School desertion, access and permanence

strategies in the official educational

institutions of Tunja*

Deserción escolar, estrategias de acceso y

permanencia en las Instituciones

Educativas Oficiales de Tunja

155

Jorge Fernando Vargas Cruz**

https://orcid.org/0009-0000-9635-5399

Tunja, Boyaca / Colombia

Revista Digital de Investigación y Postgrado, 6(12), 155-171

Electronic ISSN: 2665-038X

How to cite: Vargas, C. J. F. (2025). School desertion, access and permanence strategies in the

official educational institutions of Tunja. Revista Digital de Investigación y Postgrado, 6(12), 155-171.

https://doi.org/10.59654/fbhdfj24

* This work has been carried out within the framework of the Doctoral Program in Humanities with a mention in Edu-

cation of theInstituto de Estudios Superiores de Investigación y Postgrado, San Cristóbal - Venezuela.

** Master of Science in Education with an emphasis on research. Full professor, Boyacá, Universidad Pedagógica y

Tecnológica de Colombia, Tunja, Colombia, Contact email:jorgefernando.vargas@uptc.edu.co

Received: may / 22 / 2025 Accepted: june / 12 / 2025

https://doi.org/10.59654/fbhdfj24

Abstract

Student retention constitutes a fundamental educational challenge, as no child should remain

outside the education system. This study critically examines the structural, contextual, and indi-

vidual causes of school dropout—manifested through abandonment, exclusion, and academic

failure—to understand its multiple consequences on social fabric and human development.

Framed within a critical paradigm, this qualitative research employs basic descriptive methodo-

logy with correlational scope, utilizing documentary analysis and information systems while in-

corporating enrollment data and interviews with staff from Official Educational Institutions in

Tunja. The analysis reflects on local strategies for educational access and retention, proposing

transformative approaches through initiatives like the Educational Trajectories Observatory.

These evidence-based strategies aim to enhance permanence and academic success for vul-

nerable student populations by addressing systemic barriers to continuous education, ultimately

contributing to more equitable educational outcomes.

Keywords: School dropout, academic failure, school attendance, educational inclusion.

Resumen

La permanencia de los estudiantes es un problema significativo porque ningún niño debe estar

por fuera del sistema educativo. El objetivo es analizar de manera crítica y profunda las causas

estructurales, contextuales e individuales que inciden en la deserción escolar —manifestada en

el abandono, la exclusión y el fracaso escolar— para comprender sus múltiples consecuencias en

el tejido social y en el desarrollo humano. La investigación se enmarcó en el paradigma crítico,

con enfoque cualitativo, de tipo básico, nivel descriptivo, alcance correlacional, metodología do-

cumental y análisis de sistemas de información, recopilando datos de matrícula y opiniones del

personal de las Instituciones Educativas Oficiales de Tunja. Se reflexionan las estrategias de acceso

y permanencia escolar a nivel local. Los resultados proponen estrategias transformadoras que

contribuyen a la permanencia y éxito educativo de los estudiantes en condiciones de vulnerabi-

lidad a través de iniciativas como el observatorio de Trayectorias Educativas.

Palabras clave: Deserción escolar, fracaso escolar, Asistencia escolar, Integración escolar.

Introduction

School dropout represents a significant challenge for the Instituciones Educativas Oficiales de

Tunja (Official Educational Institutions of Tunja), with profound impacts on students' social, in-

dividual, and academic development. This article examines the causes of school dropout and

evaluates implemented strategies to improve student access and retention within the Entidad

Territorial Certificada (Certified Territorial Entity) education system (Ministerio de Educación Na-

cional, 2022; Senado Colombia, 2001).

The primary objective is to identify barriers preventing students from continuing their education

and to propose solutions to reduce dropout rates. Additionally, the study analyzes national and

local strategies for educational access and retention, including school meal programs, tuition-

156 Jorge Fernando Vargas Cruz

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Integración de TIC en la enseñanza transdisciplinaria en educación universitaria

free policies, and student transportation services (Ministerio de Educación Nacional, 2012).

This research is justified by the fundamental need to ensure all children and youth in Tunja have

access to quality education that enhances their academic development. The Ministerio de Edu-

cación Nacional (MEN) emphasizes education as both a basic right and a crucial tool for per-

sonal and social advancement. The study highlights the importance of strengthening dropout

monitoring through initiatives like the Observatorio de Trayectorias Educativas (Educational

Pathways Observatory) to improve municipal education policy decisions and optimize resource

allocation and teaching staff structures in Tunja (Turbay, 2000; Ministerio de Educación Nacional,

2023).

