Pedagogical Competencies School Dropout

Abstract

This essay examines school dropout rates in Latin America and their relationship to pedagogical competencies as a key component for student retention. Based on a literature review, it argues that, although the region has shown educational progress, gaps in inclusion and quality persist, particularly affecting vulnerable populations. The pandemic intensified these inequalities by disrupting educational trajectories, reducing learning opportunities, and increasing economic and family pressures, thus raising the risk of dropping out. The text explains that dropout rates are due to multiple factors: socioeconomic conditions, rural residence, limitations in educational offerings, early employment expectations, family dynamics, and student motivation. It also analyzes school variables such as failing grades, ineffective pedagogical practices, problems with coexistence, violence, and punitive disciplinary strategies, which weaken the student's connection with the institution. Finally, it proposes that strengthening teachers' competencies—active methodologies, attention to diversity, timely support, and appropriate use of technology—can increase engagement with learning and decrease the likelihood of dropping out. In conclusion, a comprehensive response is needed that combines pedagogical improvements with public policies of social and educational support.