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Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

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 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]