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To browse Academia. This paper focuses upon the enactment and implementation of a National Educational Reform in Mexico, which introduced competitive examinations for teachers entering the newly established Professional Teaching Service of the National Educational System, and compulsory evaluation of all teachers in active service for promotion and tenure. The analysis describes the 1 aims and intentions of the Reform, 2 the force and errors in its implementation, 3 the opposition of a radical wing of the National Union of Educational Workers, and 4 the social turmoil this confrontation has caused.
A theoretical basis for a political analysis of educational reform is provided, one that includes an understanding of the political nature of the reforms, the distinction between design and implementation, and the use of different categories to provide a solid analytical framework. It is important to understand the actors of the opposing forces, the aims they pursue, the rationale of their argumen Marco A Navarro-Leal.
Jaime valdez. In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late s until the last — Education Reform RE— Mexico joined the Global Education Reform Movement during the s through the National Agreement for the Modernization of Basic Education, under which the program Teachers Career Services was created to increase teacher quality.
Later, the Quality School Program was implemented in order to decentralize school management and increase school accountability. Using a documentary analysis, we review the origins of such accountability policies in order to map out the involved stakeholders, and identify how these influenced and effected the development and implementation of last Edu Increased accountability is necessary to improve the quality of Mexican education, but a focus on performance and testing may rest legitimacy to indigenous ways of teaching and knowing.
