Education In Mexico Research Articles

The Role of Judicial Powers in Guaranteeing the Right to Education: A Systematic Study of Litigation in Mexico

Abstract This article aims to analyse the role of Mexican District Courts in cases related to the education sector and, specifically, the stance courts take on guaranteeing the right to education. The study is conducted through thematic and frequency analysis of judgments available from indirect amparo trials in administrative and labour matters across the 32 judicial circuits in Mexico during 2019, 2020 and the first semester of 2021. This study arises from the need to understand, from the perspective of judicialisation, the impact that the Mexican education sector has faced in the context of approved structural reforms in recent years, the problems of quality and equality experienced, and any exacerbations provoked by the covid-19 pandemic. The article’s discussion centres on certain paradigmatic and particularly relevant cases for the protection of children’s right to education in Mexico, including the examination of both the claims presented by the claimants and the arguments developed by the adjudicating institutions.

Impact of the Information and Communications Technologies (ICT) infrastructure on the returns to higher education in Mexico: A gender analysis

This paper aims to analyze the impact of access to Information and Communication Technologies (ICT) on the private returns to higher education (HE) focusing on gender inequality in 2020. Methodology: To evaluate the above impact a set of Mincerian equations will be estimated. The proposed approach mitigates biases associated with self-selection and individual heterogeneity. Data: The database comes from the National Household Income and Expenditure Survey (Encuesta Nacional de Ingresos y Gastos de los Hogares, ENIGH) from 2020. Results: Empirical evidence suggests that individuals that have HE have a positive and greater impact on their salary income compared to those with a lower educational level, being women that do not have access to ICT those with the lowest wage return. Policy: Access to ICT should be considered as one of the criteria that integrate social deprivation in the measurement of multidimensional poverty. Likewise, it is necessary to design public policies that promote the strengthening and creation of educational and/or training systems in technological matters for women. Limitations: No distinction was made between individuals that graduated from public or private schools, nor was income from sources other than work considered. Originality: This investigation evaluates the impact of access to ICT on the returns to higher education in Mexico, in 2020, addressing gender disparity.

The Economic Incentive, Quality and Scientific Production of The Higher Education in Mexico

The research presented is a descriptive and comparative study of the Academic Profession In The Knowledge-Basic Society (APIKS) survey database, with emphasis only on the national base, which analyzes the perception of both male and female academics in Mexican universities and their opinion regarding the incentive programs for scientific productivity in Mexico, such as the Teacher Performance Incentives Program (PEDPD, for its acronym in Spanish), Teacher Professional Development Program (PRODEP, for its acronym in Spanish), Academic Groups (CA, for its acronym in Spanish) and National Researchers System (SNI, for its acronym in Spanish), from the perspectives of gender, teaching and research quality, for which a sample of 3776 participating academics located in the different higher education subsystems of the Mexican educational system was analyzed.

¿Qué sabemos sobre cómo formar docentes para la educación en ciudadanía en México?

This study represents an initial effort to characterize what is known -and what is not- about how to prepare teachers for citizenship education in Mexico. This scantly explored question is necessary to transform said training, and consequently, to transform citizenship education. Using a qualitative approach and a hermeneutic method, the documentary analysis of a bibliographic selection was combined with the analysis of three in-depth interviews carried out with teacher educators with extensive experience in the field. One conclusion is that the systematized and substantiated knowledge on how to prepare teachers for citizenship education is limited. More can be inferred from what is known about its problems, such as its excessively theoretical nature, its dependence on the teacher preparators’ own experiences within the educational system rather than specialized or updated approaches, and the difficulties of practicing critical and experiential approaches to citizenship education in rigid and traditionalist contexts. However, the results also point to possible directions to reverse a status quo in teacher preparation which seems to persist despite successive educational reforms, including the current one.

Políticas de liderazgo y gestión en instituciones de educación superior de México y Costa Rica

Educational policies focused on management and leadership in higher education have gained significant importance in recent years. Decision-making, planning, organizing, and executing strategies are the responsibility of the leadership of schools, units, and faculties within various university bodies. The knowledge, skills, and competencies in management and leadership of these leaders are essential elements for implementing development strategies for research, teaching, and outreach. This study aims to compare educational leadership policies in higher education in Mexico and Costa Rica, focusing on regulations, policies, and professional development at the University of Guadalajara, the National University of Costa Rica, and the University of Costa Rica, as well as to identify a binational model. The research was conducted from a naturalistic approach with a comparative methodology, using the case study technique through document analysis. The findings conclude that the three universities are characterized by a diversity of styles and approaches in their policies, regulations, training programs, and curricula to address management and leadership, ranging from more traditional models to more participatory and collaborative approaches. They address university organization indifferent and varied ways, each with a specific logic. It was not possible to determine a binational university leadership model, nor are there institutional policies directly aimed at management and leadership for university authorities, thus opening a research avenue for future academic and interinstitutional practice.

