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This paper presents the analysis of the equity of public actions directed at multigrade schools in Mexico to guarantee the right to education of rural children. Besides, it delves into the changes and continuities in educational policy based on the reforms to article 3 of the Constitution and the General Education Law in 2019. The evidence presented is based on an analysis of equity and rights of the main components of the basic education policy. It concludes that there is a violation of the right to education of children and adolescents living in isolated rural locations. The aforementioned, because the multigrade education policy is inequitable and hardly relevant. Besides, there is an incipient orientation of public resources to these schools, which will not necessarily modify the conditions for the exercise of the right to education. Finally, it observes that there is a continuity of the educational policy, that is, the reproduction of inequalities from educational actions that do not guarantee access, permanence, and significant results for all rural children and adolescents. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to study the current policy of inclusive education and its relationship with the issue of the inclusion of people with disabilities (PcD) in Mexico. Its objective is to identify some strengths, weaknesses, omissions, but above all, rationalities that come from or have been produced by the political movement of inclusive education. There is the assumption that the inclusive education policy has been constituted on a type of liberal individual economic rationality, that, even when it has enabled the inclusion of some identities, continues to make others invisible, as some PcD. We conclude that inclusive education is a project framed by the need for social change; however, this idea is limited to its time and the real implementation options. In this way, rather than speaking about inclusion, it would be necessary to talk about inclusivity: it implies a space where no one can position himself as the possessor of the totality of knowledge, it would make possible the meeting between the particularities and the reflective dialogue that would produce specific balances in time, in both, the applied logics and determined practices. [ABSTRACT FROM AUTHOR]

This paper is the result of a qualitative research with theoretical-analytical support that aims to analyze the educational policies implemented by the Mexican Government, against the SARS-CoV-2 that causes the disease Covid-19, and which resulted in the period of social isolation. In particular, the documents and communications issued by the Secretariat of Public Education for basic education will be analyzed; as well as the effects of virtual platforms and digital resources available for the continuity of classes from home. It is concluded that there is a poor culture in Information and Communication Technologies on the part of the school population, that there are deficiencies in connectivity and availability of technology applicable to education, and that it is necessary to reconsider the current curriculum for basic education, as well as teaching practices, in order to focus on new educational models capable of facing not only a crisis like the current one, generated by the Covid-19 pandemic, but also as viable options for training for life, for citizenship and solidarity . [ABSTRACT FROM AUTHOR]

This paper was constructed as a documentary- type research, it is based on the analysis of academic texts, journalistic notes, institutional data, journalistic and editorial analysis columns, in order to make an analysis of policies regarding the 2013 educational reform. The aim is to build up a narrative about the context that at the time allowed the design and implementation of this reform. Conceptually, the analysis made use of two main conceptual approaches: the advocacy coalition and the multiple streams frameworks. Thus, the most relevant conclusion reached is that, just as the 2013 reform was possible as a public policy thanks to a political and social situation that allowed the alignment of different agendas of political actors and entrepreneurs, its reform was due to the fact that the advocacy coalition that sustained this policy, changed with which it is identified that the design of policies and their implementation is as important as the political plane from which the coalitions and policy currents that drive policy change are articulated. [ABSTRACT FROM AUTHOR]

The work intends to be a general balance on the state of educational historiography in Yucatan during president Cardenas' administration (1934-1940). Based on the analysis of a significant part of the existing production over the period, the paper has two purposes: to offer a panoramic view of the relevant knowledge on the history of education in that period, as well as to pose some challenges and questions that historians of education face, since this review allowed to identify the large gaps that need to be addressed by researchers interested in the reference period. [ABSTRACT FROM AUTHOR]

The paper discusses the campaign commitments and priorities of the transition team of the elect President of Mexico, and highlights some recommendations to solve the problematic situations that the next federal administration will face order to carry out its educational policy agenda. Noting the predictable difficulties in the implementation of the proposals in terms of the five priorities (full-time schools, digital skills for all, teacher evaluation, reform of normal schools and universal coverage of secondary education) and the topics addressed most frequently on Enrique Peña Nieto's platform (infrastructure, information and communication technologies, financing and assessment), the paper emphasizes that the construction of a social agreement about the purposes of the educational system is still pending, as well as the establishment of a coherence between them and the means for their achievement. [ABSTRACT FROM AUTHOR]

This paper provides elem ents to understand and assess th e role o f teacher organizations in n atio ¬ nal educational system reforms w hich took place between th e last q ua rter o f th e 20th century and th e firs t decade o f the 21st century in fo u r Latin American countries: Argentina, Brazil, Chile and Mexico. These reforms are placed w ith in th e conte x t o f dem ocratic transitions experienced in the region during th e designated period. [ABSTRACT FROM AUTHOR]

The use of Information Technology and Communication (ICT) in education is a subject of wide speculation and national and international significance. Numerous legislation projects have focused on implementing its use in different school systems. This paper is an analysis of the objectives of ICT integration to the Colombian school system. Based on the general objectives set by the Government, it includes a conducted literature review on three specific issues: infrastructure, teacher training and teaching resource. It can be argued that any infrastructure investment policy must be accompanied by innovative educational projects adjusted to overall (DGTIC) and particular (DPTic) dimension contexts. The inclusion of ICT into the classroom as a teaching resource and the teacher training related to it are determined by subjective and organizational elements that emphasize motivational factors on one hand, and setting school policies, on the other. Being teachers the key element in the process of ICT integration, Its subjective negotiation process with technology should be taken into account, without losing the instrumental and educational nature of ICT. [ABSTRACT FROM AUTHOR]