Revisión comparada de los protocolos de actuación para combatir el absentismo en España

  1. María Pérez-Marco 1
  2. Andrea Fuster 1
  3. M.ª del Pilar Aparicio-Flores 2
  4. Carolina Gonzálvez 3
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Departamento de Didáctica General y Didácticas Específicas de la Universidad de Alicante
  3. 3 Departamento de Psicología Evolutiva y Didáctica de la Universidad de Alicante
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Revista:
Revista española de educación comparada

ISSN: 1137-8654

Ano de publicación: 2024

Título do exemplar: Políticas de igualdad de género en la educación superior: universidades atlánticas y africanas

Número: 45

Páxinas: 268-300

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista española de educación comparada

Resumo

School attendance problems refer to the manifestation of any type of behaviour that reflects a refusal to attend school, considering both the negative attitude towards the obligation to attend school and the action of partial or complete absence from the school day. School absenteeism emerges as a general synonym, because of the wide spectrum of severity of care problems. Although Spanish legislation supports the protection of minors and confirms truancy as a situa-tion of neglect that requires an action plan, there is no review study available that compares the protocols for dealing with this problem in Spain. The aim of this paper is to provide a compara-tive review of the protocols for action to combat school attendance problems in Spain. For this purpose, 19 action protocols aimed at preventing and/or reducing school attendance problems have been compiled and analysed. These protocols were obtained through a search on the educa-tion websites of the 17 autonomous communities and 2 autonomous cities of Spain. The results revealed that there are differences in the terms and definitions used to classify the different types of absenteeism depending on the autonomous community, and there is also a disparity in terms of the date on which the protocols were designed. In contrast, most protocols have been designed with the aim of achieving full school enrolment and enhancing the prevention and control of tru-ancy from an interdisciplinary perspective. The strengths and weaknesses detected in the action protocols are discussed, pointing out the need to join forces in designing a common action plan for Spain that can be adapted to the peculiarities of each population. In addition, the practical implications of this review for the enrichment of the education system, and hence of education policy and practice, are examined.

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Fonte de datos: Dialnet