Speaking Personally–with Alejandro Pisanty

ABSTRACT Dr. Alejandro Pisanty has been involved with distance education in Mexico since the 1970s as a chemistry professor, early computer user, and Internet policy and governance expert. He has served on numerous boards and was inducted into the Internet Hall of Fame in 2021. In this interview with Dr. Kathryn R. Johnson, he shares personal experiences and insights about the historical development of distance education in Mexico.

The emergence and role of Lancaster in Mexican public education

The Lancaster mutual teaching model originated in late 18th century England and quickly spread to the American colonies after receiving positive responses in Europe. In the 1820s, renowned Spanish physician, educator, and publisher Manuel Codorniú Ferreras brought it to Mexico, making outstanding contributions to the newly independent nation in educational philosophy, system, and methods. In the mid-19th century, with the absence of a centralized institution for public education in Mexico, the Lancaster Company took on the significant responsibility of guiding the direction of national public education development. Although this function did not persist for too long due to political changes in Mexico, the educational system continued to play an important role in the Mexican education sector. The Lancaster Company and its teaching system exerted a positive and profound influence on the democratization and secularization of education in Mexico, laying important foundations for the modernization and reform of Mexican education.

Government Challenges and Financial Strengthening of Higher Education in Mexico

The allocation of public resources can either enhance or hinder a nation’s educational development at any level. This research examines the direction of international commitmentto education, the role of Higher Education Institutions, and the capture and implementation of funding sources. The text discusses education as a human right and a mechanism forphysical, social, emotional, creative, and humanistic development within socio‑political precepts. The analysis focuses on 13 State Public Universities in Mexico, examiningbudgetary variations and their impact on students and institutions. The text contrasts discursive and factual information. Among the main findings, Mexican Higher Education has the highest budget allocation. However, the sources of financing do not fully cover citizen demand. Operating expenses include the equipment of classrooms, maintenance of buildings, and salary payments. They represent a symbolic and tangible investment inthe talent and development of a historically vulnerable sector that governments should prioritize In conclusion, the consolidation of Higher Education and its universities mustadhere to national and international requirements. This includes expanding the level of education, achieving upward social mobility, and improving the living conditions ofMexicans, regardless of their place of residence or educational environment.

Higher Music Teacher Education Programs in Mexico from the Professors’ Perspective. A Descriptive Study

Introduction: Despite the significant promotion and undeniable growth of music education in Mexico, three major issues have hindered its full consolidation and appropriate development: 1) There are few higher music education programs; 2) Enrollment in these programs is extremely low; 3) There is a deficit of well-trained music educators. Unfortunately, few studies in Mexico have addressed these issues, with most focusing on curriculum design. Objective. To address these concerns, this study conducted a quantitative, descriptive analysis to determine the profile of tertiary music education faculty and explore their perceptions regarding the functioning of their academic programs, their students’ profiles, and the teaching-learning conditions. Methodology. Data was collected through an ad hoc survey created by the researcher and validated through the expert-judgment validation process. The survey was sent to the 14 music education programs listed in the ANUIES Yearbook 2022-2023. Data was statistically analyzed by using the software SPSS, 2.0. Results. The findings highlighted the strengths and weaknesses perceived by professors and provided insights that may explain the current situation. Conclusions. While there are notable strengths, significant weaknesses need to be addressed, including the hiring of more well-prepared full-time professors, the implementation of effective recruitment mechanisms, adequate psycho-pedagogical support, and appropriate funding programs.

