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In this article we propose to analyze the educational trajectories of young soccer players, with special interest in those who live in the boarding house of a club in the city of Córdoba. This work is based on a socio-anthropological approach and builds its analysis from interviews with young soccer players, club and school workers, as well as from observation records in both institutional spaces. Analyzing educational trajectories has the main objective of understanding how, in the institutional disputes to resolve the tensions between "the world of school" and "the world of football", individualized paths are being created that are constitutive of the players' formative experiences. [ABSTRACT FROM AUTHOR]

This article arises in the context of the Research Project entitled: Inclusion of students with disabilities at the National University of Río Cuarto. From text to practice (Rector's Resolution No. 083/2020). The purpose of the writing is to explain theoretically some of the aspects identified in one of the categories of analysis that emerged from the empirical evidence collected. Understanding and explaining the reality in which the group of students with disabilities finds themselves involves delving into the views that the institution has regarding this reality. Therefore, particularly from this situated research and, on this occasion, we will start from understanding how the framework of disability is constituted by focusing the analysis on the concept of singularized educational trajectories reconstructed from the testimonies collected, in the in-depth interviews carried out with different actors who hold management positions in the institution. [ABSTRACT FROM AUTHOR]

This study examines the career trajectories of three secondary technical-vocational education teachers in Chile who decided to study pedagogy while working in technical high schools. Unlike the traditional teacher training path, these professionals entered the workforce before formalizing their pedagogical education, offering a unique perspective on their professional development. The analysis focuses on identifying points of convergence and divergence in their trajectories, using biographical narratives to uncover key moments, motivations, and vocational shifts. The results revealed positive previous educational experiences and an early attraction to teaching as common points, while differences were found in the paths taken before entering teaching. Unlike conventionally trained teachers, these professionals approach pedagogy with a clear understanding of their formative process, underscoring the importance of tailoring teacher training programs to their specific needs. Thus, this study offers an insightful perspective on the professional development of technical-vocational education teachers, suggesting ways to enrich training processes in this educational field. [ABSTRACT FROM AUTHOR]

The problem of admission, permanence and the articulation of levels occupies a central place in the Universidad Nacional del Litoral (UNL). In this direction, it is interesting to be able to identify the educational practices that are carried out in our context to define guidelines that regulate academic activities. The objective pursued in this work is to document and describe university educational practices in scientific and technological careers during the virtualization process, as a consequence of the COVID-19 pandemic, in the area of General and Inorganic Chemistry for the follow-up of cohorts of the Faculty of Biochemistry and Cs. Biological. In particular, the articulation of synchronicity and asynchronicity, the incorporation of various technological resources for problem solving and experimental activities were highlighted. Finally, a new stage is proposed, the hybrid education between presence and virtuality. [ABSTRACT FROM AUTHOR]

This article analyzes a specific process of schooling that occurs in secondary schools located in rural areas close to urban centers: the displacement of urban youth to rural schools. This phenomenon reaches significant proportions in some institutions whose location is accessible from the cities, which allows the daily commute of those who attend these schools, but live in urban areas. The presence of students from urban areas in rural schools is an indicator about the change of direction that migrations have taken in some rural areas near cities with growing urbanization. This situation shows new interests and needs from families regarding the schooling of adolescents. The research combined field data-gathering strategies. A survey was done to students who met the condition of urban residence and enrollment in a rural school, and consultations were carried out through interviews with families and school authorities. Certain institutional characteristics of rural schools converge to be chosen by some urban sectors. Curriculum development in compressed times, courses with few students and flexible school organization constitute the prominent aspects that prompt a migration in school enrollment. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse the motivation of students from three cities to opt for Technical and Professional Education (ETP), taking into consideration the institutional design and social context differences among the three countries. From a qualitative perspective, a discourse analysis of semi-structured interviews aimed at men and women between 18 and 22 years from the three cities is carried out. The results show, on the one hand, differences in terms of motivation when it comes to opting for this type of education, which are due to institutional design, the prestige of studies or the city context. On the other hand, there are also similarities in terms of motivation among young people from the three cities that are beyond institutional design. [ABSTRACT FROM AUTHOR]

