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This paper explores the relationship between access to early childhood education and care (ECEC) services and family arrangements in the distribution of work in four Latin American countries. We find that households in which all children aged 0 to 5 receive ECEC services exhibit smaller gender gaps in unpaid work, mainly due to a decrease in the amount of time women devote to care work. Women in these households devote more time to paid work, such that the gender gap in total work does not differ between households based on use of ECEC services. However, use of ECEC services for children aged 0 to 5 is associated with reduced hours of unpaid work among women and an increase in women's hours of paid work. These findings confirm the importance of increasing access to early childhood care and education services to reduce gender gaps in the region. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to analyze the demand for mobility in higher education to understand the critical elements of students' mobility and the potential impact of accessing sustainable alternatives. The demand for different means of transportation accounts for socioeconomic variables such as household income and size, gender, age, among other travel factors such as distance, time, speed and direct cost. Design/methodology/approach: This research uses a unique data set encompassing a representative sample of households across gender and municipalities in the Monterrey Metropolitan Area in Mexico. This paper uses the value of transportation time savings approach to estimate the derived demand for mobility in higher education across different means. The empirical strategy uses a linear utility framework in a multinomial non-ordered logit model to analyze the conditional selection of transportation as a function of sociodemographics, direct monetary costs and travel determinants such as travel time, distance and speed. Findings: Men students are more likely to use an unsustained transportation mode such as a car or cab than women. Income is a crucial determinant for transportation demand. There is a negative relationship between household income and walking or riding the bus but positive with driving a car. An increase in the time of the trip decreases the probability of walking while increasing the likelihood of using a car or riding the bus to school. Students who feel safe while riding a bus are more likely to use the bus or walk as transportation than using a car. Finally, having access to better quality sidewalks significantly incentive walking over other transportation options. Practical implications: Results show that individuals would almost always choose private vehicles because of the personal comforts and time savings. Social implications: Understanding the demand for higher education and access to sustainable transportation might provide new insights into campus planning and development. Access to public transportation options can reduce the travel costs for students with lower incomes and enlarge options for students who have to commute longer distances by car. Sustainable transportation access plays a role in promoting equality and economic development. Originality/value: This study's results bring new light on how transportation becomes an essential component of the opportunity cost of college education and could define its role in promoting equality or increasing inequality. This study's finding is of particular interest for cities where housing location seems to be independent of access to school, work or other amenities. [ABSTRACT FROM AUTHOR]

This paper analyses the effects of domestic violence on the educational advancement of indigenous Maya girls living in rural areas in Yucatan, southeast Mexico, during the COVID-19 pandemic. This research used a variety of mixed research methods that included a quantitative methodology based on data from institutions dedicated to the promotion of women's educational rights in Mexico and the world. Additionally, a qualitative methodology was utilized through interviews and a historical review. To provide some context, in Merida alone, the capital city of the state of Yucatan located in southeast Mexico, there has been a 114% increase in cases of domestic violence since the beginning of the COVID-19 pandemic (Robles, 2022). This, together with high rates of adolescent pregnancy and early marriage in the region, only exacerbates the effects of inequality that as a society we will have to face in the years to come. This study demonstrates the importance of implementing measures to prevent domestic violence during lockdowns that affect the educational advancement, emotional stability and physical security of women. [ABSTRACT FROM AUTHOR]

