Abstract:

Our study is based on a plan to improve tutoring in order to promote the development of comprehensive skills of students along with the reduction of low academic performance.
In EAE, the Tutorial Action Plan (PAT) is integrated into the student's development in terms of retention and help in their performance, in the following phases:
1, Student detection.
• Before beginning their studies, an analysis of the academic record of origin (high school or transfer of file of another university) is performed. This allows you to detect your areas of previous deficiencies.
• Once in EAE, the most notorious failure indicator is the student's own file, as well as the verbalization of their situation in the tutorials.

2. Tutorial performance, which is determined according to the academic year:
• First and second courses: the main objective of tutoring is to work on the methodology of study of practical and theoretical subjects, detect areas that may present difficulties and improve the management of student time.
• Third course: the tutorials are aimed at determining the factors that can reduce student productivity and propose improvements in the study. The incidences of the student's own variables in their performance are measured (positive attitude towards school, degree of motivation and satisfaction, support of the family environment, regular attendance to class, self-control, exigency and responsibility, effort to focus on studies, mastery of study techniques, learning method, and degree of dedication and effort). Regarding the institutional variables in the student's performance, the interaction with the teachers and their willingness to meet the needs, clear methodology, quality of the information received, coexistence with classmates, equipment and quality of communication systems, as well as personal incidents to offer proposals for improvement.
• Fourth course: students are prepared to face job interviews, reviewing the work environment in which they have worked, along with their strengths and weaknesses. They are helped in the reflection, in order to obtain evidences that serve to support their candidacy for a position: which and how to present them.
• Final Degree Project: the Teaching Innovation Group (GID) measures the skills acquired by the student throughout his academic cycle, ensuring their integration.

For this purpose, a survey was carried out, on 80 students of the last year, about the most valued competences at the time of completing their Final Degree Project. We found, through a Principal Components analysis, correlations referring to variables that we can associate with the organization and the method and others associated with creativity and entrepreneurial spirit.

3. Individual and group complementary reinforcement:
• Individual meetings with the PAT tutor and meetings, at the request of the student, and without a pre-established limit, with the subject teachers.
• Attendance to the Professional Development courses (DP) that are taught during three of the four academic courses.

Our proposal lies in a new model of mentoring that encourages school retention and reduces low academic performance, in the interest of the student's integral development facing professional and personal challenges that our current society demands.

Keywords:

School failure, Academic Evaluation, Competency development, Mentoring.