The present study analyzes the educational trajectories of the inhabitants of the Metropolitan Area of Buenos Aires in 2016. Specifically, we analyze the differences in the educational trajectories by class origins and the territory inhabited during childhood or adolescence. Also, we performed a georeferentiated analysis of the population by their educational credentials in different territories with QGis. We use data from the «Survey on reproduction and social mobility in family trajectories and life courses» done by PI-CLASES and data from the 2010 National Census. The main findings are that constraints and limitations imposed by class origins can be reinforced or diminished by the level of development in each territory, imposing larger constraints to those who inhabit territories with deficiencies. Our findings reinforce the hypothesis stating that territories have effects on the social structure and educational inequality, developing as one of the bases of inequality in society by functioning as a mechanism to maintain it, reinforce it or reproduce it. [ABSTRACT FROM AUTHOR]

This article presents the development of version 2.0 of a technological platform for evaluating school engagement in Chile, Colombia, Peru, Uruguay and Spain. The platform contains instruments for measuring school engagement and contextual factors, reports of results, and educational resources. This aims to accompany educational paths, provide timely supports, and promote school retention. The development of the platform has been incremental based on associated R&D projects. It has been recognized by the UNESCO Chair in Children, Youth, Education and Society and it offers the opportunity to be used in other countries, at a time when school dropout is a concern of special relevance in Latin American and global level. [ABSTRACT FROM AUTHOR]

This article examines the perspectives of young people, family members, teachers, and principals that support the process of transition from primary to secondary education for eighth-grade students in schools with high levels of social vulnerability. It analyzes the role and expectations of actors that support this transition, as well as the expectations of the young people themselves and those of their families. A total of 32 students and 12 of their mothers were interviewed, in addition to teachers and school principals. The analysis of these interviews reveals that, regardless of their levels of achievement, all of the students expect to complete secondary education and successfully join the labor market. The adult references for these students are almost exclusively their families, and their accounts make no mention of actors from the school. Meanwhile, principals and teachers have low expectations regarding the educational future of the eighth-grade students and believe it to be a level of education on which they have little potential impact. In this context, students experience the transition to secondary education with little support from the schools, which, in addition to the low expectations, jeopardizes the success of this transition. [ABSTRACT FROM AUTHOR]

Originally, technical-professional education's (TPE) propose was to insert its graduates into qualified jobs and facilitate their journey through the higher level in careers with strong technical content. However, its near destruction in the 1990s made such intentions questionable. Likewise, it continued to be an educational option for many social sectors, and, as of 2006, its enrollment was revalued and expanded with the enactment of the Professional Technical Education Law and the National Education Law. In this context, the objective of this article is to investigate the educational trajectories of former students of all TPE orientations in Argentina, considering the influence of their social class of origin. For this, it analyzes secondary data from a panel study that for 8 years (2009, 2011, 2013, 2017) surveyed a probabilistic sample of 1,500 former TPE students. The findings highlighted advantages of the upper-middle classes with respect to university graduation and a greater propensity of the popular sectors to choose tertiary careers. At the same time, we find a "greater freedom" of the upper classes regarding the choice of higher careers while the popular classes opt mostly for technical careers. This panorama varies depending on whether it is studies in progress / completed or university / tertiary careers. [ABSTRACT FROM AUTHOR]

This paper discusses the factors that affect the educational and work trajectories of women who studied Secondary technical vocational education courses in the La Araucanía Region of Chile. A total of 12 women who graduated between 2013 and 2017 were interviewed; six of them studied specialties that are traditional for women and six were trained in highly maledominated sectors. Our research, of a qualitative nature, leads us to question the concept of 'choice', since admission to this educational modality is strongly conditioned by economic and mobility factors. In the stage of selecting a specialty, it becomes apparent that there are subjective factors that motivate women to insert themselves into traditionally femaledominated areas or, instead, to challenge the gender mandates reproduced by some teachers or family members. After completing their secondary vocational and training education, the women often experience sexism and sexual harassment when engaging in internship programs, which, in some cases, generates disaffection towards male-dominated jobs. The decision to continue an educational project, to enter the working world, or to make both compatible, is mediated by socioeconomic restrictions, by maternity, and by the lack of family support networks. In summary, class, gender, geographic origin, and other variables intersect to condition the educational and professional trajectories of women. [ABSTRACT FROM AUTHOR]