This paper investigates the role of parental absence due to migration on education and labor market outcomes of children left behind in Mexico. I look at the effect of absence at different moments of a child's educational career and estimate the impact of the timing of a parent's migration in order to understand how mother's and father's inputs affect children's outcomes at different ages. Results show that a mother's migration when the child has to start a new level of schooling, i.e. when investment decisions on children's education must be made, has a significant negative impact on children's schooling. Also the duration of mother's absence plays a role: the longer the mother's migration, the less children are educated. I find that, when the mother migrates, daughters substitute the mother's work in or outside the household, depending on their age. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of research aimed at examining the life stories of teachers who have experienced migration moves between Mexico and the U.S. and are currently engaged in English Language Teaching in Mexico. Drawing from a larger research project into the transnationals' learning trajectories in two Mexican states, the study presents three life stories to illuminate three broad transnationalism patterns leading to the achievement of different levels of investment in social, educational and professional practices. The paper uses a theoretical framework based on the interrelationship between transitions, identity, and agency to analyse how participants' interpretations of transnational experiences facilitate or hinder their engagement in social, educational and professional activities. Main findings support Casinader's (2017) perspective of transnationalism as a 'dynamic instability' showing that transnationalism is achieved differently by each of the participants. Participants' stories revealed that this has profound implications for their levels of investment since their subjective interpretations of life experiences played an important role in their levels of social, cultural and professional involvement. [ABSTRACT FROM AUTHOR]

Copyright of Entretextos (2007-1426) is the property of Promocion de la cultura y la educacion superior del Bajio, 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.)

National education policies often emerge from the global arena. These global policy norms hold the promise that reforms will produce similar education and development outcomes in different contexts. However, research on how and why global education reforms are practised 'on the ground' and with what effects is still scant. In this paper, we investigate how two global education agendas, namely Universal Primary Education (UPE) and Competency-Based Education (CBE), are enacted and re-contextualised in Uganda and Mexico. By drawing on data obtained from extensive field research in both countries, we explore how these global policies were translated into practice within their situated, professional, material and external contexts. Our research shows that in both cases the enactment of global policies differed widely from universal agendas. We, therefore, argue that global education norms in education can also reproduce existing inequalities or even lead to new forms of inequalities at the local level. [ABSTRACT FROM AUTHOR]

Most of the research evaluating the import of paternal migration for children's outcomes has taken 'left-behind children' as a single group. Taking a life course perspective, this paper distinguishes fathers' short-term and long-term migrations, as well as return migration, as they affect children's productive activities. Using the Mexican Family Life Survey (2002–2009), we followed school-aged children from two-parent households in 2002 and observed their activities as they transitioned into adulthood from 2005 through 2009. We found that fathers' short-term migration is negatively associated with children's labor force participation, especially for 12 – to 18-year-old boys, suggesting that paternal migration may interrupt adolescent boys' labor market transition in the short-term. Fathers' long-term migration and return migration does not significantly alter children's activities. However, the negative role of fathers' long-term absence and benefits brought by the paternal migration trip are important mechanisms for educational persistence and the labor force entrance of 12 – to 18-year-old girls, highlighting the conditions under which certain mechanisms may work. This suggests that migration is a family process, with the outcomes lying in the interplay of the stages of migration, children's life stages, and how gender is treated within cultural and familial contexts. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Demográficos y Urbanos is the property of El Colegio de Mexico AC 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 Estudios Demográficos y Urbanos is the property of El Colegio de Mexico AC 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.)

This paper examines which factors influence the opportunities of completing upper-secondary education in Mexico, rather than dropping out of it. Drawing on Sen's capability approach and Bourdieu's sociocultural-reproduction perspective, two research hypotheses are formulated to provide possible explanations of persons' decisions to reach higher levels of schooling. These hypotheses are tested using data from Mexico's First Survey of School Dropouts, carried out in 2011. The results of this study indicate that the probabilities of completing upper-secondary education are associated with several factors: socioeconomic and demographic variables, the type of upper-secondary institution attended, human agency and educational experiences. The evidence presented in this study supports research hypotheses based on Sen's and Bourdieu's approaches. Regarding the hypothesis from the capability approach, the study data show that human agency is not only intrinsically valuable but also instrumentally important, for reaching higher educational levels. The findings of this study also bear out Bourdieu's argument that cultural and economic capital contribute to explain why students make progress in school, although, this paper challenges Bourdieu's view of the role of freedom of educational choice. Finally, some implications for educational policies are discussed in the last section of this paper. [ABSTRACT FROM AUTHOR]