Estudio de pertinencia de una maestría en educación en derechos humanos

Human rights education plays a fundamental role in building just and equitable societies, serving as a foundation for sustainable development and the promotion of a culture of peace. In this context, it is crucial to understand the academic and social relevance of postgraduate programs that contribute to the training of professionals in this field. This article presents the results of a relevance study for a proposed master's program in human rights education, conducted to assess its potential implementation at the Higher Education Academic Unit of the Autonomous University of Zacatecas, Mexico. The study comprised two phases; the first involved documentary research with an analytical approach to understand the landscape of existing master's programs in human rights in the country. The second phase involved a survey of potential applicants and employers to gauge their perceptions. The results show a shortage of master's programs in human rights education in Mexico. Furthermore, according to the survey data, the proposed master's program is perceived as a formative space that can significantly address current demands in human rights issues in the state. These findings underscore the urgent need to fill the existing educational gap and highlight the potential of the proposal to contribute to the training of professionals in human rights with an educational focus.

Return and Eductional Mismatch of Workers with Higher Education in Mexico. A Gender-Differentiated Study

Este estudio tiene como objetivo analizar la relación entre el desajuste y el rendimiento educativo diferenciado por género. Los datos para el análisis proceden de la Encuesta Nacional de Ocupación y Empleo 2022. Los resultados se estimaron con estadísticas de frecuencia, la ecuación de ingresos de Mincer y el modelo de regresión cuántilica. De los principales resultados se destaca que el desajuste educativo afecta al 50% de los trabajadores con educación superior, el rendimiento es mejor en empleos ajustados a la formación y la brecha salarial persiste tanto dentro del nivel de estudios como en los trabajos ajustados a su formación educativa.

Master of Science in Physics Education at The University of Guadalajara: The Curricular Design Process

Based on several educational needs related to Physics Education in Mexico, the University of Guadalajara began the curricular design of a Master’s Program in Physics Education. The work for the curricular design of the Master of Science in Physics Education at the University of Guadalajara was developed through nine phases. This paper presents the generalities related to the curricular design process of the Master of Science in Physics Education program at the University of Guadalajara. As a result, we have obtained a program creation project with 21 Learning Units integrated under a competency model and two research lines. Currently, while we are writing this work, the proposal is pending approval by the General Council of the University.

Determinants of Financial Literacy

Determinants of Financial Literacy

Perceptions towards public English as a foreign language education in Mexico: Insights from secondary school learners

Exploring students’ perceptions of English as a foreign language learning serves to understand the achievements of public education. This study examines the perceptions of public secondary learners in Mexico. These research questions were addressed: What kind of perceptions do secondary school students have about learning English in public education? How does their language proficiency affect these perceptions? To answer these questions, a quantitative descriptive study was carried out with 114 students of 2nd grade in a public secondary in Tabasco. The participants completed three quantitative instruments: a sociodemographic survey, to document their background in English and general information; an English test, to classify them into different language proficiency levels, and a four-point Likert-type questionnaire, to identify their perceptions about learning English. The results reveal that students with greater competence have better perceptions about learning English in public education and that perceptions about achievements and learning tasks vary with competence, highlighting the importance of research around key actors in education: the student, as well as the selection of strategies to improve their language skills and perceptions about English as a foreign language learning in public education.

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

The purpose of this research was to show that the differences in the social context in which adolescents live and study, as well as the people with whom they interact, exert different types of influence on their thinking, among other things, about the importance of citizenship, their stance on reporting a crime or abuse, and the reasons for voting for a political party or candidate. To collect the data, a questionnaire of "citizen opinions and attitudes" was designed with multiple-choice answers with a Likert-type scale, which inquires about some topics that arise from the concept of citizenship and are developed during the secondary level of public education in Mexico. A sample of 323 adolescents attending the three secondary school grades at the end of the 2021-2022 school year was studied. The case studies consisted of two public schools of the general modality, which had different academic grades and levels of marginalization. The results showed that the characteristics of the social context and the socializing agents with whom the students lived encouraged ways of thinking that were opposed to the citizenship competencies sought by the educational institution.

Public pedagogues of change: advocacy networks, civil society organisations, and self-help authors in Mexico

ABSTRACT This article explores informal adult education for change in Mexico through the conceptual lens of social movement learning and public pedagogy. It adopts a multiple case design featuring two advocacy networks, two civil society organisations, and two self-help authors. It analyses how they position themselves as change agents addressing issues of food sovereignty, violence against women, social justice, environmental justice, financial insecurity, and emotional health. The article deconstructs how such agents diagnose problems and prescribe solutions that share a common logic: the unlearning of hegemonic knowledges and the learning of alternatives. It presents a continuum of pedagogical strategies, ranging from the most public (spectacular protests and social media work) to most private (targeted lobbying and workshopping). It contributes, methodologically and analytically, to literature at the intersection of social movement learning and public pedagogy. Methodologically, in a field dominated by stand-alone case studies from North America, it offers a comparative study of three domains of informal adult education in Mexico. Analytically, it unpacks public pedagogical messaging common to these domains and explain the strategies, interests and political implications that differentiate them. We encourage educators to assess the range of public pedagogical work that may be mobilised in the pursuit of change.

