Educational Lag Research Articles

Educational Lag in Higher Secondary Education Institutions in Ixtapaluca, Valle de Chalco and Chalco

Objective: The study entitled "Educational Lag in Higher Secondary Education Institutions in Ixtapaluca, Valle de Chalco, and Chalco" is to analyze the impact of the COVID-19 pandemic on school dropout rates and educational quality in these municipalities. Methodology: The research uses a mixed-methods approach, combining quantitative and qualitative data. Data collection included surveys, interviews with school principals, and focus groups with students and teachers. This methodology allows for a comprehensive analysis of dropout rates and educational quality, considering both statistical data and personal experiences of those affected by the pandemic. Contribution: The findings of this study are expected to provide valuable insights into the specific challenges faced by upper secondary education institutions in the target municipalities. The research will inform the development of effective strategies to address educational lag, improve retention rates, and enhance the overall quality of education. It aims to benefit policymakers, educators, and the student community by providing evidence-based recommendations to mitigate the adverse effects of the pandemic on education. The study highlights the importance of tailored interventions and support systems to help students address the challenges posed by the COVID-19 pandemic and ensure a more resilient and inclusive educational environment in the future.

School failure: the perception of the university student

The prelude to educational lag and school dropout in Mexico is school failure; conceptualized as the reflection of the student's potential in a parameter of insufficiency in relation to the minimum requirements established by an educational institution, making it impossible to continue, causing the perception of failure. The objective was to identify the causes of academic failure, from the perspective of the university student. The methodology presented a study with a quantitative-descriptive approach, with non-probabilistic sampling where 126 of a total population of 182 university students participated. A failure rate of 23.36% was determined, with generic competences being the learning units with the highest failure rate, the two main causes, from the student's perception, are related to the student himself, 49.5% and to the teacher, 26.6%. In conclusion, the detection of areas of opportunity and analysis must be addressed by establishing strategies that help reduce the failure rates and school failure

Identifying Gender-Specific Risk Factors for Income Poverty across Poverty Levels in Urban Mexico: A Model-Based Boosting Approach

This paper aims to identify income-poverty risk factors in urban Mexican households. Special emphasis is paid to examine differences between female- and male-headed families. To this, a dataset with 45 theoretical factors at the individual/household, community, and regional levels, integrating information from nine sources, is created. To these data, additive quantile models are estimated via the boosting algorithm. From a gender standpoint, the following main contributions come from this paper. First, educational lag is particularly relevant for female-headed households. Second, there is a gendered life cycle in the income trajectory for poor households with a head having a medium level of education. Third, some households, traditionally disregarded, are found to be even poorer: those lacking social connectedness, without credit cards, with an extended composition, in which the female head spends a large part of her time on housework, and families headed by young women with a medium level of education. Finally, communities and regions where families have a lower income-to-poverty ratio are characterized as having an unequal income distribution, lower human development, lower levels of women’s economic participation, poor quality of services, and lower gender-based violence levels in the public sphere but higher gender-based violence levels in the family context.

Sleep Quality, Nutrient Intake, and Social Development Index Predict Metabolic Syndrome in the Tlalpan 2020 Cohort: A Machine Learning and Synthetic Data Study.

This study investigated the relationship between Metabolic Syndrome (MetS), sleep disorders, the consumption of some nutrients, and social development factors, focusing on gender differences in an unbalanced dataset from a Mexico City cohort. We used data balancing techniques like SMOTE and ADASYN after employing machine learning models like random forest and RPART to predict MetS. Random forest excelled, achieving significant, balanced accuracy, indicating its robustness in predicting MetS and achieving a balanced accuracy of approximately 87%. Key predictors for men included body mass index and family history of gout, while waist circumference and glucose levels were most significant for women. In relation to diet, sleep quality, and social development, metabolic syndrome in men was associated with high lactose and carbohydrate intake, educational lag, living with a partner without marrying, and lack of durable goods, whereas in women, best predictors in these dimensions include protein, fructose, and cholesterol intake, copper metabolites, snoring, sobbing, drowsiness, sanitary adequacy, and anxiety. These findings underscore the need for personalized approaches in managing MetS and point to a promising direction for future research into the interplay between social factors, sleep disorders, and metabolic health, which mainly depend on nutrient consumption by region.

