The Reform for EFA in Mexico: Disappointing Progress, could do Better

Abstract

The paper examines 15 years of basic educational reform in Mexico directed at improving scholastic performance, equity and education for all (EFA), through mainly administrative measures, particularly decentralization. Taking a critical policy studies approach informed by anthropological examination of local educational processes, this chapter takes issue with scholarship that sees educational reforms in LDC's as the product of “decision makers” and the school reality as a deficit to be filled by “policy”. This perspective mirrors the characteristically top down approach of the very reform process it is supposed to be analyzing. The approach taken in this paper treats school district persons and institutions as active agents in their own right. More specifically the paper will argue that Mexican reforms toward EFA have been unable to transcend the very corporatist–personalistic structures it avowedly sought to reform. It has thus been largely ineffective in mobilizing forces for change, the goodwill, creativity and initiative of educators so important to its avowed aim of improving student scholastic performance. However, isolated examples of innovative uses of spaces opened by the reform offer ideas about how to reorient the reform in more productive directions.