Education In Mexico Research Articles

Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico.

Historically, Mexico has had an important role in primate conservation research, however, studies have rarely included the human dimensions of primatology. Inclusion of these disciplines should be a priority, considering that human activities are responsible for the current socio-ecological crisis. Mexico is habitat for three primate species, and all are threatened. This urgency demands new approaches and broader perspectives. First, we propose three main research frameworks relevant for conducting PCEPs in Latin America: Participatory Action Research, Arts-based education in PCEPs and Knowledge Coproduction. Furthermore, we aimed to (1) describe a case study about primate conservation education in Southern Mexico based on participatory visual methods under the umbrella of Participatory Action Research (PAR), and (2) to conduct a self-reflective, critical, straightforward, and constructive analysis of the experience. We discuss the various challenges faced during the process (e.g., traditional teaching prevalence at schools, teachers that are not school-based, time and academic constraints). Additionally, we highlight some PAR aspects applicable for researchers and practitioners interested to go further than knowledge transmission (e.g., codesign, arts-based education, placed-based education, critical thinking, and capacity building). To collectively progress in primate conservation education in Mexico and other Latin American countries, projects could greatly benefit from context-specific, people-centered approaches, such as PAR. We encourage researchers to share more of their personal research experiences including both their successes and failures.

Effects of COVID-19 lockdown on sleep duration, sleep quality and burnout in faculty members of higher education in Mexico.

This paper aims to assess the differences and associations of the effect of COVID-19 on sleep habits, sleep quality, and burnout symptoms among faculty members of higher education in Mexico. This was a cross-sectional study with a total sample of 214 faculty members of higher education from Mexico between May 18th and June 10th of 2020. We applied questionnaires containing sociodemographic and specific questions regarding sleep habits, sleep quality, and burnout symptoms. The results show that during COVID-19 faculty members delayed their bedtime and rise time. No change was found with weekdays time in bed, however, during weekends, time in bed was more than an hour shorter. Social jetlag decreased significantly during COVID-19. Furthermore, during COVID-19, those who reported low sleep quality were more likely to report higher symptoms of emotional exhaustion and those who slept less on weekends were more likely to report higher symptoms of depersonalization. These results suggest that the COVID-19 pandemic may have an effect on sleep and sleep quality and burnout symptoms of faculty members from higher education in Mexico.

Financial Education in Mexico: A Study Proposal

Financial Education in Mexico: A Study Proposal

The (non) impact of education on marital dissolution

Despite the relevant role attributed to education on marital outcomes, literature does not show a generalized consensus regarding a positive or negative effect from education on marital decisions. In this paper the impact of education on marriage dissolution is analysed exploiting a change in the length of compulsory education in Mexico in 1993 as an instrument for education. The federal government increased compulsory education from completion of primary school, sixth grade, to completion of secondary school, ninth grade, at a national level. In the first part of the analysis, the probit models reveal that education is significant and negatively related to the probability of marital breakdown. An additional year of education is associated with a decrease between 0.6 and 0.9 percentage points in the probability of marital disruption for the 2002-2012 period. However, the results using the instrumental variables methodology indicate that an additional year of schooling has no effect on the probability of marriage dissolution. This finding demonstrates that the relationship between education and divorce is not causal and suggests that although higher levels of education are an undeniable trait observed in non-broken marriages, it is not education by itself one of the mechanisms leading to better marriage outcomes.

Learning Assessment. A century of distance education in México

This research article rescues the origin and evolution of the learning evaluation process in distance education programs that have been offered in the Mexican educational system for a century. First, the historical and current context of evaluating distance education in Mexico is addressed. The method for the analysis of the information corresponds to the cycle of hermeneutic interpretation that allows triggering historical-social elements to discuss the findings found. The results are presented in the following sections: a) educational programs offered at a distance, b) elements of the formal curriculum and pedagogical approaches and c) principles of evaluation-feedback-digital technologies used in times of the covid-19 pandemic. Finally, it concludes with a reflection on the controversies in evaluating learning in the evaluation process in times of the covid-19 pandemic.

Advances in Gender-Transformative Approaches to Health Promotion.

Gender is an important determinant of health, but explicit attention to gender is often missing in health promotion. We build on Pederson and colleagues' gender-transformative framework for health promotion to propose four guiding principles for gender-transformative health promotion. First, health promotion must address gender norms directly if it is to improve health outcomes. Second, it should move beyond individual change to engage explicitly with structural and social determinants of health. Third, it should address underlying gender-related determinants in order to influence health outcomes. And fourth, it requires complexity-informed design, implementation, and evaluation. We provide background on key concepts that are essential for designing, implementing, and evaluating gender-transformative health promotion: gender norms, socioecological approaches, and the gender system. We give examples of the four principles in practice, using the case of postnatal mental health promotion in Australia and sexuality education in Mexico. These four principles can be applied to health promotion efforts across contexts and outcomes to address the harmful gender norms that contribute to poor health as a part of broader efforts to improve health and well-being.

Analysis of the Factors That Influence a Quality Physical Education in Mexico: School Supervision's Perspective.