高等教育迟滞：关于如何提高大学生能力的文献综述

高等教育迟滞：关于如何提高大学生能力的文献综述

Proposal for the Follow-up of Newly Registered Students on the Part of Professionals from the Center for General Studies in the Post-pandemic Context

Considering the present juncture that the educational system is going thru after the Pandemic of Covid-19, which ultimately caused a series of restrictive measures by the Ministry of Education, and previously, by a series of strikes in the public sector, it was assumed that students of recent entrance in the Centre for General Studies (Centro de Estudios Generales, CEG) could present an educational lag. This could consequently generate some apprehension and uncertainty, and possibly wider student during the academic year 2020. Considering such eventuality, a special Conference titled in the same manner as this article was organized; such event was geared towards the educational and administrative body of the CEG with the main purpose of creating some bio-pedagogical instruments for sensitizing professors with respect to posible traumas of the new post-Pandemic students. In this article we present the essential basis of the Conference grounded upon the Theory of emotional intelligence by Daniel Goleman, as an ideal resource for confronting such adverse circumstances. All these aspects are approached using the bio-pedagogic emergent paradigm. First, we detail some contextual factors, and secondly we follow with the topic of educational lag, the basis for resilience, after critical events, emotional intelligence, and bio-pedagogical didactics.

Transitioning Electrochemical Technologies into Agriculture via the National Science Foundation Engineering Research Center Model

One of the most difficult challenges in translating electrochemical technologies into agriculture is the lag in education about the impact of electrochemical technologies in the field. Other challenges include lack of (1) investment and resources for translational research; (2) effective mechanisms to derisk investment; (3) a workforce prepared to translate and operate such technologies; (4) policy, legal infrastructure, and holistic business growth models; and (5) diverse and inclusive leadership “agents of change” to transition the technologies into the market. Opportunities to translate research into the market require strong partnerships with industry, universities, government, and stakeholders. An effective model is the National Science Foundation (NSF) Engineering Research Center (ERC) model. An NSF ERC Gen-4 launched in August 2022 is the Center for Advancing Sustainable and Distributed Fertilizer Production (CASFER). Industry and other practitioner organizations are actively involved at the very early stage (articulation of the vision) and during operation in activities such as: participation in strategic planning, joint research, providing input into workforce development programs, mentoring students, and engagement in proof-of-concept testbeds. All these activities and engagement are key to accelerating technology transfer and to transitioning technologies from the lab to the market, while training an effective workforce for industry.

Health sciences undergraduate students academic track records.

Academic track record analysis is essential for evaluating the training of students and the structure of higher education study programs, which allows diagnosing and preventing educational lag and school dropout. To analyze the differences in academic track records of UNAM health sciences undergraduate students from generations 2001 to 2016. Study of real cohorts; graduation and lag rates were calculated. ANOVA was used to contrast the graduation rates between campuses by undergraduate program and time. To identify critical periods, survival functions were used with Kaplan-Meier's method. The lowest percentages of lag were observed in nursing and medicine students; nursing students had the highest graduation rates, especially at Zaragoza campus; dentistry students had the lowest graduation rates and the highest dropout and lag rates. Women showed higher graduation rates and lower risk of dropout and lag. Nursing, medicine and psychology undergraduate students at Zaragoza and Iztacala campuses, with modular programs, achieved the highest graduation percentages and the lowest dropout and lag rates.

Feminicide risk indicators in Mexico by means of community theory and Intersectional Feminism variables

Violence against women is a complex problem that requires immediate attention in countries such as Mexico, where the number of reports of violence continues to rise. From the perspective of the social sciences, well-established theories such as Community Theory and Intersectional Feminism have pointed out that several elements of the social context and belonging to certain social categories are determining factors related to this problem. However, the relationship between feminicides in Mexico and these determining factors is still unknown, since no rigorous statistical analysis has been carried out so far. In this article we demonstrate that both Community Theory and Intersectional Feminism can be applied to the case of feminicide in Mexico and that they manage to conceptualize, to a certain degree, the dynamics of this crime. The results we obtained show that within the same municipality, belonging to certain social groups influences on susceptibility. On the other hand, it was statistically verified that there is also a significant influence of the neighboring municipalities when they present an educational lag. In other words, the risk of feminicide comes largely from the geographical and social context. To verify these results, we have constructed various spatial and nonspatial econometric models, which allow an understanding of feminicide and its factors through the experimental confrontation between official data associated with both theories mentioned above.

The educational lag in Mexico: notes and reflections

The article addresses the educational gap as one of the serious problems that affects the Mexican Educational System. This issue undoubtedly represents a need that must be completely eliminated. It also reflects on the seriousness of this issue and the influence of four agents that influence the eradication of this social evil: the state, the family, the school and the subject-student.

Inclusive education in Ghana: How prepared are the teachers?

We cannot overemphasize the importance of education in creating sustainable societies. Persons with disabilities continue to lag in education, which affects their employment and income and overall well-being. Education is necessary for persons with disabilities to break out of the cycle of poverty as recognized by both the United Nations Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Ghana developed an inclusive education policy in 2015 with an overarching goal of fostering equitable access to education for all children. The critical question is what to teach. The B.Ed. Curriculum in 2018 was written to reform education and the school curriculum. But how prepared are student teachers at Colleges of Education in Ghana. Using the curriculum to promote inclusive education? In this paper, we use the social model of disability, anchored on the Sustainable Development Goals, to examine the preparedness of student teachers in meeting the needs of learners with diverse learning needs.

