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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| Sumario: | 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. |
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