Mexico is a very interesting place for contemporary artists, exhibitions and museums. However, the sector's professionalisation is still underdeveloped. Little effort has been made by museum staff to communicate with audiences and understand their needs and interests. This paper focuses on ongoing research, which explores how museums can improve young audiences learning experiences by developing a two-way dialogue with them. It considers constructivist and experiential learning theories to create a two-way dialogue with young audiences. Particularly, it studies the case of MuAC, National University Museum of Contemporary Art, Mexico City. The focus shall be on its 'Enlaces' learning programme, which aims to train young audiences participants about the artwork and exhibitions in order to create dialogue with audiences in a more inclusive, equal and participatory way. The paper discusses the current situation of 'Enlaces' participants in terms of learning and the effectiveness of two-way dialogue with the museum. Two-way dialogue can improve audiences understanding about contemporary art and their learning experiences, as well as museum practices to develop innovative learning activities, which can attract, involve and include current and new audiences. By having meaningful learning experiences, and having a dialogue about contemporary artworks, the Mexican public will develop further social, emotional and aesthetic skills, which will make their lives better and will enhance the evolution of Mexican society. [ABSTRACT FROM AUTHOR]

2020 has been marked by disruption on a global scale due to a range of compounding crises including the ongoing COVID-19 pandemic. Many community arts responses to the pandemic originated from individuals rather than by means of concerted or sustained sectoral responses. This paper uses reflections from Ireland, Australia, and Mexico to discuss the precariousness and vulnerability of the community arts sector and the artists and educators within it at this profoundly difficult time. We reflect upon some of the artistic and educational innovations and experimentations that have come about. We simultaneously examine the work of artists and arts organizations on a paradigmatic level by reflecting upon the role we play in perhaps involuntarily sustaining inequalities despite articulating a desire for change in the work that we do. We argue for the community arts sector to draw upon its imagination and bravery to reflect, assume responsibility, and recast the world into what we want it to be, rather than rebuilding the old, broken one in an attempt to return to what is perceived to be normal. Finally, in turning to arts education policy, we interrogate the barriers and enablers of change in the arts in a post-COVID world, discussing the influencing policy factors of sectoral weaknesses; individual resourcefulness and resilience; the desire for revolution; and the importance of love. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

Education can provide the opportunity to affirm indigenous children's cultural and linguistic identity by using their funds of knowledge as an essential tool in the teaching and learning process. This paper emphasizes the importance of using indigenous children's voices, knowledge, and wisdom to continue to develop their talents and capacities to share, learn, inquire, analyze, and create. To do so, indigenous children should be given the opportunity to participate in meaningful activities that allow them to utilize their native language and culture which can be done through bilingual discussions, debates, artistic works, creation of poems, singing of songs, games and group activities related to their own indigenous culture while using both their native and second languages. Also, critical thinking skills can be developed through the use of this type of activities that can be artistic and also promote collaborative work since bringing the community together is fundamental in the indigenous cosmovision. In addition, the techniques that are suggested in this piece can help create a peaceful/harmonious environment in the classroom where students' affective filters are open to welcome and practice the target language since enriching interactions that embrace diversity in all its dimensions are promoted. Thus, the purpose of this manuscript is to share some ideas to make the teaching and learning process more meaningful, respectful, harmonious, and enjoyable through artistic activities that promote indigenous children's own language, culture and cosmovision. The ideas that will be discussed in this piece are based on a qualitative research study conducted at a Spanish-Indigenous Tsotsil bilingual school in Chiapas, Mexico. [ABSTRACT FROM AUTHOR]

This paper used a new source of information (ESRU-EMOVI NL) to estimate, for the first time, the lower limit of unequal opportunities in a federal state in Mexico. Using the former criterion concerning unequal opportunities, a lower threshold indicated 35% inequality in economic resources in the state. As at the national level, the main contributors to unequal opportunities in the state are unequal economic resources by origin and parental education. However, in contrast to what has been observed, for the country as a whole, inequalities associated with people's skin tone account for 5% of observed unequal opportunities. [ABSTRACT FROM AUTHOR]