Use of Outpatient Health Services by Mexicans Aged 15 Years and Older, According to Ethnicity.

The aim of this study was to estimate the prevalence of health needs and use of outpatient services for indigenous (IP) and non-indigenous (NIP) populations aged ≥15 years, and to explore the associated factors and types of need. A cross-sectional study was conducted based on the 2018-19 National Health and Nutrition Survey. The population aged ≥15 years who had health needs and used outpatient services was identified. Logistic models were developed to explore the factors underlying the use of outpatient services. For both populations, being a woman increased the likelihood of using health services, and having health insurance was the most important variable in explaining the use of public health services. Compared to the NIP, a lower proportion of IP reported health needs during the month prior to the survey (12.8% vs. 14.7%); a higher proportion refrained from using outpatient services (19.6% vs. 12.6%); and a slightly higher proportion used public health services (56% vs. 55.4%). For the NIP, older age and belonging to a household that had received cash transfers from a social program, had few members, a high socioeconomic level, and a head with no educational lag, all increased the likelihood of using public health services. It is crucial to implement strategies that both increase the use of public health services by the IP and incorporate health-insurance coverage as a universal right.

ИССЛЕДОВАНИЕ ОРГАНИЗАЦИОННО-ТЕХНОЛОГИЧЕСКИХ РИСКОВ И РЕСУРСОВ АКТИВИЗАЦИИ ПРОЕКТНОЙ ДЕЯТЕЛЬНОСТИ БУДУЩЕГО ИНЖЕНЕРА

The training of future engineers at the university includes a large number of design work related to the study of various disciplines of the curriculum throughout the entire period of study. In the junior years, students are loaded with projects of humanitarian content, and then they perform complex computational and graphic tasks of professionally oriented projects. The implementation of educational, research and research, innovative course and diploma projects is a mandatory completion of the study of cycles and modules of the general professional and professional components of the training program. It has been established that a large amount of spontaneous or ineptly organized independently project activity of a student causes organizational and technological risks of educational lag, educational difficulties, leads to unreasonable losses of the contingent. In order to study the causes of educational failure and search for resources to reduce it, surveys of future engineering students were conducted. It has been established that a significant impact on the decrease in the educational project activity of first-year students is exerted by the mismatch of ideas about the “free life” of the university and the realities of labor-intensive project activities at the university, the lack of formation of personal organizational and technological training skills. Time management technologies as one of the disciplines of the curriculum were used as organizational and technological resources for activating the project activities of the future engineer. In practice, the most effective was the analysis of typical mental traps. Repeated diagnostics of the manifestations of organizational and technological risks of project activities revealed a trend of their leveling, as well as an increase in student satisfaction with the achieved project results.

Difficulties that the teacher faces at a higher level in a Post-Covid-19 pandemic society

The article analyzes the difficulties faced by a teacher at a higher level, who as a result of the two years that the COVID_19 pandemic has lasted, has seen the need to modify his teaching practice, which has been found with an educational lag. in basic skills, which are essential for the development of professional practice in all areas. The present gives an overview of the teacher's experiences, their practice and the need to seek both strategies and the support of the administrative part to be able to continue with their objectives. The importance of socialization is reflected when returning to the classroom and seeing this decline, as well as limited by all the aspects experienced during the time of confinement and a virtual education, which in turn we saw limited and to a certain extent overestimated by the student and the teacher.

“What’s the Big Idea?” A Case Study of Whole-School Project-Based Instruction in Secondary Education

This paper presents the results of an inquiry into a creative, whole-school integrative learning project that started with posing a ‘big question’. Data were generated to deepen understanding regarding the effects of implementing creative project-based learning Hi on student lived experience and student attitudes toward learning. Research on project-based approaches is required to reflect the current contextual realities specific to high schools. The focus on integrative and arts-based approaches as they relate to high school classrooms indicate that secondary education lags in comparison to elementary and middle grades. The findings presented here provide the possibility of a more informed, attentive, action-sensitive professional practice in the development of educational experiences designed to influence the learning experiences of secondary students.

A Contemporary Overview about Status and Challenging Issues of Tribal Education in India

India is the second-largest tribal population in the world. However, after the seven decades of independence, the tribal groups are disadvantaged and socially backward from the cycle of growth in many areas such as health, education, employment, and empowerment, and more. Among these, for tribal society, education is an essential requirement. The state and central governments have initiated several programs to educate tribal groups. Many of these programs have achieved only 10 percent of the targets. The vast numbers of tribal peoples are missing their education at various levels. They lag in education due to the high illiteracy rates among the tribal population relative to Scheduled Castes (S.C.s). Hence, the time has come to consider tribal education and inclusive growth seriously. In this context, the comprehensive literature review seeks to provide a contemporary overview of India's current status and challenging issues of tribal education. The paper is purely based on second-hand information from various research studies conducted in India and collected from different government sources. The outcomes are more helpful in implementing schemes that can improve tribal literacy and inclusive growth perspectives.

