Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 2: Indicadores de impacto de programas de acompañamiento estudiantil

Abstract

The formulation of student support policies has a tradition in countries such as Australia, Canada, the United States, Northern Ireland, Finland, the United Kingdom and the European Union (eu). Northern Ireland, Finland, the United Kingdom and the European Union (EU). In the In the Anglo-Saxon world, student guidance and counseling have been approached from different perspectives, formulating standards, guidelines, directives, declarations of principles and manuals that have guided their interventions. their interventions. According to Alvis (2009), in Latin America there was not of reports of accompaniment systems, nor of public policies in this regard, with the exception of Argentina and Mexico, where the and Mexico, where the Comprehensive Student Development program was formulated by the National Development program was formulated by the National Association of Universities and Higher Education Institutions (Anu Institutions of Higher Education (Anuies), as one of the strategic programs for the development of the higher education system. These experiences, developed over long periods of time, have made it possible to assess its benefits at the individual, structural and social levels, benefits that for this study have the value of impact indicators. impact indicators.