Colombia School management route for the assurance of learning in extra-age students in Colombia

Abstract

Among the conditions that most compromise the principle of equity in access to quality education is that of extra-age students, who require school management that addresses their distinctive features to ensure their learning. For this reason, the research proposed to configure a management route for the assurance of learning in students from a Colombian educational institution and is part of an empirical epistemological approach, under a probabilistic paradigm and the inductive method. A three-phase systemic design was chosen with techniques and instruments according to each one of them. The first was of an empirical nature and a descriptive-explanatory level, the second of a theoretical-referential nature with a descriptiveexplanatory and prescriptive level, and the third of a heuristic-explanatory-prescriptive nature. Among the most outstanding results, it is mentioned that there is no characterization of the extra-age students and that the attention of these students is not contemplated in projects and plans of the educational institution for the assurance of learning, despite the openness of teachers to particularize their attention to these students who, on the other hand, present difficulties in managing soft skills and their relationship with regular students tends to be conflictive. Finally, the integration of empirical and theoretical data led to the configuration of the planned school management route.