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The challenges faced by teachers during the confinement caused by Covid-19 were more severe for those who look after students with special needs or learning barriers, particularly in a context marked by the scarcity of specialized technological tools and an incipient development of digital skills among both teachers and students. The paper analyzes the conditions in which teachers who work in basic and upper secondary education in Mexico carried out their jobs from April 2020 - December 2021. The analysis is based upon a structural attributive research of explanatory scope that retrieved information through a survey. 140 teachers participated in the process; their responses were statistically analyzed and mapped out using the Geographic Information System and the ArcGIS program, in order to highlight regional differences and shortcomings. The results presented focus on two axes of the Common Framework for Digital Teaching Competence (Content Creation and Security) and show the persistence of socio-educational gaps. Those who express that to have developed these competences are teachers from urban areas, particularly those who have less years of service, higher academic degrees, and are in the seek of job stability. This leads to the conclusion that there is a need to strengthen differentiated training processes that respond to the specific needs of educational contexts. [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]

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 vast majority of Mexico's indigenous students attend intercultural bilingual education (IBE) schools. They consistently underperform relative to their non-indigenous peers. The paper uses new data from the state of Chiapas to estimate the determinants of the achievement gap. Results from regression analysis with and without school fixed effects find weak evidence to suggest that IBE is associated with higher test scores in Mathematics for indigenous students when the model is implemented as intended. A descriptive analysis of the data finds that a large proportion of IBE schools in Mexico do not deliver a “fully-implemented” model where teachers are indigenous and speak the same language as their students. Further, results from the national competition for new teaching posts suggests that the supply of new, qualified IBE teachers is small. Taken together these results highlight the difficulties of IBE in Mexico to recruit qualified teachers who meet language requirements. IBE has many virtues and could have the potential to narrow the achievement gap. However, if policymakers do not make substantial efforts to develop a suitable teacher pipeline to staff IBE schools, the model's potential will be limited. [ABSTRACT FROM AUTHOR]

This article aims to analyze first drafts of a coaching service to schools (SATE, for its acronym in Spanish) in the context of current educational reform in Mexico. To this end all legal documents and various program documents that have been released throughout 2013 and 2014 relating to basic education were analyzed. The paper is organized in three sections. The history of this type of service in Mexico is presented first; the second section includes information on the SATE as included in the legal documents of the current educational policy. In a third section some comments on what have to be taken into account for the proper implementation of a service of this nature are made. [ABSTRACT FROM AUTHOR]

This paper describes the importance of word frequency lists in regulating the language used in school textbooks, as well as the frequency of their use in various fields of knowledge. Basing each word on the classical definition found in the Royal Spanish Academy Dictionary, our aim is to present the 5,000 most frequently used words in the official textbooks for elementary and middle school education in Mexico. [ABSTRACT FROM AUTHOR]

This paper seeks to take another look and depth to the debate triggered around complex situations involves the Mexican national education system, especially in basic education-their key players, the prospects can be drawn from the strengthening of epistemic profile and instructional leadership of school principals, and that these reconceptualizations promote and enable the assumption of a historic responsibility on the part of teachers and institutions in order that public education remains the path of excellence for social mobility and permeability . [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]

Paper that suggests a horizontal reading of the results of the test PISA, in comparison to the vertical one that is done traditionally of the evidences that that one contributes, which attempts the construction of regional and microrregionales referents of educational evaluation, parting from real data that is confronted with diverse socioeconomic variables that permit to see the differences and resemblances that the states of Oaxaca, Tabasco and Veracruz present, regarding their degree of advance in the diverse competences evaluated, taking into account what each entity presented as a goal. Parting from the behavior of the previous evaluations and of the goals established by the governments of these states and the federal one, it establishes a prognosis on the level to achieve by Mexico, among the group of nations assessed, and by the states object of this surveillance. [ABSTRACT FROM AUTHOR]

The paper deals with four of the Mexican government' educational policies derived from the National Accord to Modernize Basic and Normal Education (Acuerdo National para la Modernización de la Educación Básica y Normal-ANMEB-) signed in may, 1992. These are: the decentralization of basic education; curricular renovation and the production of textbooks and educational material; reforms to teachers' working conditions; and society's participation in education. The study was done by means of documentary research and interviews with the Department of Education's head officials. Among the main findings are: the continuity of consensus between the federal and the states governments; the promotion of the states' initiatives in substantive subjects by the Department of Education and the acknowledgement of limitations encountered in basic education caused by the predominance of the central federal power; the qualitative innovations in textbooks and educational material; the postponement of pre-school and secondary education reforms; the great unbalance of teachers' initial education; the high degree of endogamy and political fiefs within the teachers' community; the wide variety of projects at different levels and institutions to promote parents' participation in schools and to make principals and teachers sensitive to such participation. [ABSTRACT FROM AUTHOR]