Different international organizations have spoken out in favor of the value of physical activity in the integral development of children and adolescents, which is why different guidelines have been established for governments to facilitate quality Physical Education. In this sense, the objective of this study was to analyze the factors that influence the performance of PE teachers, from the perspective of pedagogical technical advisors and school district supervisors from various school zones from the State of Chihuahua. This was a transversal study, with a qualitative approach and phenomenological focus, which was chosen because it allows the understanding of these aspects from a unique and unrepeatable process; data collection was carried out through focus groups in which PE ATP supervisors participated and data were collaboratively analyzed. The main results indicated that Physical Education does not have the same importance as other subjects, a situation that is reflected in: constant curricular reforms, administrative inconsistencies, dependence on the school organization, and being seldom taken into account in decision-making. It was concluded that strict public policies are required to be applied uniformly throughout the country, as well as privilege Physical Education within the Basic Education curriculum in Mexico.

Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students

The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (Mage = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was analyzed based on sample gender, which consisted of 707 higher education students (Mage = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students.

Language Assessment Literacy of Middle School English Teachers in Mexico

Because English is an integral component of education in Mexico, it is necessary to explore teachers’ language assessment literacy (LAL), or their language assessment knowledge and practices. Previous LAL studies have been performed in standardized testing-focused. However, the present study aims to explore the LAL of teachers of middle school English students in a context where governmental policies strive to engender communicative language learning, specifically, Mexico. I have taken a mixed methods approach which involved a survey (N = 123) and interviews at two locations in Mexico. The semi-structured interviews were conducted at one bilingual middle school (N = 7) and in one extracurricular English program (N = 6). Participants were asked about their previous training, confidence levels in their assessment practices, and their training needs. Findings suggest a divide among teachers with higher and lower levels of LAL. Participants indicated that their training primarily covered traditional forms of assessment and classroom-level decision-making. However, data also suggest that participants valued non-traditional assessment activities. Finally, participants desired training on topics such as the use of technology in assessment, unfamiliar non-traditional assessment activities, and program-level decision-making.

Education in Mexico and the use of ICT according to International Organizations

Education in Mexico and the use of ICT according to International Organizations

AFFECTATION OF THE FAMILY ECONOMY AND ITS DIRECT IMPACT ON HIGHER EDUCATION IN MEXICO DUE TO THE HEALTH CONTINGENCY OF COVID-19

The “Type of Article” of this paper is “Letter to the Editor”. This paper discuses about: “AFFECTATION OF THE FAMILY ECONOMY AND ITS DIRECT IMPACT ON HIGHER EDUCATION IN MEXICO DUE TO THE HEALTH CONTINGENCY OF COVID-19”. No formal abstract is available. Readers are requested to read the full article.

Impact of the COVID-19 pandemic on the clinical training of last year medical students in Mexico: a cross-sectional nationwide study

BackgroundThe COVID-19 pandemic has brought unprecedented changes to medical education. However, no data are available regarding the impact the pandemic may have on medical training in Mexico. The aim of our study was to evaluate and identify the medical school students’ perceptions of the changes in their clinical training due to the pandemic in Mexico.MethodsThis was a cross-sectional study where a previous validated online survey was translated and adapted by medical education experts and applied to senior medical students from March to April of 2021. The 16-item questionnaire was distributed online combining dichotomous, multiple-choice, and 5-point Likert response scale questions. Descriptive and multivariate analyses were performed to compare the student’s perceptions between public and private schools.ResultsA total of 671 responses were included in the study period. Most participants were from public schools (81%) and female (61%). Almost every respondent (94%) indicated it was necessary to obtain COVID-19 education, yet only half (54%) received such training. Students in private schools were less likely to have their clinical instruction canceled (53% vs. 77%, p = 0.001) and more likely to have access to virtual instruction (46% vs. 22%, p = 0.001) when compared to students from public schools. Four out of every five students considered their training inferior to that of previous generations, and most students (82%) would consider repeating their final year of clinical training.ConclusionsThe impact of the COVID-19 on medical education in Mexico has been significant. Most final-year medical students have been affected by the cancellation of their in-person clinical instruction, for which the majority would consider repeating their final year of training. Efforts to counterbalance this lack of clinical experience with virtual or simulation instruction are needed.

Analysis of mathematics teaching programmes at preschool age based on activity theory (Análisis de programas de enseñanza de las matemáticas en la edad preescolar desde la teoría de la actividad)

ABSTRACT The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.

Мексиканская записная книжка Владимира Маяковского: факты и гипотезы

The article deals with the history of the so-called Mexican notebook of Mayakovsky, he traveled with from Europe to America and back in 1925. The notebook preserves one record in Spanish made by José Manuel Puig Casauranc, Minister of Public Education in Mexico, and traces of torn pages. According to Mayakovsky's testimony, Casauranc’s record was followed by a brief appeal to the working people of Soviet Russia, written in Spanish by the deputy F. Moreno, which the poet destroyed when crossing the US border, fearing political complications. It was suggested that two separate pages from Mayakovsky archive with the autographs of F.-T. Marinetti in French belong to this notebook. Drawing on new archival and memoir sources, the paper explores social, cultural and biographical circumstances of getting the autograph. Particular attention is paid to the interpretation of the goals and results of Mayakovsky's trip to Mexico, his contacts (Alfonso Reyes, Diego Rivera, Manuel Casauranc, Francisco Moreno, Tina Modotti, List Arsubido). On the basis of historical, literary and textual analysis of the Mexican notebook, its publication as part of the 19th volume of the Complete Collection of Works by V.V. Mayakovsky in 20 vols. (IWL RAS) is justified.