This research aims to design or reformulate access and retention strategies to reduce equity

gaps in Tunja's public schools, which will be thoroughly examined in subsequent sections.

Background

Studies conducted by United Nations Educational, Scientific and Cultural Organization (UNESCO,

2021) and ECLAC (2020) warn that educational disparities widened following the pandemic. In

Colombia, research by [author/institution] demonstrates that socioeconomic factors remain de-

cisive. This evidence is analyzed at international, national, and local levels to establish a broad

understanding before focusing on specific contexts.

School dropout is a complex phenomenon affecting millions of students across Latin America,

particularly in contexts marked by poverty, structural racism, and social exclusion. This unders-

cores why education, from both the UN and UNESCO perspectives, is considered a universal

right. As evidenced in the Universal Declaration of Human Rights, adopted by the UN General

Assembly in Paris on December 10, 1948: "Everyone has the right to education. Education shall

be free, at least in the elementary and fundamental stages. Elementary education shall be com-

pulsory. Technical and professional education shall be made generally available, and higher

education shall be equally accessible to all on the basis of merit." (United Nations, 1948).

For the UNESCO, education is a fundamental human right that empowers both men and women

to rise out of poverty, overcome inequalities, and ensure sustainable development (UNESCO,

2024).

In summary, the UN and UNESCO emphasize education's critical role in: Life Transformation

Gender Equality, Sustainable Development and Universal Access (Maldonado, 2023; United Na-

tions, 1948; UNESCO, 2024).

Education in Colombia is a fundamental right and a public service with a social purpose, as es-

tablished in the Political Constitution. The Ministry of National Education (MEN) defines educa-

tion as a permanent process of cultural, social, and personal development based on a

comprehensive understanding of human beings, their rights, duties, and dignity. This approach

158 Jorge Fernando Vargas Cruz

aims to guarantee not only access to and retention within the education system, but also lear-

ning quality by fostering students' moral, intellectual, and physical development. Furthermore,

the commitment to inclusive education reflects Colombia's determination to provide equitable

educational opportunities for all citizens (Congress of the Republic of Colombia, 2024; Zárate

& Moreno, 2023; Ministry of National Education, 2024).

Regarding Colombian education, as noted by Moisés Wasserman, the academic and research

community has examined several key perspectives: educational qualit, primary and secondary

basic education, education policies (Montes et al. 2013; Solórzano, 2024; Wasserman, 2021).

Generally, there are two ways to measure dropout, according to the National Dropout Survey

by the Ministry of National Education (Ministry of National Education, 2023).

This measures the proportion of students who abandon school each year, including: Those who

leave during the academic year (intra-annual). Those who leave between academic years (in-

terannual).

Age-specific dropout calculation. This refers to the cumulative dropout process for all children

and youth within a defined age cohort.

For this article, we adopted the first method of measuring school dropout, specifically focusing

on intra-annual dropout rates. In the specific case of the Certified Territorial Entity of Tunja, there

is no documented research corresponding to dropout rates across preschool, primary, and se-

condary education levels. To address this gap, it became necessary to collect data from: Edu-

cational institutions, the territorial education secretariat and the ministry of national education.

Methodology

This research was framed within the critical paradigm with a qualitative approach, of basic type,

descriptive level, and correlational scope. The methodology was documentary, emphasizing

the analysis of information systems by collecting data on enrollment trends from state informa-

tion systems and the perspectives of school administrators, guidance counselors, and student

representatives in the Instituciones Educativas Oficiales de Tunja. These data were subsequently

analyzed using Atlas TI 9.0 software, as the studied phenomenon represents a complex process

that required detailed interpretation of various situations including meetings and teamwork with

administrators and students. A quantitative instrument was employed to gain a more compre-

hensive understanding of the studied situation, particularly during the diagnostic phase (Her-

nández & Mendoza, 2018).

The study was conducted in official educational institutions in the municipality of Tunja, which

regional reports indicate have representative school dropout rates. The research began with a

documentary review of official and academic sources to contextualize the phenomenon in the

region and define the scope of the study. Based on this preliminary assessment, schools with

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critical social conditions—aligning with records of students experiencing interrupted educational

trajectories—were identified.