Retos de la educación a distancia para las instituciones de Educación Media Superior Tecnológica en tiempos de COVID-19.

El propósito de la investigación fue conocer los retos de la educación a distancia en tiempos de COVID-19 en el bachillerato técnico CONALEP No. 293 en Puerto Vallarta Jalisco, México. La metodología es cuantitativa, no experimental, de corte descriptivo, exploratorio. El muestreo es probabilístico, aleatorio simple integrada por 32 docentes y administrativos, y 208 alumnos. En los resultados, el director de la institución capacitó al personal administrativo, a los docentes y alumnos en materia digital, creando un sistema sistematizado de reuniones entre el personal directivo, administrativo y docente para detectar a los alumnos con rezago educativo, brindar acompañamiento pedagógico, asesorías y tutorías a los jóvenes en riesgo de reprobación mediante el trabajo colaborativo y la supervisión a padres de familia.

Mujeres migrantes en albergues para jornaleros agrícolas: una aproximación a la vulnerabilidad social

El estudio tiene como objetivo explorar la vulnerabilidad social a la que están expuestas las mujeres migrantes que viven temporalmente en albergues para jornaleros en el corte de caña en el municipio de Cuauhtémoc, Colima, México. Se diseñó un estudio cuantitativo para explorar elementos macro y micro objetivos que conforman el espacio temporal de mujeres migrantes a través de la categoría analítica de vulnerabilidad social. Los resultados preliminares del estudio[1] permitieron identificar que la vulnerabilidad social a la que están expuestas las mujeres estudiadas, se traduce en una pobreza generacional que se ha configurado por un sistema de exclusión que responde a su lugar de origen y el idioma indígena, una limitación al desarrollo de su capital humano por el rezago educativo y una restricción al desarrollo de su capital social por el desplazamiento pendular. [1] Este artículo se deriva del proyecto Vulnerabilidad social de familias jornaleras migrantes en el corte de caña en Colima realizado de septiembre de 2018 a enero de 2020 con un financiamiento del Programa para el Desarrollo Profesional Docente (PRODEP) en la convocatoria de NPTC (2018). The objective of this paper is to make an approach to the social vulnerability that migrant women, temporally living in the cane cutting laborer’s shelters of Cuauhtemoc, Colima Mexico, are exposed to. The quantitative study was made using the analytical category of social vulnerability. The main results were the identification of macro and micro objective factors that signal to the existence of a limitation to the human capital development due to the educational lag, the generational poverty is configured by an exclusion system starting from the place of origin and the indigenous language, and the pendular displacement that hinders the social capital development.

La evaluación para el ingreso al servicio educativo y su impacto en el rendimiento de la prueba PISA en México

El presente artículo tiene como propósito caracterizar y analizar las prioridades de política educativa implementadas por la administración de gobierno (2012-2018), y las asocia con el impacto que pudieron tener en los últimos resultados PISA, en términos del acceso, equidad y calidad de la educación. Se utiliza el enfoque de las prioridades para el estudio de las siguientes prioridades de política educativa: 1) el acceso a la escuela, 2) el Programa para Abatir el Rezago Educativo, el Programa de Escuelas de Tiempo Completo y el Programa de Inclusión y Alfabetización Digital y 3) la política de evaluación docente. En el estudio se da cuenta, a través de la evidencia, que algunas acciones tuvieron un efecto positivo en los logros de aprendizaje de los y las estudiantes, así como debilidades considerables en el proceso de implantación de las políticas educativas. Se necesitan dispositivos de política educativa que se les dé seguimiento en términos de evaluarlos y focalizarlos. La política educativa tiene que gozar de cierta estabilidad, coherencia, coordinación y buscar el bienestar general, si de verdad se aspira a la calidad y equidad educativa.

Research on the Spatial Distribution Difference of Compulsory Education between China and Australia

This study collected regional data from 31 provinces in China and 8 states and territories in Australia in 2016. The study used the descriptive and analytical approach to analyze the results. Also, it used the inductive approach, the descriptive statics analysis and the SPSS to analyze data. it found that the distribution of compulsory education bears both similarities and differences in the two countries. In terms of similarities,there are certain regional differences in the teachers’ faculty of compulsory education in the two countries, and an unbalanced distribution of teachers has emerged. The difference is that although China's compulsory education has rqpidly, the teachers and funds of compulsory education lag far behind Australia, and the Regional imbalance is more serious in China than that in Australia.In other words, if there is a rapidly increasing population somewhere, and the nuers of teachers aren’t keeping up with this in China.