This paper etimates the causal effects of family size on girls' education in Mexico, exploiting prenatal son preference as a source of random variation in the propensity to have more children within an instrumental variables framework. It finds no evidence of family size having an adverse effect on education. The paper then weakens the identification assumption and allows for the possibility that the instrument is invalid. It finds that the effects of family size on girls' schooling remain extremely modest at most. Families that are relatively large compensate for reduced per-child resources by increasing maternal labour supply. [ABSTRACT FROM AUTHOR]

There is now an extensive body of research concerning the OECD's Programme for International Student Assessment (PISA), and its recent additions and variations. Despite this, we argue that there is a paucity of theory-informed empirical research on the ways in which the PISA results about a nation's education system both circulate within, and are engaged by, educators and policymakers at different levels of the education system. This paper reports on a large multi-scalar, multi-method and multi-actor dataset on the Mexican education system, where we explore what actors located at different scales know about PISA, and whether and how they use it in education policy and practice decisions. From a set of different vantage points we show the highly contingent and unpredictable 'life of numbers' – from teachers in schools who barely know about and engage with PISA data, to politicians who use PISA to legitimate their own political purposes, or policymakers who draw upon much earlier renditions of PISA so that it now enters into Mexican education policymaking and shapes practices through a metaphoric back door. We reflect theoretically on these processes and practices, arguing for a more complex and nuanced reading of large-scale assessments like PISA. [ABSTRACT FROM AUTHOR]

The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and strategies for composing as necessary components of quality writing instruction. Effects were also found on the teachers' implicit beliefs. Finally, both pre‐service and in‐service teachers positively rated the online course received. Lay Description: What is currently known about the subject: Teaching children how to write demands a high degree of specialization.The benefits of web‐based training to professional development have been well‐documented in the literature.Preparing of pre‐service and in‐service teachers through an online context is limited in the field of writing.Teachers' knowledge, satisfaction, and beliefs have been commonly used as outcome measures to define high‐quality e‐learning instruction. What this paper adds: A Spanish web‐based training was developed to improve professional development in writing instruction.The Trazo web‐based training changed teacher's beliefs about learning to write.Teachers learned more about the essential component of the writing process.Teachers' rating of the training and support website was highly positive. Implications for practitioners: Web‐based training allows teachers to learn at their own pace.Teachers can improve their knowledge from virtually at any geographic location with an Internet connection.The Trazo web‐based training offers research‐based knowledge to Spanish‐speaking teachers. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Educadores is the property of Universidad de la Sabana 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.)

Population-level disparities in later-life cognitive health point to the importance of family resources. Although the bulk of prior work establishes the directional flow of resources from parents to offspring, the "linked lives" perspective raises the question of how offspring resources could affect parental health as well. This paper examines whether adult children's education influences older parents' (aged 50+) cognitive health in Mexico, where schooling reforms have contributed to significant gains in the educational achievements of recent birth cohorts. Harnessing a change in compulsory school laws and applying an instrumental variables approach, we found that each year of offspring schooling was associated with higher overall cognition among parents, but was less predictive across different cognitive functioning domains. More offspring schooling improved parents' cognitive abilities in verbal learning, verbal fluency, and orientation, but not in visual scanning, visuo-spatial ability, or visual memory. The beneficial effects of offspring schooling on those cognitive domains are more salient for mothers compared to fathers, suggesting potential gendered effects in the influence of offspring schooling. The results remained robust to controls for parent-child contact and geographic proximity, suggesting other avenues through which offspring education could affect parental health and a pathway for future research. Our findings contribute to growing research which stresses the causal influence of familial educational attainment on population health. [ABSTRACT FROM AUTHOR]

Copyright of Economía, Sociedad y Territorio is the property of El Colegio Mexiquense 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.)