Fieldwork focused on understanding the phenomenon through the firsthand experiences of

educational stakeholders. This involved engagement sessions with: students who had dropped

out or were at risk of doing so. Teachers, administrators, parents, and officials from the Territorial

Education Secretariat, voluntary participation secured through informed consent and strict con-

fidentiality of all responses (Cárcamo & Gubbins, 2020).

The study employed in-depth interviews and group discussion sessions to explore the causes,

meanings, and consequences of school dropout. These interactions served as active listening

spaces, revealing not only structural challenges but also emotionally charged narratives—ex-

pressing individual and collective frustrations, emotions, and expectations.

Data was systematized through progressive categorization, organizing findings into thematic

clusters. These clusters were developed inductively as responses were analyzed, guided by re-

currence and depth criteria. The results were then triangulated with: secondary data, relevant

theoretical frameworks and enabling a critical interpretation of the dropout phenomenon.

The data was systematized through progressive categorization procedures, which enabled the

organization of findings into thematic clusters. These clusters were developed inductively as the

collected narratives were analyzed, using criteria of recurrence and depth. Subsequently, the

results were cross-referenced with secondary data and relevant theoretical frameworks, facili-

tating a more critical understanding of the problem.

The methodological approach of this research was not limited to applying techniques, but rather

sought to develop a situated comprehension of the phenomenon, respecting the social com-

plexity in which school dropout occurs. For this reason, the study not only produced academic

findings but also generated reflections that could contribute to the development of more sen-

sitive and contextually grounded public policies.

Results

Table 1

Total enrollment trends by sector

Note: Data provided by Tunja in Figures: Coverage Report - Access Subdirectorate, MEN.

School desertion, access and permanence strategies in the

official educational institutions of Tunja

Sector 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Public 23.825 23.328 23.345 23.664 23.557 23.660 22.770 22.661 22.255 22.159

Contracted 2.787 2.527 2.380 1.372 1.476 1.485 1.244 1.090 1.057 839

Private 12.905 14.050 14.050 14.924 14.797 14.910 15.013 13.245 14.344 14.221

Total 39.517 39.905 39.905 039.96 39.740 40.055 39.027 36.996 37.656 37.219

160 Jorge Fernando Vargas Cruz

Municipal-level dropout trends

The evolution of enrollment across sectors (official, contracted, and non-official schools) shows

that official schools account for the highest number of students. However, data reveals a decline

in total student enrollment in Tunja’s education sector over a span of years. A gradual decrease

in student population is evident. It should be noted that since 2022, migrant students from the

Bolivarian Republic of Venezuela have been integrated into classrooms, contributing to increa-

sed enrollment.

Graph 1

Intra-annual dropout rate by educational level – Tunja

Note: Self-developed. Information provided by the Advisory Office of Planning, Ministry of National Education

(MEN) and the Territorial Education Secretariat.

Graph 1 shows the dropout rates by academic level (preschool, primary, secondary, and upper

secondary education) from 2010 to 2022. The data reveals that lower secondary education has

the highest dropout rate. The analysis also demonstrates that transitions between educational

levels increase both grade repetition and school dropout rates. Another concerning trend is

that many students at this educational level are outside the formal education system (Martínez,

2024).

Revista Digital de Investigación y Postgrado, 6(12), 155-171

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161

Graph 2

Dropout rate in oficial educational institutions of Tunja

Note: Self-developed based on information provided by the Advisory Office of Planning of the MEN and the Te-

rritorial Education Secretariat.

Graph 2 presents dropout rates (in percentages) from 2010 to 2023, showing an increase to

1.45% (equivalent to 856 students) during 2021-2022. The Secretaría de Educación Territorial,

through its educational coverage area, not only serves as the enrollment data provider but must

also coordinate activities with other departmental processes and official Instituciones Educativas,

following guidelines established by both the Ministerio de Educación Nacional and the municipal

administration (Alcaldía Municipal). Current priorities emphasize: Ensuring student retention within

the education system. Implementing access strategies to prevent grade repetition and school

dropout. While Tunja Municipality currently ranks in Group V (comprising Centralized Territorial

Entities - ETC- with dropout rates below 2.25%, specifically 2.03% for Tunja), notable contrasts

exist with Group I entities reporting rates exceeding 5%. This aligns with projections in the Plan

de Desarrollo Municipal Tunja (Alcaldía de Tunja, 2023).

The MEN promotes special measures aimed at creating conditions to prevent students from lea-

ving the system and ensure they remain in Educational Institutions as protective spaces for society

and guardians of the basic rights of children, women, adolescents, and younger generations.