Hugo Zemelman's proposal in the curriculum for basic education in Mexico, 2022

The following essay seeks to account for the theoretical construction proposed by the Basic Education Plan with respect to the Training Field, this being the third step through which teachers must go through to build their programs, this has the function of being the social, cultural, political, productive and symbolic space in which the school is part. The proposal is based on various theoretical postulates, so this text will focus on understanding the importance of Hugo Zemelman's concept of Historical Subject and Construction of Reality in the Training Field. Therefore, in the first instance the Basic Education Plan was analyzed, emphasizing the Formative Field proposal based on Hugo Zemelman, in a second instance works by this author were analyzed from two categories of analysis: Historical Subject and Construction of reality.

Standardization of the fundamental criteria for the internationalization of Higher Education in Mexico

Resumen La internacionalización de la Educación Superior de alta relevancia dentro de las instituciones educativas. En efecto, el abordaje y fundamento radica dentro de los aspectos académicos e institucionales, para la creación de alianzas estratégicas que contribuyan al fortalecimiento del proceso. El objetivo fundamental es proponer un modelo teórico capaz de estandarizar las estrategias fundamentales para alcanzar la internacionalización en Instituciones públicas de Educación Superior, a partir de actividades claves que incorpora los compotentes de Educación en la globalización, investigación educativa, difusión de la movilidad académica y Educación inclusiva. El análisis de datos fue realizado bajo una metodología cuantitativa de carácter descriptivo-correlacional, mediante la aplicación de 86 encuestas a universidades públicas del norte de México. Es así como, el modelo muestra a la Educación inclusiva como el indicador significativo, mientras que el indicador con menor relevancia es difusión de la movilidad académica. En conclusión, se constata que la Educación inclusiva funciona a través de mecanismos encaminados hacia la promoción de la equidad de género, la convivencia cultural de paz y cohesión social, el respeto a la identidad de sexo, la inclusión de personas con capacidades diferentes y la diversidad cultural.

Current Research on Inclusive Education in Mexico

Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country’s educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years. Materials and Methods. Based on the protocols, reviews were conducted in multiple databases and the results were limited to Ibero-American journals published between 2013 and 2021. Keywords in Spanish related to disability and inclusion were used for the search. Inclusion criteria specified Mexican authorship or analysis of the Mexican context, blind peer review and relevance to Social Sciences teaching. The analysis involved a coding process focusing on the epistemic positioning, main themes and transformative aims of the research, providing a descriptive overview of academic articles. Results. The results highlight that the studies, for the most part, tend to be empirical research reports promoted by female re-searchers from Mexican public universities, a large part of the studies are situated in the paradigm of inclusive education and the objectives of the research tend to study the conditions of schools and universities. During the analysis process, 13 thematic sub-dimensions were identified, of which two stand out: 1) initial and in-service teacher training and 2) inclusive education policies. The study points out some contradictions between the theoretical approach selected by the authors and their own forms of research; the scarcity of socio-critical research and a worrying need for funds to develop transformative projects in Mexican schools. Discussion and Conclusion. The study calls for expanded international research efforts to collectively improve educational conditions for people with disabilities.

A Narrative Exploration of Diane Larsen-Freeman's Influence on My Professional Development: From Language Learner to Teacher Educator

Diane Larsen-Freeman has had a substantial effect on how language is comprehended and taught. She has contributed to the evolution of language, pedagogy, and has had a worldwide impact on language educators through her groundbreaking research, innovative understanding of teaching methodologies, and influential publications. This article will examine the profound impact Diane Larsen-Freeman's work has had on my professional growth. I discuss issues and concepts such as language teaching methodologies, grammaring, the person of the teacher, Complex Dynamic Systems Theory (CDST) in second language development, wicked problems, and transdisciplinarity. Initially, I contextualize English education in Mexico and my personal experience in English language learning. In the second phase, I examine the impact of Larsen-Freeman’s work on my English teaching education in Mexico and the United Kingdom. I conclude by analyzing how her work has contributed to my current position as an applied linguistics professor in Mexico.