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The objective of this paper is to show the way in which the educational policies implemented in Higher Secondary Education (EMS) in Mexico, led to the omission of the Federal High Schools for Cooperation (PREFECO for its acronym in Spanish) as a public subsystem. This omission had repercussions in the closure of schools and exacerbated the precarious working conditions of the teachers who work in that school subsystem. The paper analyzes the policies directed at the EMS during the 2008-2019 period in order to identify the causes that originated the main changes in the subsystem. The case of the PREFECO's of the state of Morelos is contextualized and the labor conditions of their teachers. For the analysis of the official documents, some guidelines of the historical-descriptive method were retaken. To contextualize the conditions of the teachers, a questionnaire was applied and descriptive statistics were used for the analysis. [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 seeks to identify the public innovation generated through the "Full Time Schools Program" in Mexico, particularly for the 2018-2019 school year in the schools of the State of Puebla, evaluating the generation of public value through a survey perception answered by 612 principals of schools benefited from this program in the state. The research shows that although the program's operating rules point out the criteria for generating public value, there are sections of political control in the operation that could be improved in the state public management. [ABSTRACT FROM AUTHOR]

In this paper an advance of more extensive work on state education policy that was developed for the basic level in the state of Puebla (Mexico) is presented, during the government of Guillermo Jiménez Morales, from 1981 to 1987. The paper considers three asperts of education policy in the state: the explicit educational purposes formulated and disseminated by the state authorities, the creation of secondary schools on television (telesecundarias) as an essential element analysis of this period and finally dataset published on the behavior of the educational system, in terms of enrollment, teachers, schools and education spending. [ABSTRACT FROM AUTHOR]

This paper aims to make a balance of the magnitude and dimensions of the high school dropout, using some theoretical contributions and a review about the main Mexican policies. Oriented by a qualitative methodology, based on the theoretical review, the recovery of fundamental statistical information and the systematization of experiences of policies and programs oriented to the prevention of abandonment in the high school, an analytical framework was generated to organize and analyze the main government strategies, as well as the guidelines issued by the National Institute for the Evaluation of Education. The analysis finds a policy trend to address risk factors, mainly socioeconomic, but ignores fundamental issues such as the school environment and school integration. Therefore, some recommendations are proposed to strengthen public policy in the educational field, recognizing the heterogeneity of the causes of dropout. [ABSTRACT FROM AUTHOR]

Given the centrality that the educational reforms of Pacto por México give to the rules of the game --vis a vis teacher behavior--, this paper examines its preexisting institutional design. The starting point was the existing claims that such design created agency problems. Our purpose was to prove the configuration of a specific type of agency problem: organizational moral hazard. We deconstructed normativity with the Institutional Grammar Tool (IGT), proposed by Crawford and Ostrom (1995). IGT allows to systematically identify --if any-- the rules present in policy documents, unveiling the genetic code of policies that configure arenas where individuals display their interactions. We found that the way control management at schools is structured in relation to the application of sanctions to teachers constitutes a moral hazard situation given its assumptions. [ABSTRACT FROM AUTHOR]

The aim of this paper is to document a research project that was carried out in a rural indigenous school in Yucatan. The purpose of this study was to analyze from a critical perspective the school experiences in an indigenous rural school and the contribution of these for the intercultural education of children. The role of the school has been questioned; if attending school makes a difference in their lives or contributes to maintaining the conditions they live. Ethnographic design was followed. It framed the data recollection in three different interaction arenas and its key players: One teacher, parents and children. Results show that education policies are neoliberal framed. It maintains and reproduces exclusion structures to indigenous rural populations. Education policies, economic and social forces pressure the life of educational key player's and impacts them. [ABSTRACT FROM AUTHOR]

This paper focuses on the main problems shown by education offered to rural, migrant children in Mexico. The analysis begins with a critical review on the central criteria of education policy directed towards the search for enhancing educative opportunities and the betterment of quality in services for the most vulnerable sectors of the national population. The political principles are confronted with the results of an external evaluation of the Programa Educación Primaria para Niñas y Niños Migrantes (PRONIM), which is the educative program that presents a wide range of coverage and attends most of these children in Mexico. This article analyzes some of the most important results achieved by the PRONIM during 2004, and emphasizes the incongruence of the government policy, expressed in: scarce resources provided to Mexican states to program operation; lack of regional equality regarding the assignation of financial resources; precarious school spaces; depressing work conditions for teachers; and the lack of adequate pedagogic and didactic proposals. Those factors, among other, conjugate with some external aspects of the educative system, producing an increasing reduction in the access opportunities, continuity and school achievement of this children population. The paper intends to show the distances and challenges to sort out in order to be in possibility of achieve a fairer and more comprehensive primary education for the children of migrant rural workers. [ABSTRACT FROM AUTHOR]

