This paper investigates the key factors that contribute to student retention in a private institution offering Technical Upper Secondary Education in the state of São Paulo, Brazil. The school presents a remarkably low dropout rate of 1% among more than 10,300 students, compared to the national average of approximately 7% in this educational modality. In a context where dropout remains a persistent challenge for vocational education in Brazil, understanding the mechanisms that foster student persistence provides valuable insights for policy and institutional practice. The research draws upon data from the Brazilian National Household Sample Survey (PNAD) and an extensive institutional study conducted with over 7,000 respondents, including students, teachers, and academic coordinators. Quantitative and qualitative analyses were used to identify motivational, pedagogical, and institutional factors associated with school permanence. The findings indicate that a strong sense of belonging, a supportive and inclusive school environment, and collaborative learning projects are decisive elements in student retention. Other significant aspects include the integrated curriculum model, the dual system approach that connects academic and professional learning, and especially the autonomy students experience within the school and their close identification with teachers.The study concludes that these combined factors create an engaging educational ecosystem that supports both academic achievement and social-emotional development, offering relevant evidence for improving retention policies in Technical and Vocational Education worldwide.

Authors:
Fernanda Yamamoto, SENAC, Brazil

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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