This facilitates access to knowledge, enabling them to define their life projects.

To this end, the following strategies have been identified and implemented, among others: Tui-

School desertion, access and permanence strategies in the

official educational institutions of Tunja

162 Jorge Fernando Vargas Cruz

tion-free programs, school meal initiatives, student transportation services, investments using

cooperative surpluses, support for students with specific educational needs, programs for ex-

ceptional talents, assistance for populations affected by violence.

Graph 4

Subjects not passed in June 2023

Note: Data sourced from the Sistema de Información para el Monitoreo, la Prevención y el Análisis de la Deserción

Escolar – SIMPADE (Information System for Monitoring, Preventing and Analyzing School Dropout), Tunja, 2023.

As shown in Graph 4, the highest subject failure rates (grade-level retention) occur in Mathematics,

followed by Humanities (Spanish Language and Literature), based on 18,755 records in the platform.

Access and Retention Strategies Proposed by Each Official Educational Institution

in Tunja

For the Entidad Territorial Certificada Tunja, these national-level retention strategies have

contributed to mitigating dropout rates. However, the focus now shifts to specific institutional

contexts – each Institución Educativa Oficial serves distinct populations within unique geo-

graphic locations. Through the Secretaría de Educación Territorial, a directive was issued to

develop tailored access and retention strategies for every official Institución Educativa in

Tunja. Subsequently, compiled data underwent systematic analysis. This study consolidated

the most relevant and representative strategies across Tunja’s twelve official Instituciones

Educativas, yielding the following analysis:

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Table 2

Consolidated access and retention strategy proposed by each public educational institution in

Tunja – Perspectives from teachers and school administrators

School desertion, access and permanence strategies in the

official educational institutions of Tunja

Problem Strategies Weaknesses Opportunities Strengths Threats

Unjustified ab-

sences

Telephone follow-

up system.

Single-shift schoo-

ling model.

Unexcused stu-

dent absences.

Unexcused

student absen-

ces. Phone

follow-up with

guardians to

monitor [stu-

dent pro-

gress/situation

s]. School at-

tendance mo-

nitoring.

Monitoring of

students regar-

ding their acade-

mic performance

and the institu-

tion's proper

physical infras-

tructure.

School aban-

donment,

grade repeti-

tion, school

desertion.

Learning diffi-

culties

Early Identification

of Students with

Specific Educatio-

nal Needs (SEN).

Inclusion Embed-

ded in the Institu-

tional Educational

Project (IEP).

Lack of characte-

rization of stu-

dents with

Specific Educatio-

nal Needs (SEN).

Curricular flexi-

bility.

Support teachers

working in triads

within Educatio-

nal Institutions to

target and pro-

mote student in-

clusion in the

education sector.

Educational

exclusion.

Behavioral

problems

The work carried

out by the depart-

ments involves

maintaining on-

going dialogue

with families

through concilia-

tory coexistence

committees, ge-

nerating commit-

ments from the

student, parents,

or guardians to

achieve positive

changes for the

students.

Guidance and

prevention pro-

grams for alcoho-

lism, drug

addiction, sexua-

lity, leisure time,

and conflict ma-

nagement.

Coexistence pro-

blems, preven-

tion of alcoholism

and drug addic-

tion.

Support from a

counselor and

psychologist

with the va-

rious difficulties

the student

presents.

The School Gui-

dance Units (cu-

rrently School

Guidance Zones)

monitor students

with coexistence

and behavioral

problems.

School dro-

pout, repeti-

tion and

abandonment.

164 Jorge Fernando Vargas Cruz

Table 2 (cont.)

Note: Summary of Access and Retention Strategies from the twelve (12) public Educational Institutions in Tunja for dropout

prevention.

Subsequently, through working sessions to update access and retention strategies for each

official educational institution—conducted alongside school counselors and student repre-

sentatives—the goal was established to ensure children remain within the educational system

and prevent school dropout.

Problem Strategies Weaknesses Opportunities Strengths Threats

Dysfunctional

families

One of the factors

that directly affects

the irregular atten-

dance and reten-

tion of students in

the institution lies in

the breakdown of

the family unit, as

minors are left wit-

hout a figure who

represents autho-

rity and responsibi-

lity for them.

Family responsibi-

lity in school mat-

ters.

