Quality Education Policy and Educational Backwardness in Mexico

Author(s):

Manuela Guillen(presenting / submitting)Manuela Guillen(presenting / submitting)Blanca Valenzuela(presenting)Gustavo Cortez

Conference:

ECER 2011

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 09 A, Policy and Evaluation for Educational Effectiveness

Paper Session

Time:

2011-09-15

10:30-12:00

Room:

JK 26/101,G, 36

Chair:

José Cajide

Contribution

The purpose of this paper is to discuss the results of a research, based on the analysis of the quality education policy in México and its impact on educational improvement. We reviewed and analyzed information and data obtained from different documents and sources, like the Development National Plan, the Education National Program, the last National Censum and the Statistics of Mexican Ministry of Education. The information and data collected show that this policy has not had the results expected. Even Though mexican government has increased the amount of schools, improved them with the incorporation of technology, and has promoted teachers academic performance, educational backwardness is an increasing problem.

The main question that guided this approach was: Is it any relationship between the mexican education quality policy and educational backwardness?

The conceptual framework is based on the perspective of education quality and education quality assurance.

Method

The methodology is based on a conceptual, documental and secondary data analysis. By means of the content analysis, diverse official documents were explored, systematized and analyzed. We also made statistical analysis of secondary data collection and triangulation strategy was utilized to contrast the content of programs, objectives and educative strategies with different educational indicators and rates.

Expected Outcomes

The information and data collected show that the quality education policy in Mexico has not been sufficiently effective and, by the other hand, that educational backwardness is an increasing problem. One of the main reasons of this lag -besides others-, is related with how educative inequality is treated by mexican education policy.

References

Alcántara, A. ( 2008). Políticas educativas y neoliberalismo en México: 1982-2006. Revista Iberoamericana de Educación, 48, 147-165. Araya, L. (2007). Aproximación deconstructiva a la noción de calidad de la educación en el contexto Latinoamericano. Revista Iberoamericana de Educación, 44/4, 1-9. Baker, D. & Wiseman, A. (Eds.)(2007). Education for all: global promises, national challenges. United Kingdom: ELSEVIER. Castello, J.M. (1995) De la segregación escolar a la atención de la diversidad. Aula Abierta, 65,55-74. Centro Nacional de Evaluación para la Educación Superior (2004). Evaluación de la educación en México. Indicadores del EXANI-1. México: CENEVAL. Fullan, M. (1997). Change Forces: Probing the Depths of Educational Reform. New York: Falmer Press. Kanbur, R. Intergeneracionalidades: algunas cuestiones educativas sobre calidad, cantidad y oportunidad. Revista Latinoamericana de Desarrollo Humano, http://www.revistadesarrollohumano.org. García, E. (2002). Student Cultural Diversity: Understanding and Meeting the Challenge. CENGAGE Learning. Gento, S. (2007). Requisitos para una inclusión de calidad en el tratamiento educativo de la diversidad. Bordón, Revista de pedagogía, 59 (4) 581-595. Gento, S. (2006). Propuesta para una acción educativa de calidad en el tratamiento de la diversidad. Revista Complutense de Educación. 17 (2) 13-34. Hargreaves, A. (2003). Repensar el cambio educativo. Madrid: Amorrortu. Instituto Nacional de Estadística y Geografía. Censos de población y vivienda 2000 y 2010.México. Instituto Nacional de Estadística y Geografía. Indicadores sobre permanencia escolar y deserción. México. Plan Nacional de Desarrollo 2007-2012, http://pnd.presidencia.gob.mx Secretaría de Educación Pública, México, http://www.sep.gob.mx/ UNESCO (2004): Educación para Todos. El imperativo de la Calidad. Informe de Seguimiento de la EPT en el mundo, Francia, Ediciones UNESCO

Author Information

Manuela Guillen (presenting / submitting)

University of Sonora

Social Sciences

Hermosillo Sonora

Manuela Guillen (presenting / submitting)

University of Sonora, Mexico

Blanca Valenzuela (presenting)

University of Sonora, Mexico

Gustavo Cortez

UNIVERSIDAD DE SONORA

HERMOSILLO

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