with the teams of professionals from DOAITE at the Primary Level and from SOE at the Secondary Level. They are the arms of the school institutions towards the community.
Since the beginning of this process, an average of 5.24% of the enrollment at the different educational levels was identified with critical absenteeism.
Of the total number of students with critical absenteeism (19,238), 63% corresponded to primary education (12,246). It is worth noting that between 70 and 75% of these students were re-linked with their schools. At the Primary Level, the professionals of the 55 interdisciplinary teams of DOAITE developed strategies to favor communication with families together with the school institution and with other institutions present in the community.
It is articulated with the directions of Social Development, Education and Health of the municipalities, but also with neighborhood representatives, picnic areas, merchants, civil society associations and other provincial government agencies, thus forming specific pillars of action of the Support Network for School Trajectories.
When the strategies implemented by the school institution and the teams of professionals (DOAITE or SOE), together with the local networks, do not achieve the link in the approach of students with critical absenteeism, the intervention of the Program Protection and Orientation of the Right to Schooling (PODEs.).
PODS. receives biweekly, from the Directorate of Interdisciplinary Support to School Trajectories (DOAITE), School Guidance Services (SOE) of Oriented Secondary Education, Directorate of Technical Education and Work and Directorate of Private Education, the list of students with the highest risk of dropping out .
In this way, you CAN. prevents the dropout problem by following these students who persist disengaged from the system, and plans direct actions, together with DGE and Social Development authorities and respective municipalities, to enable the continuity of these students within the system, reasoning the situation as high educational risk.
Through the work carried out with the different lines of action, 67% of the students at all levels approached were linked with their school, evidencing networking and support. The challenge is the continuity and pedagogical strength of these trajectories.
Line 3: Support for low intensity trajectories
This line of action is intended for students who have pedagogical difficulties in their trajectory, and provides alternatives so that they can receive support and strengthen their learning.
To work on this support, the input considered from the GEM is that of students identified with difficulty in solving tasks. The payroll is managed by the General Coordination of Higher Education, so that these students can receive an accompaniment by students who are passing the Professional Practice III and Professional Practice IV chairs, and advanced students of teacher training.
The support is generated within the framework of virtual professional practices at the Higher Level, which enables the realization of tutors as an alternative to carry out professional practices, and of the articulations established between the Teacher Training institutes and the associated schools.
Added to this is the effort made by other institutions that provide support such as municipalities, through the Educational Support Centers (CAE), the National University of Cuyo, the Champagnat University and the Juan Agustn Maza University, through programs of tutors established to support the trajectories of advanced students at the Secondary Level.
In this way, together with the enormous effort and professionalism of the teachers, support was given to the pedagogical trajectories of more than 18,000 students from Mendoza.