Academic performance and technical training in Guayaquil: an analysis from basic education to technical high school
DOI:
https://doi.org/10.64747/tk2xjq24Keywords:
dual technical education, academic performance, socioeconomic gap, vocational guidanceAbstract
This retrospective longitudinal study examines the academic performance and school trajectories of 13,977 students in lower secondary, upper secondary and technical baccalaureate programmes at three public schools in Guayaquil, Ecuador (2019‑2024). Open micro‑datasets from the Ministry of Education (Enrollment and Grades Register), INEVAL (SER tests) and INEC (AMIE) were merged with interviews and focus groups. Descriptive statistics, Welch ANOVA, mixed‑effects linear models and hierarchical logistic regression with random institution effects were applied; qualitative data were coded in NVivo. Findings indicate that students enrolled in the Dual Technical Baccalaureate (BT‑ED) achieve higher final averages (Mathematics = 7.53; Language = 7.81) and gain +21.6 SER‑Mathematics points compared with their peers, alongside a 96 % promotion rate. The socioeconomic performance gap narrows by 64 % in BT owing to the mediating role of technical competences. Formal vocational guidance in upper secondary correlates positively with transition to BT, although its standalone effect diminishes after controlling for covariates. The study concludes that the dual model enhances both quality and equity in urban technical education, yet sustained investment in infrastructure and counselling services is essential to consolidate its benefits.
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Copyright (c) 2025 Carlos Alberto Murillo Cortez, Tannia del Rocío Muñoz Velastegui, Miguel Ángel Cercado Erazo, Germania Adelaida Villegas Fajardo (Autor/a)
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