The School Gui-

dance Units

(currently called

School Gui-

dance Zones)

have contribu-

ted significantly,

as they travel

and conduct

home visits to

promptly verify

cases of student

dropout.

Student support

provided by both

the family and the

educational ins-

titution.

Shared life project

(Parent School

program).

Family difficul-

ties. Emotional

problems at

home.

Subjects with

basic or low

rating

Each teacher ca-

rries out reinforce-

ment activities for

every topic cove-

red on a weekly

basis.

Improve the ins-

titutional and

classroom envi-

ronment.

The child's trust in

the teacher.

Support net-

works such as

SENA and

CASD.

Periodic acade-

mic leveling for

students with

learning difficul-

ties.

Interviews and

dialogue with at-

risk students (po-

tential dropouts).

Academic fai-

lure, repeti-

tion.

Attention pa-

rents

Tripartite Commu-

nication Among

School, Students,

and Parents.

Falta de comuni-

cación con pa-

dres de familia

del estudiante.

Lack of commu-

nication with the

student's parents.

Ongoing com-

munication

with parents.

Support provided

by some parents

and external sup-

port networks

(ZOE, Sisbén, Fa-

milies in Action,

Social Protection,

among others).

Communica-

tion is the

foundation of

education, so if

there is no

communica-

tion between

the student,

school, and

parents, there

is a high dro-

pout rate.

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With participation from school counselors and principals of official educational institutions,

the main causes of dropout were identified across schools (see Graph 4).

Graph 4

Dropout causes from school counselors' perspective

Note: Dropout criteria proposed by school counselors at official educational institutions in Tunja.

Table 3

Access and retention proposals for official educational institutions in tunja by school counselors

Note: Self-developed based on obtained data.

School desertion, access and permanence strategies in the

official educational institutions of Tunja

Recommen-

dations

from school

counselors

at official

educational

institutions

in Tunja.

Teacher sensitization, motivation, and accountability in fulfilling their professional duties..

To advocate within educational practice for assessment processes that actively contribute to

students' holistic development.

Prioritizing retention factors by incorporating teacher perspectives to identify root causes and

design context-specific strategies.

School Guidance Unit Program to support institutions, ensuring continuity through personnel

familiar with each school's specific context.

Teacher training and sensitization programs to foster student-centered, humanizing pedagogies.

Structured incorporation of parent voices to codify mutual accountability agreements.

Strengthening individualized parent engagement initiatives.

Enhanced inter-agency responsiveness.

Implementation of psychoeducational-play-based projects aligned with retention and motivation goals.

Establishing university partnerships (particularly with Juan de Castellanos University Foundation)

to support schools through social work practicum programs (Dávila et al., 2022).

Through the Municipal Education Secretariat (SEM), strengthening parent education schools.

166 Jorge Fernando Vargas Cruz

Table 4

Proposals from student representatives

Note: Self-developed based on obtained data.

Table 5

Suggestions from the Secretary of Education

Note: Self-developed based on obtained data.

Table 6

Distribution of dropout rates by grade level and year

Note: Integrated Enrollment System (SIMAT) - Territorial Education Secretariat.

For this reason, continuous monitoring was conducted on access and retention strategies and

school dropout trends through the Monitoring System for Dropout Prevention and Analysis

(SIMPADE); tracking the implementation of retention strategies (child-by-child via SIMAT) and

the National School Dropout Survey (ENDE).

Suggestions from

the Student Om-

budspersons of

the Official Educa-

tional Institutions

in the City of Tunja.

Improve teacher-student relationships.

Intervention by public and private entities to prevent external factors affecting academic

development and school coexistence (Muga, 2023).

Place greater emphasis on students' personal development.

Analyze and evaluate the current educational system's functionality.

The need to provide motivation [to students].

Parents should avoid transferring their personal problems to their children, as this may lead

students to neglect their studies in an attempt to relieve parental burdens. Instead, they

should provide emotional support.

Suggestions from

the Secretary of

Education

Train teachers in flexible pedagogical models.

Conduct staff climate activities with teachers multiple times per year.

Organize collaborative activities among students, teachers, principals, and administrative

staff to foster mutual tolerance.

Support school counselors in their social work with families and institutional/interinstitutional

support networks.

Engage parents in their shared responsibility when enrolling their child in the educational system.

Create spaces for students and teachers to voice areas for improvement within each institution.