The university has undergone important changes in recent years such as the expansion of a greater heterogeneity in the students’ profile. This reality has led to significant changes in the university access, the achievement and the job prospects of university students. Students come from different socioeconomic backgrounds, different access pathways and are incorporated into the university with different expectations and rhythms, which is producing a diversification of educational paths. In this sense, this diversification leads to a greater frequency of trajectories that trigger changes of degree and dropouts, which has meant that numerous studies have been developed to determine explanatory factors. This paper approaches the changes of degrees and dropouts of university studies using the concept "academic relocation" through an analysis of the educational pathways of 60.300 subjects. The period examined has been six academic years (2009-10 to 2014-15). The main aim is to study "relocations" between undergraduate degrees to propose, from this, a new indicator: the "relocation rate". The perceived differences between degrees and their grouping by branches of knowledge allows noting important institutional heterogeneity. [ABSTRACT FROM AUTHOR]

So far, in the last decades, the Argentine Educational System mutations recorded magnitude at all levels comprising formal education. Both the evolution of the school population as institutional policy issues and challenges of greater inclusion, are the subject of ongoing discussion. This text is aimed at analyzing the educational situation of the population of young Argentines aged 15 to 29 years of age in recent years. In order to do so, data of the educational system and its expansion were reviewed in terms of attendance and composition, paying particular attention to information on higher education. One of the main conclusions of the study confirms the increased participation of young people in the education system and possibility of access to higher education levels for the period under analysis. That is, the socioeconomic level persists as a important factor in the educational trajectories of young generations. [ABSTRACT FROM AUTHOR]

This article describes the configuration of academic heterogeneity in Chilean secondary schools, with special emphasis on understanding the processes of ability grouping and their relationship with the academic progress of students (schooling paths). The results show that the secondary schools analyzed--those that start at 9th grade and have two or more classrooms in this grade--use multiple ways to organize academic heterogeneity, starting with initial grouping at the beginning of secondary education and continuing throughout all the grades of this educational level, especially for low achieving and low socioeconomic status students. This reveals that schools implement a range of mechanisms to manage academic diversity throughout the entire secondary education, which is complemented by decisions and dynamics of school choice, also impacting on shaping the academic heterogeneity within schools. This evidence raises a number of questions and potential public policy actions, which are discussed in the concluding section. [ABSTRACT FROM AUTHOR]

For an increasing number of African girls and women, upgrading the level of education has become a strategy for life improvement. This paper analyses the role that family plays in enabling women's education and contributes to understanding on the interconnectivity of education, work and family in women's lives in collective societies. The analysis focuses on how young Tanzanian women perceive the role of family and education in their ‘youth task’, of becoming adult. The analysis is based on interviews with seven young Tanzanian women enrolled in non-formal secondary education and nine professional women enrolled in higher education. The results show that the women were determined to pursue higher levels of education and committed to continuous self-improvement. The women identified family both as a motivator of further education and as a constraint for their individual aims and ambitions. Respecting and maintaining good family relations were given priority over individual aims and decisions. Consequently, the reasons for women to educate themselves were drawn from the overall benefits to the future of the family and the society at large. Findings suggest a major role of the family in determining the success in improving education and professional advancement of girls and women in Tanzania. [ABSTRACT FROM PUBLISHER]

Two key points structure the paper. The first one is that, in order to analyze the educational paths, they must be part of the distinct educational levels. It is necessary to have individualized and cumulative information of the outcomes in the different cycles. This way, it is possible to observe the determination exerted by the outcomes from one level on the following ones. The second key point is that the educational system is one among several scopes where the youth circulate. The educational paths suffer impact from what happens in other scopes of the individuals' lives (work, family, children etc.) and vice versa. A comprehensive look has implications for the design of educational policies, first job public programs, programs for autonomy fostering, policies of fertility etc. Empirical evidence from the Uruguayan case is shown. [ABSTRACT FROM AUTHOR]

This paper refers to meanings attributed to education by people deprived of their freedom involved in University in Prison Program and its contributions to the construction of new meanings for their lives and future perspectives. Starting from a previous research in which analytical categories such as socialization, correction, instruction and personal development were built, the biographical narratives of careers students or extension activities participants allowed to extend or re-signify those categories or they gained a different dimension when considered in to their own and their family group educative trajectories and with their actual situation, specially prison context features and the marks of education as part of the treatment. Thus, the emphasis on any of the components contained in those categories or their simultaneous presence becomes more compressible under the light of their educative trajectories, as does the connotation that education acquires in prison. The new meeting with education generates satisfaction and a possibility of a projection in the future, providing new meanings to their lives in the current situation and contributing in the identity reconstruction process. [ABSTRACT FROM AUTHOR]