One of the fundamental topics in the education of students enrolled in computer‐related degrees is that of Boolean algebra. This is because it allows the expression of several problems related to digital design, artificial intelligence, databases, compilers, and formal languages, among others, as a sequence of Boolean operations and variables, which can be dealt with by using Boolean algebra methods to optimize algorithms, minimize digital components, and so forth. This study presents a piece of web‐based software, denominated as MiniBool, which has been developed with the objective of supporting the learning of Boolean algebra in a blended learning setting. This educational proposal gives students the opportunity to reinforce learning at any time and in any place. It additionally increases the learners' motivation by including gamification, through the use of a ranking that shows the students' level of participation. MiniBool was evaluated by means of a formal experiment, which was carried out with Discrete Mathematics students at a higher education institution in Mexico, where two groups were formed randomly: A control group, whose members attended classes and reinforced their knowledge in a traditional manner with a pencil and paper, and an experimental group, which learned in a blended learning context, receiving the same classes as the control group, but reinforcing what they had learned using MiniBool. The statistical results obtained indicate that the use of MiniBool has a positive and motivating effect on learning and that a greater academic performance is achieved than when the traditional teaching‐learning method is applied. [ABSTRACT FROM AUTHOR]

In this paper we study the causal effect of a large expansion of publicly provided health insurance on school enrollment rates and on children's academic performance using the case of Mexico. Access to free health insurance could improve education outcomes directly by making household members healthier or indirectly by raising the amount of resources available for education expenses. Using a panel of municipalities from 2007 to 2010, we find that the expansion of the Mexican public health insurance program, Seguro Popular, had a large positive, statistically significant effect on school enrollment rates and on standardized test scores. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Económicos is the property of El Colegio de Mexico AC 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 Inter-American Journal of Philosophy is the property of Inter-American Journal of Philosophy 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.)

The scenario of Latin America in the higher education area, especially in Chile and Mexico, appears to be significantly affected by some European influences. We can see this by examining the implementation of two 'hegemonic tools': the Bologna Process and the Tuning Project. This paper argues that if we analyse the European influences as a normative power (NPE) on the construction of a common space in higher education in Chile and Mexico, the hegemonic process may, perhaps, prove to be focused on an 'alternative imperialism', based on Eurocentric discourse, which could also be called a 'post-colonialist' strategy. This article will seek to show that European influences, exercised by the EU operating as a normative power, are only the 'tip of the iceberg' of the hegemonic process. The paper is divided into five parts: following the introduction, a general overview of the Bologna Process opens the discussion of questions of American or European hegemony. After that, I analyse NPE and the 'ontological quality' of the EU as a hegemonic power. The empirical cases of European influences, on Chilean and Mexican HE, are analysed in detail in order to show the most significant impacts on their public and university policies. Finally, I offer a view of the Bologna Process as a 'European hegemonic instrument' of NPE. [ABSTRACT FROM AUTHOR]

This paper studies the role of education on the economic growth of Mexico. The Uzawa-Lucas Model is used to study the contribution of human capital on growth, while the specific role of education is accounted with a Vector Error Correction (VEC) Model. The main finding of this paper is that an increase of one percent in human capital implies an increase of 1.59 percent on Mexican Gross Domestic Product (GDP). And given the role of education on human capital, an increase of one percent in years of schooling causes an increase in the long run GDP growth rate of 2.19 percent. [ABSTRACT FROM AUTHOR]

This article aims to address the reproduction of inequalities vis a vis gender and education as a multi-dimensional problem. Its objective is to show that the intersection between gender, social position of origin and asymmetric university spaces, attests to the inequalities in Higher Education System. Based on intersectionality perspective constructed on those three dimensions of analysis, gender inequalities are observed at the global, regional and national levels, based on comparable databases. Also, it centres on the results of an empirical investigation in Mexico that highlights the perspective of intersectionality in relation to the roles played by asymmetric university spaces in the reproduction and continuity of social and gender inequalities. The paper introduces and tests the category asymmetric university spaces as mechanism for the reproduction of inequalities, and concludes with his significance, emphasizing interlaced inequalities in Mexico City's university. [ABSTRACT FROM AUTHOR]