The prefix inter culture analyzed for several decades has triggered various debates and academic positions and defined "inclusive" education policies in response to cultural diversity; however, multiculturalism, rather than a conceptual polysemic category is analyzed here as interethnic and social practices between tsotsiles Q'anjob'ales, cohabiting in the same community. The aim of this paper is to analyze the scope, limitations, and conceptual and procedural challenges of multiculturalism and its articulation with social, cultural and educational practices in Nuevo San Juan Chamula, a multicultural community in the southern border of Chiapas, Mexico. It is organized into two themes: the first analyzes the different perspectives of analysis of multiculturalism and, second, identifies and analyzes some social and educational aspects from the concrete practices of indigenous people. This work is based on literature review, ethnographic observation at school, in the family and in the community and in interviews with tsotsiles and Q'anjob'ales community elders. [ABSTRACT FROM AUTHOR]

The paper argues that Intercultural universities derived from the convergence of three components: first, the goals of social policy (relative to poverty reduction); secondly, a policy of higher education aimed at increasing enrollment and training of human capital; and finally, the agenda of interculturallsm promoted In recent years by the national and international indigenous movement. This suggests that, initially, this university subsystem was far from being a mere component of higher education policy, nor was it the result of the government's willingness to advance a complex reconfiguration of the old nation-state In favor of a pluricultural state. Rather, It was conceived as an instrument of social policy by the federal government as a mechanism intended to create educational opportunities for the youth of indigenous peoples, and to reduce marginalization levels among these peoples, which is a manipulation or reduction of the demands of the interculturalism agenda. [ABSTRACT FROM AUTHOR]

This paper presents partial results of two studies conducted in Mexico and Argentina, aiming at characterizing secondary education from a quantitative-qualitative perspective. A number of concerns about the serious problems that high schools in Mexico face is shared. The main thesis is intended to demonstrate that the problems of secondary education in Mexico and Jalisco are more related to the structure than to the curricular reforms on which policies have been focusing for the secondary level in the last two administrations. [ABSTRACT FROM AUTHOR]

This paper examines the change in the distribution of the Mexican Education Ministry (Secretaría de Educación Püblica), (item line 11), from 2007 to 2013; comparing the beginning of the Federal Government periods 2006-2012 and 2012-201 8. The distribution is broken down according to the items in which it is presented in the Federal Expenditure Budget. A comparison of the two units responsible for teacher initial and Continuous training (Dirección General de Educaciôn Superior para Profesonales de la Educación, DGESPE, and Direcciôn General de Formaciôn Continua de Maestros en Servicio, DGFCMS) is highlighted. [ABSTRACT FROM AUTHOR]

This article tried to offer a political reading –in terms of educational policies– of 15 years of research on international migrant children and adolescents. From this investigative journey, the paper draws some lessons learned for defining the challenges the Mexican school system is facing or is going to face in the future. We mean challenges related with policies designing, curricular and planning definitions, training teachers (preparatory or in-service), content selection and/or school operation’s rules. The main source of our data is four surveys we conducted in Nuevo León, Zacatecas, Puebla, and Jalisco that allowed us to get information from students enrolled in elementary and mid-high schools. From the surveys, we estimate the volume of students participating in the international migration flows. The article focuses in three sub-populations: transnational students (those who have been enrolled in the U.S. and Mexican schools), binational children (those who were born in the U.S.) and children left behind (those who stay in Mexico while their parents and siblings are living in the U.S.). [ABSTRACT FROM AUTHOR]

This paper presents a summary of the experience in implementing the distance senior high school education in Mexico and effects on equity for the populations whose geographic, demographic and social features marginalize them from conventional educational provision. The study is based on national education policies that prioritize the equity at educational services with quality and relevance by setting strategies related with the educational use of information and communication technologies (ICTs) to deliver these services to populations whose conditions and characteristics do not justify the creation of conventional educational services. The study assesses some results from this experience such as the extension of coverage, service efficiency and the students' performance. The results of this analysis suggest that these students' efficiency and performance is not significant different from traditional students. [ABSTRACT FROM AUTHOR]