Year Transition Primary Secundary Upper

secundary Total

2021 3,93% 1,69% 2,14 1,74 2,03

2022 3,79% 2,55% 4,59 2,75 3,48

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This analysis examines the profile of students who dropped out during 2022 (intra-year dro-

pouts), considering the following methodological approaches (Bañuelos and Salas, 2024).

Intra-year dropouts are defined as individuals who were enrolled in 2022 but abandoned their

studies during the academic year. The intra-year dropout analysis is partial, as it identifies dro-

pouts only from April through November of that year. Consequently, this partial dataset of intra-

year dropouts is shared with territorial entities, enabling them to utilize this tool for implementing

management strategies aimed at improving student retention.

The information comes from monthly monitoring of student enrollment in preschool, basic, and

secondary education (from Transition to 11th grade) within their respective territorial entities.

(This does not include adult education programs).

Discussion

Figure 1

Relationship between categories and codes

Note: Own elaboration.

School desertion, access and permanence strategies in the

official educational institutions of Tunja

168 Jorge Fernando Vargas Cruz

From the aforementioned semantic network, the following results can be observed:

•Student-Level Factors: Socioeconomic, familial, and academic characteristics significantly

influence student performance and motivation. Likewise, educational quality, school en-

vironment, and family support are crucial for academic self-efficacy and relevance.

•In school trajectories, educational pathways vary according to socioeconomic conditions

and institutional support.

•The implementation of effective methodologies and the adaptation of curricular content

are essential to maintain student engagement. Similarly, welfare policies such as meal

programs and psychological support reduce school dropout rates. Likewise, community

integration and the promotion of cultural practices enrich the educational experience.

•Parental emotional and financial support is crucial for academic success. A family envi-

ronment that values education motivates students. Household income and parents' edu-

cational level influence access to educational resources and academic expectations.

•Continuing education programs and rural education services are crucial for educational in-

clusion. Additional costs (such as school supplies and uniforms) may create barriers for some

students. Family trust in educational institutions is fundamental for academic success.

•The results reveal that a combination of socioeconomic, familial, institutional, and con-

textual factors influences students' education. Educational policies should consider these

factors to improve the quality and equity of education. Collaboration among family,

school, and community is essential to promote student well-being and academic success.

This analysis can thus be summarized in the following figure.

Figure 2

School dropout by dimensions (Discussion).

Note: Own elaboration.

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Conclusions

The factors that mitigate the risk of school dropout in Colombia include being female, possessing

exceptional abilities, having a disability, studying in institutions with lower ratings than the student,

and attending classes irregularly. These factors are associated with increased school dropout rates.

The risk factors for school dropout include having a disability, changing schools, being new to

an educational institution, failing an academic year, temporarily leaving, interrupting, or not

completing an academic year, studying in rural areas, being in secondary school, or being in

the Special Education Integrated Cycles modality.

Education is fundamental for social mobility and reducing inequalities. Factors such as socioe-

conomic background, immigration, and educational policies play a decisive role. Early inter-

vention, attention to diversity, and inclusive policies are necessary to improve equity and the

performance of the educational system.

Educational trajectories should be complete, continuous, and of high quality. It is essential to

monitor and improve these trajectories through national, local, and institutional policies, as well

as through collaboration between the educational community and municipal administration.

Reducing grade repetition rates is a crucial component in preventing school dropout. The transition

phase between grades is decisive, and retention strategies must be implemented for this population.

School dropout triggers multiple issues, including the structure of teaching and administrative

leadership, the allocation of economic resources, and the social impact on students who are

left outside the educational system.

Education is realized as the process of an individual’s socialization, and collaboration among family,

school, and society is essential for access, retention, and completion of the educational process.

The joint effort of these three factors is crucial for the comprehensive development of the student.

It is important for teachers to research and implement motivational activities that encourage grea-

ter student participation and effective teaching methodologies. Student motivation varies, so tea-

ching techniques must be adapted according to the context, timing, and environmental needs.

It is imperative to identify the main causes of dropout and take action against them, conducting

constant follow-up and working collaboratively with students.

Acknowledgments

To the Territorial Education Secretariat of Tunja, the Official Educational Institutions of Tunja, the

Mathematics Education Research Group PIRÁMIDE, the Seedbed: Collaborative Group in Virtual

Learning Environments for Geometry, and Dr. Nancy Diaz Pinillos.

School desertion, access and permanence strategies in the

official educational institutions of Tunja

170 Jorge Fernando Vargas Cruz

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School desertion, access and permanence strategies in the

official educational institutions of Tunja