CHALLENGES TO STUDENT RETENTION IN YOUTH AND ADULT EDUCATION

Abstract

It is well known that Youth and Adult Education (EJA) is not a new topic; however, current challenges have become a cause for concern, as the daily educational journey of each student has become a subject of debate among those involved in the field. Thus, the theme of this study emerged directly from a Master’s research project in Educational Sciences at the University Del Sol (Unades/PY). In this context, the research sought to understand the curriculum designed for EJA in the current landscape. Consequently, the guiding research questions aimed to explore the following: Does EJA instruction succeed in helping students make up for lost time? To what extent do pedagogical proposals and their implementation actually impact the student? How is the educational curriculum being applied for EJA students? Is the school prepared to fully develop EJA students as citizens? After all, if a school fails to successfully prepare or welcome the student, this can—even if indirectly—affect their entry into the labor market. Furthermore, establishing a link between the adopted curriculum and one designed to meet the specific needs of youth and adults is considered a duty for any school offering this modality of education. It is worth noting that the study's general objective was to analyze the factors influencing EJA students' retention in school and the implications for both students and teachers. Key specific objectives included: identifying the main challenges EJA students face in remaining in school and completing their studies; understanding the elements that lead to school dropout among these students; and describing the factors contributing to school abandonment. Hence the importance of developing a curriculum tailored to this demographic—one that translates its focus and direction into pedagogical practices grounded in three pillars: knowledge, skills, and competencies. On the other hand, when addressing the subjects of EJA (Youth and Adult Education), it is worth highlighting that teaching practice—when focused on these individuals—must be differentiated in certain respects, given the various circumstances that influence whether these students remain in school and successfully complete their studies. To establish the theoretical framework, various research sources were consulted, offering reflections, concepts, and insights regarding EJA as a modality of education. Key theorists and authors examined in this context include: (Almeida; Eugenio, 2006); (Bordenave; Pereira, 1982); (Candau, 2014); (Ferreira; Rodrigues, 2016); (Freire, 1988, 1996, 2001, 2011); (Gadotti, 1988, 2000, 2001); (Gadotti; Romão, 2011); (Meier; Garcia, 2007); (Paiva; Oliveira, 2009); (Pimenta, 2012); (Sacristan, 2013); (Vasconcelos, 2003); and (Brazil, 1988, 1996, 2000). Regarding methodological procedures, the research was systematically structured using a qualitative approach with assertive content; specifically, it aligns with descriptive-exploratory bibliographic research, as it presents the historical and political lineage of the curriculum currently in place versus the one designed for EJA in Brazil. Furthermore, EJA only gained a formal legal basis with the promulgation of the 1988 Federal Constitution, at which point it became a broad right to free, public basic education. Finally, it is important to note that the research aims to understand the curriculum for the EJA student population in the present day; However, when focusing on problematizing questions, we consider three aspects: the legal framework, government public policies, and the curriculum actually being implemented in schools for this demographic. Given this, we agree that developing a specialized curriculum can foster critical thinking and create equitable, effective opportunities. Since lifestyle and socioeconomic realities bridge the gap between studying and working, the issue hinges largely on the nature of these problematizing questions. It is worth noting that in schools where EJA (Youth and Adult Education) programs are established, better academic outcomes are not always observed; this is because the teaching effort is primarily focused on student retention—keeping students in school who had previously dropped out for various reasons. It is evident that not all EJA students manage to stay in school, as there are many reasons that cause them to drop out along the way. Research findings reveal that offering EJA programs in schools lacking a prepared and qualified teaching staff is unlikely to ensure student retention. After all, a specialized approach is not always present; what is needed is a working dynamic that is flexible and adapted to the local reality. The study revealed that the curriculum currently in use does not yield the expected results; its effectiveness depends on instruction tailored to the students' sociocultural context, and success will only be achieved if all ...for the actors in the teaching-learning process to fully commit themselves. In this regard, it is crucial to understand that the public authorities' lack of commitment to implementing a new curriculum—one that embraces Youth and Adult Education (EJA) students in a tailored way—is one of the challenges deeply rooted in the daily reality of schools today. Meanwhile, students' lack of interest in progressing with their studies stems from various reasons: a lack of study time, excessive work hours, fatigue, discouragement, unemployment, and a curriculum that is reduced and lacks contextual relevance; shyness and the fear of bothering those who better understand the material; difficulty learning autonomously; and a lack of support from family and even friends. Consequently, the incomplete nature of the content taught and the struggle to grasp the subjects make it difficult for students to remain interested in completing their studies. Given this context—not to mention the students' identification with this educational track, the teaching practices applied to the proposed curriculum, and the methodological approaches that often seem disconnected from each student's lived reality—proposing a new action plan in collaboration with the school's leadership team is a major challenge for EJA education today. Implementing a new EJA curriculum still faces significant and complex challenges, particularly regarding the social and political responsibility to ensure a teaching-learning process that positively strengthens the program without devaluing those involved in the school's daily operations. After all, introducing an EJA curriculum with new approaches to knowledge and competencies directly addresses the challenge of student retention in this program. Furthermore, understanding the curriculum designed for Youth and Adult Education in the current context is a pressing issue. When analyzing the factors that influence EJA student retention, the responsibility also falls on the teachers, as they are the ones directly engaging with the topics addressed for this student population. When identifying the main challenges these students face in remaining in school and completing their studies, it becomes clear that current efforts fall short. Merely covering a pre-set, static curriculum fails to foster the development of new skills and competencies, ultimately disadvantaging those who are there to learn how to learn. It is well known that the challenges of retaining students in Adult and Youth Education (EJA) are constant. However, true inclusion goes far beyond the mere transmission of knowledge. Therefore, the factors intertwined within this framework must be successfully addressed to reduce dropout rates and ensure full student retention. Consequently, EJA instruction today requires a curriculum adapted to the students' realities. Their daily lives reflect unique experiences that demand an approach based on genuine acceptance and support. The lack of such an appropriate curriculum undermines innovative strategies, negatively impacting both teachers and students. To this end, the pedagogical-political projects of EJA schools must prioritize a content framework that integrates both theory and practice; specifically, the curriculum should reflect local and cultural contexts, as its absence allows student discouragement to overwhelm daily motivation. In this light, it is evident that current efforts to implement a motivating curriculum for EJA students are inadequate. A lack of new teaching tools and continuing education processes prevents the achievement of better outcomes, leading students to drop out. Furthermore, EJA instruction needs to be re-evaluated without overburdening teaching or administrative staff. A new teaching approach is urgently needed and requires government support, free from resistance. It falls to the teaching staff to collaborate with students, encouraging resilience and fostering the understanding that staying in school can lead to better employment opportunities. Furthermore, further progress is needed regarding the potential of local, regional, structural, and educational conditions for the Youth and Adult Education (EJA) student body. To implement this in the school setting, a curriculum is employed that fosters integration with the student's daily practice and lived experiences. It is necessary to coordinate the roles of all stakeholders—teaching staff, students, the pedagogical team, and public authorities. Moreover, a lack of adequate technical support hinders the maintenance of an up-to-date and inclusive curriculum, which is essential for preventing student dropout. Thus, there is a clear need to value the work of educators, particularly within EJA. Both teachers and learners require support to remain focused on "learning how to learn." The struggle is ongoing, and EJA needs, now more than ever, a plan for ...diverse and dynamic student body. Implementing new ways of teaching and learning will strengthen teachers' work and help retain students in Youth and Adult Education.