Secondary Professional Education as an Inclusive Strategy in Argentine Technical Schools

Abstract

This article examines an alternative technical education model in Argentina: the Secondary Professional Education (EPS). Aiming to study how this proposal redefines traditional institutions to foster meaningful learning and school retention, the research adopted a mixed-methods approach, combining quantitative and qualitative data, and conducting fieldwork in four Argentine provinces. The perceptions of students and teachers regarding EPS reveal a high appreciation for the model. Both groups agree on the importance of a close and personalized learning environment, emphasizing a school climate that promotes trust and mutual respect. Likewise, they recognize the relevance of personalized and flexible pedagogical practices, prioritizing the individual needs of students. The "learning by doing" methodology and professional training as an integrating axis are other significant points of convergence. Additionally, both students and teachers underscore the value of intra and extra-school networks as sources of student motivation. These results converge with international debates on the value of student-centered pedagogies, also highlighting future challenges in both implementation and their impact on student trajectories.