Why has persisted since the Industrial Revolution one third of the population with school problems, who can not alleged training necessary and desirable, through different national contexts?
Who, in what circumstances and specifics, are responsible for school failure: students, families, social settings, the school, teachers, school organization, curriculum, instruction and assessment, management and administration of the education, social policy, the economic context of the country?
Who, in what circumstances and specifics, are responsible for school failure: students, families, social settings, the school, teachers, school organization, curriculum, instruction and assessment-, management and administration of the education, social policy, the economic context of the country?
Reynaldo, I'm sure this is a multivariate problem as you suggest. The simplest answer has to be that it is a complex interaction between social and psychological factors. My description of the issue is that the current school structures mean that a number of students will always fail and opt out. It is built into the structures of schooling. Tis means in essence that schools are not equitable. They are designed to create this dichotomy of abilitites. To reduce the failure you describe in your question the concept of failure has to be reimagined. Failure should NOT be deffined as the inability to keep up with your peers. It should be defined as lack of effort to improve. I have used this approach ina large high school 13 years ago for 4 years and it made a difference. Fewer students opted out of learning (disengaged). There was still a difference in ability but tose at the bottom continued to try (or at least a greater number of them did). This isn't the full answer but I believe it is a sign ificant component. So in response to the last part of your question., I think it is the systems that are at fault. We woukl get a better outcomes i the systems were designed differently to favour improvement over achievement.
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