In this paper, we apply an intersectional perspective and test whether resource substitution, which predicts that education will be more strongly related to the health of women than men, is operating among adults included in the 2014 Study of Health and Migration in Mexico (SHMM). Findings revealed modest and somewhat contradictory evidence regarding the potential role of resource substitution. For Mexican women, rates of elevated waist circumference are very high regardless of education level, but for hypertension, there is a strong, negative association with education even after adjustment for controls. Different patterns emerge for Mexican men as regression models show that the probability of both elevated waist circumference and hypertension is higher among the more educated. Overall, results suggest that education is only health protective for women's risk of hypertension. In sum, this work highlights gender specificity in the relationship between education and health in Mexico, and that this relationship varies by health outcome. [ABSTRACT FROM AUTHOR]

There is a vast literature documenting negative impacts of crime on human capital accumulation, which has focused on large‐scale armed conflicts affecting both individuals and infrastructure. However, there is much less evidence in contexts where violence is not accompanied by the destruction of infrastructure. To fill this gap, this paper studies the effects of Mexico's War on Drugs (WoD) on individuals' schooling decisions. Our results show only small effects of violence on total enrollment of children and young adults, in contrast to recent studies which find significant negative effects for some specific age‐by‐gender groups. Our analysis, which aims to assess the overall impacts of the WoD on enrollment decisions and takes advantage of various rounds of administrative data, the population census, and labor force surveys, shows that many families responded to the increase in violence by migrating to less affected municipalities. However, we find that their education decisions have been quite robust as greater violence did not affect their probability of being enrolled in school. In the long term, however, it is still possible that the increase in violence affects human capital accumulation through indirect effects arising in skill acquisition in early childhood and other stages. [ABSTRACT FROM AUTHOR]

This paper examines Mexico's Program for Education, Health and Nutrition (Progresa), as an example of neo-liberal trends influencing poverty alleviation initiatives. The stated goal of the program was to break the intergenerational cycles of poverty. This end was to be achieved by investing in the basic capacities of the poor, particularly poor women and their children. Basic capacities were to be developed through cash transfers for improved nutrition, scholarships for children, and preventative health measures. The key concern of this paper, how- ever, is to examine how cash transfers for human capital development are more than instruments of poverty reduction. Rather, cash transfers are also techniques that effect a new way of governing individual con- duct. The intended effect of Progresa was a change in the subjectivity of poor women from the passive recipients of aid to empowered market subjects who were now given the freedom to make choices, albeit limited choices. However, subjects could now also be regulated through the choices they make. The Progresa program can be said to represent a government through freedom, which in turn signals a shift from governing through the direct administration of state institutions [read "passive"I to that of governing through the "active" and responsible choices of individuals and their families. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and particularly, mitigation measures taken by government institutions in Mexico, such as the closure of all schools at all levels of education, have brought strong regressive consequences in terms of both education and gender equality. In this paper, we start from a theoretical framework of gender and family to analyze, along with the negative repercussions of this measure (especially for women and children), an embodied experience of upbringing and community education in Mexico. This experience seeks to preserve educational and labor rights violated by school closures such as sociability, guardianship and custody of minors, the right to a life free of violence, work-life balance, among others. Our aim is to suggest some keys for an ecofeminist and community solution to the education crisis in this country. [ABSTRACT FROM AUTHOR]

This paper seeks to explain, how middle-school principals in the state of Morelos, Mexico, experience, perceive and heed violence that is generated inside and outside school campuses throughout 10 years implementation of the "School Safety Program". The research is a qualitative study, the tools employed were observation, and a survey with open-ended questions addressed to 82 middle-school principals. The findings show school agents have developed metacognitive security practices for the resolution of contextual problems of school violence likewise, they work collaboratively with parents, teachers, students, and the community. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma 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.)

