Non-school based secondary education practices: Las ACAP en CABA
This paper analyzes the implementation of the Activities for Approaching the World of Work and Higher Education (ACAP), a public policy promoted since 2022 by the Ministry of Education of the City of Buenos Aires (CABA) to support the transition of young people from secondary school to adult life. U...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Secretaría de Extensión y Bienestar Estudiantil, Facultad de Filosofía y Letras, Universidad de Buenos Aires
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/redes/article/view/17750 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=redes&d=17750_oai |
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I28-R145-17750_oai |
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Universidad de Buenos Aires |
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I-28 |
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R-145 |
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Repositorio Digital de la Universidad de Buenos Aires (UBA) |
| language |
Español |
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spa |
| topic |
School-to-work transition Secondary education Educational policy Educational justice Formative practices Transición escuela-trabajo Educación secundaria Políticas educativas Justicia educativa Prácticas formativas |
| spellingShingle |
School-to-work transition Secondary education Educational policy Educational justice Formative practices Transición escuela-trabajo Educación secundaria Políticas educativas Justicia educativa Prácticas formativas Martínez, Manuel Non-school based secondary education practices: Las ACAP en CABA |
| topic_facet |
School-to-work transition Secondary education Educational policy Educational justice Formative practices Transición escuela-trabajo Educación secundaria Políticas educativas Justicia educativa Prácticas formativas |
| description |
This paper analyzes the implementation of the Activities for Approaching the World of Work and Higher Education (ACAP), a public policy promoted since 2022 by the Ministry of Education of the City of Buenos Aires (CABA) to support the transition of young people from secondary school to adult life. Using a descriptive-analytical approach, the study adopts a methodological strategy based on documentary analysis of various sources to provide an initial analytical perspective on the policy. Current regulatory frameworks and preceding regulations are examined in light of a report published by the CABA Ombudsman’s Office, which compiles testimonies from the actors involved. This qualitative information is contrasted with quantitative data published in the Results Report by the Unidad de Evaluación Integral de la Calidad y Equidad Educativa (UEICEE).The article aims to analyze the ACAP program as a means to understand institutional, pedagogical, and social conditions that affect equitable access to non-school-based educational opportunities promoted by the state. It draws on theoretical contributions related to educational justice and youth transitions, and highlights the lessons learned by teachers, school leadership teams, and policymakers in areas such as planning, curricular articulation, teaching support, and student participation. The paper offers a critical perspective on the scope and challenges of the policy, providing useful guidance for its improvement and adaptation in other contexts. |
| format |
Artículo publishedVersion |
| author |
Martínez, Manuel |
| author_facet |
Martínez, Manuel |
| author_sort |
Martínez, Manuel |
| title |
Non-school based secondary education practices: Las ACAP en CABA |
| title_short |
Non-school based secondary education practices: Las ACAP en CABA |
| title_full |
Non-school based secondary education practices: Las ACAP en CABA |
| title_fullStr |
Non-school based secondary education practices: Las ACAP en CABA |
| title_full_unstemmed |
Non-school based secondary education practices: Las ACAP en CABA |
| title_sort |
non-school based secondary education practices: las acap en caba |
| publisher |
Secretaría de Extensión y Bienestar Estudiantil, Facultad de Filosofía y Letras, Universidad de Buenos Aires |
| publishDate |
2025 |
| url |
https://revistascientificas.filo.uba.ar/index.php/redes/article/view/17750 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=redes&d=17750_oai |
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AT martinezmanuel nonschoolbasedsecondaryeducationpracticeslasacapencaba AT martinezmanuel practicaseducativasdenivelsecundarioencontextosnoescolareslasacapencaba |
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1857043621086232576 |
| spelling |
I28-R145-17750_oai2026-02-10 Martínez, Manuel 2025-12-26 This paper analyzes the implementation of the Activities for Approaching the World of Work and Higher Education (ACAP), a public policy promoted since 2022 by the Ministry of Education of the City of Buenos Aires (CABA) to support the transition of young people from secondary school to adult life. Using a descriptive-analytical approach, the study adopts a methodological strategy based on documentary analysis of various sources to provide an initial analytical perspective on the policy. Current regulatory frameworks and preceding regulations are examined in light of a report published by the CABA Ombudsman’s Office, which compiles testimonies from the actors involved. This qualitative information is contrasted with quantitative data published in the Results Report by the Unidad de Evaluación Integral de la Calidad y Equidad Educativa (UEICEE).The article aims to analyze the ACAP program as a means to understand institutional, pedagogical, and social conditions that affect equitable access to non-school-based educational opportunities promoted by the state. It draws on theoretical contributions related to educational justice and youth transitions, and highlights the lessons learned by teachers, school leadership teams, and policymakers in areas such as planning, curricular articulation, teaching support, and student participation. The paper offers a critical perspective on the scope and challenges of the policy, providing useful guidance for its improvement and adaptation in other contexts. El trabajo analiza la implementación de las Actividades de Aproximación al Mundo del Trabajo y a los Estudios Superiores (ACAP), una política pública impulsada desde el año 2022 por el Ministerio de Educación de la Ciudad Autónoma de Buenos Aires (CABA) para acompañar las transiciones de las juventudes entre la escuela secundaria y el mundo de las personas adultas. Desde un enfoque descriptivo-analítico se elige una estrategia metodológica basada en el análisis documental de diversas fuentes para realizar una primera aproximación analítica a la política: los marcos normativos vigentes y las regulaciones que sirven como antecedentes de la política se ponen en discusión a partir de la consulta de un documento publicado por la Defensoría del pueblo de CABA que sistematiza testimonios de los actores involucrados y esa información se contrasta con los datos cuantitativos publicados en el Informe de Resultados realizado por la Unidad de Evaluación Integral de la Calidad y Equidad Educativa (UEICEE).El objetivo del artículo es analizar las ACAP como un programa que permite comprender condiciones institucionales, pedagógicas y sociales que inciden en la equidad del acceso a oportunidades formativas en contextos no escolares impulsadas desde el Estado. Se retoman aportes teóricos sobre justicia educativa y transiciones juveniles, y se destacan aprendizajes de docentes, equipos directivos y gestores de la política referidos a la planificación, la articulación curricular, el acompañamiento docente y la participación estudiantil. Se ofrece así una mirada crítica sobre los alcances y desafíos de la política, con orientaciones útiles para su mejora y adecuación en otros contextos. application/pdf https://revistascientificas.filo.uba.ar/index.php/redes/article/view/17750 10.34096/redes.n12.17750 spa Secretaría de Extensión y Bienestar Estudiantil, Facultad de Filosofía y Letras, Universidad de Buenos Aires https://revistascientificas.filo.uba.ar/index.php/redes/article/view/17750/15700 Redes de Extensión; Vol. 1 No. 12 (2025): Puentes entre la universidad y la escuela secundaria. Experiencias, estrategias y políticas; 34-54 Redes de Extensión; Vol. 1 Núm. 12 (2025): Puentes entre la universidad y la escuela secundaria. Experiencias, estrategias y políticas; 34-54 2451-7348 School-to-work transition Secondary education Educational policy Educational justice Formative practices Transición escuela-trabajo Educación secundaria Políticas educativas Justicia educativa Prácticas formativas Non-school based secondary education practices: Las ACAP en CABA Prácticas educativas de nivel secundario en contextos no escolares: Las ACAP en CABA info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=redes&d=17750_oai |