Transición educativa: De la escuela rural a la Unidad Educativa del Milenio Manuela Garaicoa de Calderón

Abstract

Several transition processes occur within the education system; however, this study analyzed the transfer of students from general basic education (10th grade) from public rural schools located in the parishes of Santa Ana, Zhidmad, Tarqui, Nulti, and San Bartolomé (Sigsig) to higher education (1st year of high school) at the Manuela Garaicoa Millennium Educational Unit in Calderón. This educational transition process entails emotional, cultural, and economic changes, among others. While some students have managed to adapt to this process, others face significant challenges in adapting to the new environment, mainly due to the pedagogical, social, and cultural differences that exist between rural and urban contexts. For this reason, this research aimed to analyze the factors that motivated the transition process from public rural schools to Manuela Garaicoa de Calderón Millennium Educational Unit and what this process entails. To address this objective, a qualitative approach was applied, employing techniques such as bibliographic analysis, surveys, semi-structured interviews, and, finally, focus groups. From this, the factors involved in relocation were determined, such as educational quality, specialized academic offerings (accounting, computer science), university admission opportunities, quality of life, and limited academic offerings (from first grade to tenth grade). Furthermore, the limitations or challenges faced by students during this relocation were identified, such as mobility and transportation, financial resources, schedule changes, and social, cultural, and educational adaptation.