Objective: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. Method: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. Results: consensus for Core Competencies was established. Conclusion: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment. [ABSTRACT FROM AUTHOR]

The 2000s decade represented a turning point in the increasing inequality trend that had been observed in Latin America during the second half of the twentieth century. This paper offers an analysis of the association between these shifts and short-, medium- and long-term factors. For our exploration we assemble a database on income distribution indicators systematically calculated directly from household surveys with emphasis on within-country consistency, methodology, definitions and coverage for the 1980–2013 years. This database allows observing clearly that the increases in inequality throughout the 1980s and 1990s decades have been counteracted by the improvements in the 2000s and the initial years of the 2010 decades. From our econometric exploration we find that (a) while there are short-term forces that are associated with underlying improvements in the distribution—including human capital accumulation and declines in the population dependency rate, (b) medium-term factors that could have been inequality-increasing in the past ameliorated their effect in the 2000s years—namely, the effect of the trade reforms of the 1980s which faded away toward the end of the past century and (c) there are two short-term forces that might have played an important progressive role during the 2000s years, but that could shift in the opposite direction in the near future—namely, the improvement in terms of trade and the declining returns to schooling. Thus, we conclude that the improvement in income distribution in the region could be only a temporary phenomenon. [ABSTRACT FROM PUBLISHER]

Copyright of Canadian Journal of Latin American & Caribbean Studies (Routledge) is the property of Routledge 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.)

This paper presents the results of a study aimed at identifying good practices in different systems of Vocational Education and Training (VET) around the world and in some regions of Mexico, with the purpose of designing a new vocational model for the state of Guanajuato, integrating the educational and employability dimensions, and considering the new trends in vocational systems, that have evolved from an exclusive action of educational centers, towards a new conception that integrates strategic actions carried out collaboratively by educational, governmental, social and economic actors in the region. This is a research project where a documentary analysis methodology is applied, exploring different sources and references of vocation systems that have been implemented by different countries and in other states of the Mexican Republic, to make the proposal of a new vocation model, which is the theoretical-practical reference to coordinate the actions of different actors in the region, which facilitates adequate decision-making by Guanajuato students about the continuation of their educational preparation at the high school and college levels, in addition to the best option for employment. The resulting model integrates two major conceptual axes and four subcategories in each axis, so that it is the initial input for the design of state public policies, as well as the formation of strategies in the educational, social and economic sectors of the state of Guanajuato. [ABSTRACT FROM AUTHOR]

Faiths have long used education as a means to preserve and transmit cultural values from one generation to the next. However, they have also employed education to unite people of different cultures and proselytise others to their worldview. Over the last two centuries, the Church of Jesus Christ of Latter-day Saints (Latter-day Saint, LDS, or Mormon) has exercised these same patterns in its educational programmes, especially internationally, as it has sought to expand around the world. Using Mormonism's Juárez Academy in northern Mexico as a historical case study, our paper demonstrates how transnationally governed religion-led school systems can confront the challenge of exceptionalism by embracing local culture and customs while maintaining the heritage of their faith tradition. The study advances the field of international education, highlighting the issues of globalisation, cultural transfer, and transnational educational governance. [ABSTRACT FROM PUBLISHER]

In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher’s efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings. [ABSTRACT FROM PUBLISHER]

Even in marginalized towns it is possible to find school communities that have developed relationships that encourage the construction of institutional cultures and management structures prone to superior academic performance compared to others within the same context. This paper presents the findings of a qualitative research project conducted in 8 towns and 16 schools in Mexico. The analytical framework is based on Kenneth Gergen’s social constructionism. The paper highlights the role of the school’s principal in the construction of relationships in the school community and the build-up of practices leading to shared meaning and goals. The desire and ability of the principal to promote dialogue and provide spaces for it are central, as well as her or his ability to interpret and translate the needs of parents and community, and the systemic norms from the Ministry of Education, to the reality of the community and the parents. [ABSTRACT FROM PUBLISHER]

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