Policies and Indicators: Higher Education System Efficiency and Social Inclusion in México

Author(s):

Gustavo Cortez (presenting / submitting) Blanca Valenzuela (presenting) Raúl Ernesto Fraijo Fava

Conference:

ECER 2012

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 09 A, Effectiveness of Education with Low Achievers and Socially Disadvantaged Students

Parallel Paper Session

Time:

2012-09-20

11:00-12:30

Room:

FCT - Aula 1

Chair:

Irina Maslo

Contribution

Educational indicators are conceptual and methodological tools that allow observing the efficiency and effectiveness of educational policies and processes. Without them the ability to make decisions that lead to quality and the integration of society, especially of the disadvantaged population, in the educational system becomes a blind game. Therefore, we try to know the social and educational reality of Mexico through a theoretical, conceptual and methodological framework that allows us to use the best indicators to know the efficiency of educational of educational policies. For that we use a common viewpoint between the Mexican government and national/international educational organizations (National Association of Universities and Institutions of Higher Education, Education and Culture European Commission and others). To be precise, we try to answer the following questions:

What policies have been implemented in Mexico to include society in the higher education system?

How efficient has the Mexican higher education system?

How is México compared to other countries?

Our main objective is to describe the efficiency of the Mexican higher education system in terms of its capacity to serve the population and increase their educational level in response to the global needs, and therefore to compare Mexico with other countries.

Method

The methodology consists of a dual strategy; first we performed a comprehensive literature review of official documents from government education authorities, as well as various national and international organizations, such as operational programs and institutional agreements on educational policies. Of special interest was to review the National Development Plan, specifically in education. Since this is made by individuals and agencies that policy makers (Federal Government, Congress Senate, House of Representatives or Deputies, as well as legislators, governors, business associations, universities, researchers among others). Second, we performed a statistical work with the databases of the Unit of Planning and Evaluation of Educational Policy, of the Ministry of Education, and databases of the Organization for Economic Co-operation and Development and from the United Nations Development Programme. This allowed us to obtain descriptive indicators of Mexico and other countries with which comparisons are produced.

Expected Outcomes

In Mexico one in four young people between 18 and 22 years is attending studies at this level. Schooling enrollment for the 2010-11 school year is 2,773,088, accounting for 27.9% of higher-education-age population. But according to OECD countries like the U.S. have 82%, Italy 63%, the UK 60%, Canada 57% and Japan 54%. Currently, 50% of tuition who enrolls in higher education in Mexico is ascribed to area of social sciences. The other such as natural and agricultural sciences have a lower enrollment rate, which shows a challenge to the policies to train professionals in the area of science and technology that lead to innovation and economic development. The policy of creating state technological universities moves slowly, as it only accounts for between 3% and 4% of the enrollment in higher education. Although Mexico has the ability to create up to 85 technological universities in five years. The completion rate of students in higher education is between 53% and 63%, which is an improvement and an achievement of importance, but also insufficient in contrast to other developed countries, which indicates that we must continue working to improve the quality of education, enrollment and completion rate.

References

European Research Associates (2006). Key education indicators on social inclusion and efficency. Education an Culture European Comnission. Brussels García, B. (2010). Modelos teóricos e indicadores de evaluación educativa. Revista Electrónica Sinéctica, Sin mes, 1-21 Mexico Federal Government (2007). National Development Plan. México. National Association of Universities and Institutions of Higher Education (2012). Estrategic Documents. Available at http://www.anuies.mx/ National Institute of Educational Evaluation (2007). Plan de desarrollo del Sistema Nacional de Indicadores Educativos de México, 2007 – 2014. Disponible en: http://www.inee.edu.mx/ index.php/ publicaciones/ documentos-tecnicos/ de-indicadores-educativos/ 3576 OECD (2012). OECD.Stat Extract. Available at http://stats.oecd.org/index.aspx Unit of Planning and Evaluation of Educational Policy (2011). Estadísticas del Sistema Educativo Mexicano. Available at http://dgpp.sep.gob.mx/estadistica.html United Nations Development Programme (2011) Human Developmente Reports. Available at http://hdr.undp.org/es/

Author Information

Gustavo Cortez (presenting / submitting)

Universidad de Sonora, Mexico

Blanca Valenzuela (presenting)

Universidad de Sonora, Mexico

Raúl Ernesto Fraijo Fava

Universidad de Sonora

Psicología y Ciencias de la Comunicación

Hermosillo

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