Information System as support for the graduation process of students of the Technological University of the South of the State of Morelos

The use of the Information Systems of the Information Technologies and Communication is, at present, a tool that effectively manages information and quickly carried out the Institutions of Higher Education in Mexico. The primary objective of this study dealing, is to develop an information system for South Technological University of Morelos, which provide students graduating next, managing their information quickly and efficiently, without capturing the same data repeatedly to start the process of titling registration process. This system shows the data of the students in their phase out of college and the experience they gained in their progress as a student. In this research methodology LGS (Leopoldo Galindo Soria), which was used in the UTSEM (South Technological University of Morelos) was handled.

The Broken Glass of Education in Mexico from Neuroeducation and the Pymes

As testimony, the situation that prevails in Mexico and the concept of the broken glass in education is seen with a sad argument where there are diverse and complicated broken pieces of educational reforms, for this reason neuroeducation was considered as a strategy to improve teachers and students. The objective was to identify the professionalization of teachers that allow raising the academic performance of students, which allows obtaining a recognition of PYMES based on education, The methodology, was considered to public universities and normal schools in Mexico. Methodology and a total of 3 instruments were applied in a sample of 150 students from a universe of 1500 students, through a multicenter observational design, where an evaluation instrument was a strategy. The study was carried out with a non-experimental quantitative approach of an instrumental type with the age and average. 100 teachers from educational institutions participated. The results of the exploratory factor analysis technique validated subscales related to strategies with a learning context, the contribution was among the main data, it was found that pedagogical skills, emotional affective and psychosocial aspects affect academic performance. It was detected that 10% of the students manifested emotional affective disorders.

Minding the curve: The influence of social origin on earnings inequality by education in Mexico

Relying on data from the Mexican Mobility Survey for 2006, I evaluate by how much earnings inequality improves upon reducing the influence of social origin on educational attainment. A semiparametric estimation of a counterfactual distribution is used to simulate a distribution of earnings that is not overdetermined by the effect of social origin on education. The contrast between the simulated and the observed distribution reveals that social origin worsens inequality by inducing an earnings bonus. In particular, the earnings bonus associated with social origin, benefits most those with a high school degree or more. Those who have attained at most middle school obtain a small earnings bonus or none at all. Social origin's boosting of returns to education is most salient above the median of the earnings distribution and increases disproportionately above the 80th percentile. The results emphasize the importance of universal educational opportunities for reducing the effect of social origin on labor market outcomes. The absence of any indirect effect of social origin on the earnings of those with less than a high school education is not consistent with sociological perspectives that emphasize social reproduction mechanisms in explaining inter-generational persistence in the labor market.

A path is emerging: Steps towards an LGBT+ inclusive education for Mexican students

Mexican schools are in crisis, where LGBT+ students face constant violence and discrimination. In the past decade, civil society has led the way in evaluating school climate and assessing LGBT+ students’ needs in Mexican schools. Unsurprisingly, individuals most affected by this violence and discrimination, LGBT+ individuals, have pushed these efforts forward as they conduct research, create resources, and facilitate workshops. In this article, we show how civil society has been the leader on advocating for LGBT+ inclusive education in Mexico. We justify this claim by exploring the existing research at the national, regional, and international levels, showing that much of what is present stems from civil society’s ongoing efforts. We then analyze the current legal framework aimed at protecting students against discrimination. We also discuss existing tools and advancements designed to promote inclusive classrooms, from both a public policy and civil society perspective. We conclude by punctuating the necessity and urgency of utilizing civil society in reforms that advocate for inclusion to better formulate public policies and establish direct, sustainable ties to the individuals and communities most in need.

Trends in public spending on basic education compared to the quality of education in Mexico

Education is an indispensable public service for the country's development. In order to have access to quality education, more must be invested, especially in basic education, since it is the basis for educational development; however, not as much is invested compared to other OECD countries. In recent years, the basic education budget as a percentage of GDP has shown a downward trend from 2.3% to 1.9%. Similarly, in the results of the last PISA test, Mexicans were positioned below the average, reflecting low performance compared to the OECD average. The objective of this research is to analyze whether public spending on basic education in Mexico has an impact on the quality of education at this level, measured in terms of the PISA test. It is also based on the trend method to analyze variations in spending. This contributes to the fact that due to the decreasing trend of the indicators, the competent authorities in Mexico design new policies that meet the needs of the new generations and lead to an increase in the performance of young Mexicans and increase the degree of educational quality in basic education.

Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico

This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning.