The Mexican educational system, also known as the Mexican Educational System or the National Educational System (SEN), structurally organizes the principles, standards and procedures that regulate academic training. The Ministry of Public Education "Secretaría de Educación Pública (Mexico)") (SEP) is the institution in charge of administering the different educational levels of the country since September 25, 1921, the date of its creation.[1].
The Mexican educational system is divided into three levels: basic, upper secondary and higher education. These include preschool, primary, secondary, high school, bachelor's, master's and doctoral studies, as well as diplomas and other modalities of higher education and continuing education.
Article 3 of the Political Constitution of the United Mexican States establishes that the education provided by the State must be mandatory, universal, inclusive, public, free and secular. In May 2019, a reform of the article stipulated compulsory education from preschool to upper secondary education, and recognized the right of children to initial education.[2].
History
Contenido
La educación en cualquier nivel, y país del mundo, es la base de la sociedad y de su futuro; México no es la excepción. En México, la educación no inició con la Conquista, sino con las culturas prehispánicas, que enfocaban sus producciones por orientar a los jóvenes a ser personas productivas al alcanzar la edad adulta, así como en la actualidad la educación prepara a los ciudadanos desde niños a convertirse en la fuerza laboral y productiva del país. Si bien las formas de educación a través de la historia han sido duramente criticadas, son todos los eventos que han sucedido los que han marcado la pauta para lograr la creación de leyes y sistemas educativos que actualmente garantizan el derecho de la escuela.
pre-cortesian age
The pre-Cortesian age refers to the time before the arrival of the Spanish, where the Anahuac civilizations developed a very unique education for their inhabitants. To study it we have divided it into four aspects: Teleology of education, Legal Aspect of education, Organic structure and Didactics used by human beings.
Urban educational system
Introduction
The Mexican educational system, also known as the Mexican Educational System or the National Educational System (SEN), structurally organizes the principles, standards and procedures that regulate academic training. The Ministry of Public Education "Secretaría de Educación Pública (Mexico)") (SEP) is the institution in charge of administering the different educational levels of the country since September 25, 1921, the date of its creation.[1].
The Mexican educational system is divided into three levels: basic, upper secondary and higher education. These include preschool, primary, secondary, high school, bachelor's, master's and doctoral studies, as well as diplomas and other modalities of higher education and continuing education.
Article 3 of the Political Constitution of the United Mexican States establishes that the education provided by the State must be mandatory, universal, inclusive, public, free and secular. In May 2019, a reform of the article stipulated compulsory education from preschool to upper secondary education, and recognized the right of children to initial education.[2].
History
Contenido
La educación en cualquier nivel, y país del mundo, es la base de la sociedad y de su futuro; México no es la excepción. En México, la educación no inició con la Conquista, sino con las culturas prehispánicas, que enfocaban sus producciones por orientar a los jóvenes a ser personas productivas al alcanzar la edad adulta, así como en la actualidad la educación prepara a los ciudadanos desde niños a convertirse en la fuerza laboral y productiva del país. Si bien las formas de educación a través de la historia han sido duramente criticadas, son todos los eventos que han sucedido los que han marcado la pauta para lograr la creación de leyes y sistemas educativos que actualmente garantizan el derecho de la escuela.
pre-cortesian age
Teleology of education
Education is one of the most important pillars of all Culture. In education, the values, principles, attitudes, tastes, feelings that give “personality” to each people are transmitted. Likewise, the concept of education in pre-Hispanic Mexico was not limited to the academic aspect alone. It went further, to the depths of feelings and the personal and collective psyche.
In the civilizations of pre-Hispanic Mexico, education was based on solid ethical and moral principles, but fundamentally they were educated to serve the community. Regarding the moral and ethical aspect of education, it is what makes “the heart flourish.” so that Mexican customs are not left behind.
Likewise, pre-Hispanic civilizations sought to “humanize wanting” which implies educating the feelings and attitudes of students. This corresponds to one of the highest principles of those civilizations, which is to share responsibility with divinity in terms of “Maintaining and humanizing the world.”
Education and learning are present from birth. They serve to prepare human beings for life. But knowledge can be transmitted from adult to child or from child to adult.
Current societies owe their evolution and prevalence to the system that allows the reproduction of their values and at the same time the mechanisms that allow them to adapt as appropriate. Education refers to the path to follow and at the same time the goal to achieve. The more an educational system is congruent between its processes and objectives.
Legal aspects of education in Mexico
In ancient times, education in Mexico was mandatory and free. However, it was not granted equally to all inhabitants: there were schools for children of the upper class, the middle class and the lower class. Education is now in change due to the current Reforms in the Constitution, where parents are made responsible for supporting the expenses of the country's basic education schools, having the obligation to pay the maintenance fees of the institutions, despite being public. This is why there is a dispute regarding education that is considered "free", since not all citizens have the necessary resources to cover the maintenance costs of public institutions. Furthermore, the hiring of new positions for teachers was conditioned on the merits demonstrated in the entrance competition, leaving the sale and inheritance of job positions as something illegal.
Organic and didactic structure
Education in pre-Hispanic Mexico was carried out at home and in educational institutions. Home education was given to fathers to give to their sons, who were dedicated to learning the fathers' trade, and for mothers to give to their daughters, who taught them to spin, weave, farm, grind corn and sweep the house.
Aztec institutional education was divided into two schools:
In the field of knowledge, the following were developed:
Education among the Mayans "Maya (pre-Columbian culture)"), although it lacked the structure and organization that the Aztec civilization had, its knowledge of construction, aesthetics, astronomy, arithmetic, art, music, war strategies and medicine is unobjectionable. They had a mastery of numbering based on points and bars, they invented the number zero and they had strategies for measuring time, through calendars.
Regarding the institutional education of women, middle and lower class women went to the institution. They did not lead a communal life within the institution; they usually stayed in their parents' houses, where they performed household chores. On the other hand, upper class women were offered to the gods or entered the calmecac, where they were consecrated as priestesses.
In Mexico there are different levels of education; preschool, primary, secondary, high school, bachelor's, master's and doctoral degrees (in addition to diplomas and other modalities of basic education), throughout the Mexican national territory. Under the terms of the political constitution of the United Mexican States.
The period of the Viceroyalty
Upon the arrival of the Spanish conquistadors, the foundations were laid for evangelization and the gradual cultural conversion of the people of Mexico, to favor the interests of the Spanish Crown. The need to train indigenous priests locally, but also to train administrators, notaries and teachers who would perform different jobs, led to the early founding of schools such as the Santa Cruz de Tlatelolco, and shortly after, the Royal and Pontifical University of Mexico. Throughout the viceroyalty, the Church continued to take charge of education, although, especially during the century, important technical training centers were founded, such as the Royal Mining Seminary.
The Reformation period
Este periodo de la historia transcurre durante los años de la aplicación de las Leyes de Reforma, la Segunda intervención francesa en México, el Segundo Imperio Mexicano y el del triunfo de la República "República Restaurada (México)") y del gobierno de orientación acentuadamente liberal de Benito Juárez, y de los orígenes de la época porfiriana.
En el triunfo de la República, las políticas liberalistas adquieren estructura pedagógica-institucional. Esto ocurrió en las Leyes Orgánicas de Instrucción de 1867") y de 1869"), gracias a las cuales, por primera vez, vino a organizarse concienzudamente la enseñanza.
El porfiriato dura 35 años, de 1876 a 1911, y se desenvuelve conforme al lema "Paz, Orden y Progreso". Una de las bases de la política porfiriana fue la consolidación, y se favoreció a los grandes propietarios y terratenientes, a través de un difícil compromiso con los ideales políticos y sociales del movimiento de Reforma.
En la política económica ejercieron una gran influencia los capitalistas extranjeros. Un ejemplo bastante notable fue la construcción de los ferrocarriles, y se extendió el telégrafo en gran parte del país. Estas aportaciones a la nación se llevaron a cabo en contra del proletariado y de los campesinos, a quienes se reprimió con violencia y crueldad.
Durante la época porfiriana existieron personajes de Estado que mantuvieron los ideales de la Reforma, y contaron solamente los instrumentos de la educación. Lograron crearse importantes y fecundas instituciones que en pocos años coadyuvaron a minar la vieja estructura política del país. Una de las construcciones educativas fue la Escuela Modelo de Orizaba"), realizada por los pedagogos Enrique Laubscher") y Enrique C. Rébsamen. Los resultados de la escuela normal fueron positivos. Se buscaba propagar la idea de la escuela elemental.
Dentro de la dictadura del porfiriato, debido a la actitud opresiva del gobierno hacia el pueblo, apareció un grupo llamado Los Científicos, que no era un partido político y tuvo influencia decisiva en la marcha de la administración. El nombre alude a un discurso donde Justo Sierra proclamaba la importancia de la ciencia como base de la política nacional.[4].
Durante este periodo la educación superior generalmente se realizaba en el extranjero, siendo hasta el 22 de septiembre de 1910 cuando Porfirio Díaz, con motivo de conmemorar el Centenario de la Independencia, y por iniciativa de Don Justo Sierra, se reabre la Universidad Nacional de México.
The Orizaba model school (Veracruz, Mexico)
The first stage of the Orizaba Model School was its foundation in the state of Veracruz in 1883, under the direction of Enrique Laubscher"), which at that time was called cantonal. The school was in a short time a stimulus and paradigm of Mexican school life. Two stages of the evolution of this school can be distinguished. The first: the Orizaba Model School is a primary school where certain principles of objective teaching were experimented with. Its curriculum surpassed that of many elementary schools; language, calculation, geometry, history, English, French, music, gymnastics were taken as subjects.
The Constitution of 1857. The deputies who wrote and voted for it were the liberals. The constitution was sworn on February 5, 1857.
During the Reform War there were two governments in the country and two presidents: one conservative (Félix Zuloaga), the other liberal (Benito Juárez). The first resided in Mexico City; the second dominated Zacatecas, Aguascalientes, San Luis Potosí and Michoacán.
Ignacio Comonfort, President-elect, adhered to the Tacubaya Plan while Benito Juárez, President of the Supreme Court of Justice, defended the current Constitution and refused to collaborate with the conservatives; for which Comonfort ordered that he be arrested and kept in prison.
The ephemeral and poor organization of studies during the French intervention.
During the years of the intervention and the empire (1861-1867), educational life in Mexico went through one of the saddest and most barren periods.
Once the empire was established, an attempt was made, defective and sterile, to reorganize education, through the law of December 27, 1865. It attempted to simplify the curriculum of primary schools and, what was more serious, left elementary education free of charge, since a monthly fee of one peso was assigned to children who wanted to receive it, except for those who showed significant evidence of poverty.[5].
Ministry of Public Education
In its beginnings, the secretariat's activity was characterized by its breadth and intensity: organization of courses, opening of schools, publishing of books and founding of libraries; measures that, together, strengthened a nationalist educational project that also recovered the best traditions of universal culture.
The number of primary education teachers increased from 9,560 in 1919 to 25,312 in 1921; That is, an increase of 164.7 percent was recorded. There were a total of 35 preparatory schools, 12 for lawyers, seven for allopathic doctors, one for homeopathic doctors, four for obstetrics teachers, one for dentists, six for engineers, five for pharmacists, 36 for normal school teachers, three for nursing, two for notaries, ten for fine arts and seven for clergy.
The Lancastrian schools in Mexico
They produced new and timely institutions, due in large part to private initiative. The first school that was opened privately was the Lancasterian Company"). The objective of these institutions was to spread mutual/free education in Mexico. The Lancastrian system was adapted by Bell and Lancaster, of English origin. The organization and method they used were very different from what is customary today, because the teacher's job consisted of choosing the most outstanding students, who then taught 10 or 20 children in the form of a semicircle; these teachers were called monitors and, in addition to these, there was a more important official, the inspector, whose function was to supervise the monitors, deliver and collect teaching supplies from them and indicate to the teacher which ones should be rewarded or punished. In the class, the teacher had to observe the progress of learning and maintain discipline. Teaching in Lancastrian schools was in a large and "conveniently distributed area, facilitating the school tasks that the teacher has planned and explained in advance to the monitors. A severe system of punishments and rewards maintains discipline. The teacher was like a workshop manager who watched over everything and intervened in difficult cases."[5].
Regarding school materials and furniture, the Lancastrian school had a platform that was used by the teacher, some benches for the children, the telegraph, the semicircles, the blackboards, the pointers and the posters. The telegraph was a table with which the teacher gave orders to the inspectors or monitors about the progress of learning.
Tactics and discipline were guarded by guards or instructors and monitors, and these were based on honor rolls, black squares, donkey ears "Donkey ears (education)") and on rewards and punishments, so that discipline was enforced. The inspector monitored the instructors and was in charge of delivering and collecting the instruments for the subjects to be taught, and at the end of the day, the teacher indicated to the instructor who should be punished or rewarded.
The monitors were in charge of the subjects in the Lancastrian schools and were rotated between the groups, some monitors could be reading, writing or arithmetic, although some could also be monitors of two or three subjects. The plan of the Lancastrian schools consisted of three subjects: reading, writing and elementary calculation.
The Lancasterian Company in Mexico was founded in Mexico on February 22, 1822; Its creators were: Manuel Condoniú"), Agustín Buenrostro"), Colonel Eulogio Villaurrutia"), Manuel Fernández Aguado"), Eduardo Turreau") and Ignacio Rivoll").[5].
Five teachers distinguished themselves above all in the Lancastrian schools: Manuel Cordoniú"), Andrés González Millán"), Ignacio Rivoll"), Pablo de la Llave and Francisco de León.
Period of National Unity
In the 1940s, the end of radicalism in education was proclaimed, that is, socialist education). September 1942 to the former presidents of the Revolutionary Party Adolfo de la Huerta, Plutarco Elías Calles, Emilio Portes Gil, Pascual Ortiz Rubio and Lázaro Cárdenas del Río, in order to eradicate the ideological differences between these characters who were active in the same party, but who did not reach an agreement for the union of the Mexican State.
The being and purpose of the National Unity&action=edit&redlink=1 "National Unity (Mexico) (not yet drafted)"), proposed by President Ávila Camacho and supported by the former presidents of the Revolutionary Party, was to prepare individuals for efficient and productive work. The public cause of an education that would serve to unite all Mexicans. At the same time, National Unity was a slogan that had no other purpose than to align political forces with the government to fight against fascism and Nazism and, along the way, strengthen presidentialism.
On December 24, 1943, Jaime Torres Bodet was appointed Secretary of Public Education "Secretaría de Educación Pública (Mexico)"). It was he who was in charge of preparing a new text for the 3rd constitutional article"), from which he eliminated the term socialist and incorporated principles of "humanist, comprehensive, secular, national and democratic education, which should help to eliminate discrimination and privileges and was also oriented towards respect for human dignity, family integration, political independence and international solidarity."
In the period of National Unity, the institutions and projects that were carried out were:
Socialist education
The objective of socialist education was to recognize the ideological struggles to restructure the educational function in Mexico after the armed Revolution. In 1934, the Mexican government lacked a philosophy capable of guiding national education; politicians eager to overcome secularism set out to impose what they called the nation.
Once this proposal was at the convention of the National Revolutionary Party, it suggested in the Chamber of Deputies that article 3 of the constitution be modified and that it remain as follows:
“The education provided by the state will be socialist, and, in addition to excluding all religious doctrine, it will combat fanaticism and prejudice, for which the school will organize its teachings and activities in a way that allows youth to create a rational and exact concept of the universe and social life.”
For this reason, the promoters of socialist education considered it mainly in terms of the spirit of social justice that it implied and as it was a fundamental link in the chain of achievements that should lead to social restructuring.[8].
Under the Law of Socialist Education") an educational reform consistent with the rise and radicalization of the mass movement was sought, to make the school an important instrument of the reform program of the Cardenista government.
However, the socialist educational project faced a serious obstacle:
"The intellectual and moral reform that Cardenismo proposed for the country was not built from an elaborate conception of the world, but from exclusively a conception of the nation. Hence the explanation of the apparent and real contradictions that characterize the educational work of Cardenista populism, particularly the generation of a so-called “socialist education” within a society that remained capitalist."[9].
The Mexican Educational System
La educación formal en México se sustenta en el Sistema Educativo Mexicano, cuyos niveles son: educación inicial, educación básica, educación media superior y educación superior.
El Sistema Educativo Mexicano es el conjunto de normas, instituciones, recursos y tecnologías destinados a ofrecer servicios educativos a la población mexicana;[10] no se trata de un sistema estático, sino de uno en constante transformación.
El Sistema Educativo Mexicano surge en 1857, y el manejo de la educación es responsabilidad de cada Estado. Haciendo énfasis en la Constitución Política, los diputados que la redactaron y votaron fueron los liberales, la cual fue jurada en 5 de febrero en 1857, en ella se logró establecer la “federación como forma de gobierno y se vino aceptar sin limitación la tolerancia de cultos, suprimiendo la religión de Estado. Tocante los derechos del hombre, reconoció: la libertad de pensar y escribir; la libertad de trabajo y enseñanza”. Más tarde, en 1867, se elaboró la Ley Orgánica de Instrucción Pública.
En 1917 se promulgó la Constitución Política de los Estados Unidos Mexicanos, cuyo artículo 3.º") establecía la libertad de cátedra.
En la Ley Orgánica de Instrucción Pública en el Distrito Federal se establece la enseñanza y se declara gratuita y obligatoria la educación elemental"). La misma ley organiza las bases de la educación secundaria; aquí se funda la Escuela para Señoritas"), la Escuela Nacional Preparatoria&action=edit&redlink=1 "Escuela Nacional Preparatoria (México) (aún no redactado)") y se reglamenta la enseñanza superior.[11].
La Encuesta Nacional de Ocupación y Empleo (ENOE) en el 2007 mostró que en realidad una gran cantidad de niños no asisten a la escuela de entre 5 y 17 años, es decir cerca de 3.1 millones de niños y niñas.
Desde luego que México sigue creciendo tanto en educación como en otros aspectos.
Este Sistema Educativo Mexicano es producto de la confluencia de dos corrientes de pensamiento: “el liberalismo mexicano que se reafirma con la Guerra y las Leyes de Reforma de 1859 y 1861, y la revolución mexicana de 1917”.[12].
La forma de evaluación es a través de números truncado a decimales, que van del 5.0 al 10.0 donde 5.0 es la mínima y 10.0 la máxima, y donde la calificación mínima aprobatoria es 6.0, cada asignatura consta de 3 bloques o periodos, también llamados trimestres, donde se le califica a cada uno, y finalmente se expresa el promedio final de la misma.
En la educación preescolar los alumnos aprueban con solo la asistencia.
En la educación primaria, en caso de reprobar más de 3 asignaturas, el alumno repetirá el grado escolar.
En la educación secundaria, en caso de reprobar alguna asignatura el alumno tendrá derecho a un examen de recuperación, solo si no reprobó más de 4 asignaturas, si este es el caso el alumno tendrá que repetir el grado escolar.
El 13 de diciembre de 1934 el artículo 3° constitucional") se reformó por primera vez, y en los años 40 se implementaron los libros de texto gratuitos").
El artículo tercero de la Constitución Política de los Estados Unidos Mexicanos y la Ley General de Educación de 1993, que abrogó la Ley Federal de Educación, la Ley del Ahorro Escolar, la Ley que Establece la Educación Normal para Profesores de Centros de Capacitación para el Trabajo y la Ley Nacional de Educación para Adultos, y que fue reformada en el 2000 y cada año a partir del 2002 hasta el 11 de septiembre del 2013, son los principales cuerpos legales que regulan al Sistema Educativo y establecen los fundamentos de la Educación Nacional.
El artículo 3 de la Constitución estipula que todo individuo tiene derecho a recibir educación y que la Federación, los Estados y los municipios la impartirán en los niveles de preescolar, primaria, secundaria y bachillerato.
En 1976 se aprueba la Ley Nacional de Educación para Adultos, que norma y regula la educación que se ha de brindar a los mayores de 15 años que no han concluido su educación primaria o secundaria.
En el año de 1905 Justo Sierra, historiador y filósofo, estableció la Secretaría de Instrucción Pública y Bellas Artes, y volvió abrir en 1910 la Universidad Nacional de México. Por otro lado, su acción principal a nivel primaria sólo abarcó al Distrito Federal y territorios federales del país, sin trascender a las entidades federativas.
En el año de 1921 se establece la Secretaría de Educación Pública, y el presidente Álvaro Obregón nombra a José Vasconcelos Calderón como su primer titular. A partir de ese momento, el Estado se preocupa más por la educación a nivel nacional, y va sembrando poco a poco el territorio de escuelas, maestros, planes y programas educativos. Durante el periodo de Vasconcelos se comienza la lucha contra el analfabetismo, se crea la escuela rural") mexicana, se incrementan las bibliotecas, se editan libros y se impulsan las bellas artes.
Reform to article 3
On September 11, 2012, the then president-elect Enrique Peña Nieto presented the education reform initiative, which was approved by the chamber of deputies on December 20 and by the senate on December 21, 2012. On February 25, 2013, it was promulgated by the president of the republic and published on February 26 of the same year in the Official Gazette of the Federation.
Subsequently, on September 10 of the same year, the executive promulgated the Law of the Institute for the Evaluation of Education, which is a regulatory law of section IX of article 3 of the Political Constitution of the United Mexican States, the General Law of the Professional Teaching Service regulating section III of the same article, as well as a reform to the General Law of Education. The substantial aspect of this Reform lies basically in elevating the concept of quality to constitutional rank. That is, it is established that the education provided by the State must be secular, mandatory, free and of quality.
[13]
It is considered important that children between 4 and 7 years old should receive attention in the aspects of cognition, socialization, psychomotor, affective, sensorimotor and language, in order to promote their abilities, capacities and skills. This begins to be carried out in the so-called kindergartens and nurseries (see kindergarten, kindergarten and nursery schools). This service is provided to children under four years of age, in an environment rich in formative, educational and emotional experiences, which will allow the minor to acquire skills, habits and values and develop their autonomy, creativity and attitudes necessary in their personal and social performance. Preschool education was declared a priority in 1978.
Basic education
Basic education includes preschool, primary and secondary education.[14].
Education in Mexico has presented some problems, although it stands out in many aspects; In the mathematical field it falls somewhat short since it has been proven that 70% of its inhabitants have presented or present problems in this area by having failed the subject on at least one occasion in their history.[15].
It is made up of three grades: the student enters at 3 years of age (completed at the beginning of the current school year), and leaves at 5 or 6 years of age. It is governed by the Preschool Education Study Program&action=edit&redlink=1 "Preschool Education Study Program (Mexico) (not yet written)") 2011 (PEP 2011); This is national in nature, governing all types and centers of preschool education, whether publicly or privately supported.
In this formative stage, students are expected to live experiences that contribute to their development and learning processes and to develop capacities and skills respecting the fields of development, generating pleasant learning environments.
The PYP 2011 has an "open character", and the diversity in which it is found within the institution and in the classroom, as well as the context in which it is immersed, makes it extremely difficult to establish a sequence of activities or situations that must be carried out successively with the students. The educator is responsible for establishing the order in which the competencies proposed for this educational level will be addressed. The plan proposes six training fields for daily work, where the language field is the primary one to develop. The fields are as follows:
In general, the purposes of preschool education are to create in the child autonomy and willingness to learn; that they acquire confidence in expressing themselves in their native language in different situations, that they develop a taste and interest in reading and that they recognize some properties of writing, that they use mathematical reasoning in situations in which they need to establish relationships of correspondence, quantity and location, that they become interested in the observation of natural phenomena and the characteristics of living beings, that they acquire values "Value (axiology)") and principles "Principle (ethics)") for life in society, that they become familiar with the appreciation and expression of artistic manifestations, through the exercise of imagination and fantasy "Fantasy (psychology)"), and to improve their motor skills, all to promote a healthy life.
It makes up the second level of basic education and is made up of six grades. The student enters at an age between 5 and 6 years, and leaves at approximately 11 or 12 years of age. Primary school (as it is called in Mexico) begins significant learning or literacy, that is, reading, writing, basic calculation and some of the concepts considered essential for culture are taught. Its purpose is to provide all students with common training that makes possible the development of individual motor skills and personal balance; relationship and social action with the acquisition of basic cultural elements; the relative learnings mentioned above. The curriculum is set by the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), which hardly accepts proposals for variations and innovations in it. Being thus the second basic level of education according to the Mexican education system, where it is contemplated, boys and girls who attend this educational level acquire basic knowledge of Spanish, mathematics as well as the use of technologies and even English, currently full-time schools have been implemented where some have food service for children.[16].
Preparatory
Upper secondary education in Mexico is the period of study of between two and three years in the school system") through which medium academic skills are acquired to be able to enter higher education. It is known as high school, preparatory "Educación media superior (Mexico)") or high school "Liceo (institution)"). The school year is semester-based in most study centers. Some are divided into several specialty areas, where students acquire basic knowledge to later enter education In addition, there are "technical high schools" and "open high schools"), and all without exception must be directly or indirectly incorporated into the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), and some also depend on the autonomous university of the region where the school is located. Each of the 32 states of the Mexican Republic has an autonomous university (see, here, the list of autonomous universities in Mexico).[19].
Upper secondary education is offered to those who have completed basic education studies and mostly serves young people between 15 and 18 years old, contributing to their citizen education with both professional technical and preparatory graduation profiles, through the different baccalaureate plans.
In Mexico, the offer of upper secondary education is organized into three educational models: general or preparatory, technological and technical professional. These are operated by different subsystems within an organizational structure with eight types of administrative and budgetary controls:
· Centralized subsystems, are the responsibility of the Federal Public Administration and to this category belong the schools of the General Directorate of Industrial and Services Technological Education (DGETI) Archived on March 27, 2013 at the Wayback Machine, General Directorate of Agricultural Technological Education and Marine Sciences (DGETAyCM) and General Directorate of Baccalaureate (DGB), which coordinates the services of Open High School and the Student Care Centers. with Disability (CAED). This group also includes the Prepa Online service.
· Decentralized subsystems of the federal government, this category includes the CDMX High School College (COLBACH), the National College of Technical Professional Education (CONALEP-CDMX and Oaxaca) and the Industrial Technical Education Center (CETI Jalisco).
· Deconcentrated subsystem of the SEP, refers to the Centers for Scientific and Technological Studies (CECyTE) of the National Polytechnic Institute (IPN).
· Centralized subsystems of the federative entities, to this category belong the schools dependent on the governments of the federative entities such as the State Baccalaureates, the State Institutes of Fine Arts (IEBAS), the Institute of Higher Secondary Education of the CDMX (IEMS-CDMX), Telebachilleratos and the Community Development Baccalaureate Centers Archived on October 22, 2021 in the Wayback Machine.
Higher education
On September 21, 1551, the first university in Mexico was created, the Royal and Pontifical University of Mexico, which inaugurated its courses on January 25, 1553.[20].
The National Autonomous University of Mexico (UNAM) was founded, under the name of the National University of Mexico, in 1910. It has a presence in the 32 states of Mexico.
For the 2019-2020 school year, it has 129 courses with 235 educational options to take them. The university serves 217,808 students in bachelor's and
30,634 in postgraduate studies. In 2019, 22,703 undergraduate students graduated, 75% through options other than the traditional thesis or dissertation and professional exam; and 10,162 specialization, master's and doctoral students.[21].
The Open University and Distance Education System (SUAyED) of the UNAM emerged in the 1970s at the initiative of the then rector Pablo González Casanova. It was created as a flexible and innovative educational option, aimed at extending upper secondary and higher education to large sectors of the population. From its beginnings, the mission of SUAyED was to promote educational innovation in the schools and faculties of UNAM. The system takes advantage of digital technologies to promote the inclusion of vulnerable groups in quality educational programs. In this way, UNAM renews its social commitment and strengthens its ties with universities and higher education institutions in the states by promoting the incorporation of information and communication technologies into higher education. This system offers alternatives for professional preparation in open and distance modalities.
The open modality is an innovative and flexible option in its teaching and evaluation methodologies. The teaching materials and resources, regularly printed, become the main support of knowledge that is studied and analyzed in the spaces dedicated to face-to-face consultations with teachers. Students have to assume responsibility for their learning to work on the curricular content on their own, as established by the programs.
The distance modality is a flexible educational option in space and time. Its methodology incorporates the use of Information and Communication Technologies (ICT) as tools of the teaching-learning process. Supported by distance and face-to-face advice, online teaching materials and resources (via the Internet) are the main support for knowledge, which enhances independent study, without influencing time, place of residence, age and work. In this modality we also have the help of an Advisory Council, which provides greater support in terms of any difficulties we may have. The powers of an advisor are:
The SUAyED currently offers the distance baccalaureate, as well as bachelor's degrees, postgraduate degrees (master's degrees and doctorates) and various diploma courses and workshops (continuing education modality), both in the open modality (offers 22 bachelor's degrees in eight faculties and one school) and in the distance modality (offers a bachelor's degree, 20 bachelor's degrees, four doctorates, three specializations, three master's programs in six fields of knowledge and more than twenty programs), in schools and faculties. located on the campus of the University City, as well as in the metropolitan area of Mexico City and in other states of the Mexican Republic.
Distance education in Mexico
The development of distance education in Mexico, at the end of the sixties, charts the course of this educational paradigm to cover the training gap in teaching staff, that is, this educational model appears and responds to the need to professionalize teachers.
The beginnings of distance education date back to 1923, when “itinerant” distance education emerged, which consisted of teachers traveling to students' homes and was complemented by using tools such as radio and mail. This is how the tradition of correspondence courses was born, in fact, in essence educational programs that are limited to distributing courses, advising online, and evaluating over the Internet are correspondence courses.
Based on the correspondence, greater importance was given to the Primary Radio Project"), which was implemented to teach primary school outside the city, in rural areas. Later in the 1960s, the telesecundaria was created, whose coverage was broader, but had disadvantages such as the little personalized attention given to the student.
Later, the National Autonomous University of Mexico established the Open University System), the first in Latin America, inspired by the Open University in England and the UNED in Spain. Subsequently, in 1972, the National Pedagogical University "Universidad Pedagógica Nacional (Mexico)") began to offer the first distance education service that consisted of printed material for students to study at home and was complemented by Saturday consultancies. (In fact, this continued belonging to the category of correspondence education).
Starting in the 1990s, with the boom of the Internet, a 180° turn occurred for education, since it began to involve establishing communication and transmission of study materials through networks.[37].
Mexico has a wide variety of public and private universities that offer distance higher education, for example the IPN and the UNAM.[38].
The National Polytechnic Institute through Polivirtual Archived April 27, 2014 at the Wayback Machine. offers high school, bachelor's, postgraduate studies and complementary educational services in alternative, innovative and flexible modalities with the support of information and communications technologies. To guarantee the quality of service to students and users, the Polivirtual brings together the efforts and resources of different polytechnic departments, namely: academic units, academic, technical and administrative coordination areas.
Through this system, the IPN offers in a non-school modality the degrees in International Commerce, International Business, Commercial Relations and the Public Accounting career; In the mixed modality, that is, a combination of face-to-face and distance learning, the Bachelor of Tourism is offered.[39].
Like the National Polytechnic Institute, the National Autonomous University of Mexico (UNAM) offers through its platform Baccalaureate, Bachelor's and postgraduate programs in open modalities and distance education.
Educational Model: New Mexican School
El nuevo modelo educativo llamado Nueva Escuela Mexicana (NEM) comienza a partir del 2019, cuando el gobierno de México modifico la Ley General y la Reforma Educativa impulsado por el gobierno mexicano con el objetivo de promover una educación igualitaria y con oportunidades para todos los estudiantes sin importar su estatus socioeconómico, género o discapacidad.[42].
Busca mejorar la calidad de la educación a través de planes y programas actualizados que formen de mejor manera a los docentes, para que los estudiantes tengan un buen desarrollo integral atendiendo a sus necesidades emocionales, físicas y culturales así que no se limita solamente a transmitir conocimientos.[42].
Es un proyecto educativo con enfoque crítico, humanista y comunitario para formar estudiantes con una visión integral, es decir, educar no sólo para adquirir conocimientos y habilidades cognitivas sino también para:.
Es decir, con la NEM se desea formar personas capaces de conducirse como ciudadanos autónomos, con sentido humano y crítico para construir su propio futuro en sociedad.
Articulating shafts
Within the curriculum of the New Mexican School, the so-called articulating axes are established, which function as transversal guidelines applicable to all levels and subjects of basic education. Its purpose is to reinforce values, attitudes and knowledge that contribute to the comprehensive training of students.
The articulating axes are:
Private education
In Mexico, private education is when schools are managed and paid for by groups that are not part of the government, such as private companies or religious groups (high school and university) where you have to pay money to study at those institutions.
These schools are managed by their own people, but they have to follow the rules and goals set by the Ministry of Public Education (SEP).[44].
In Mexico they have grown a lot lately and are now a popular option for many students and families, they have more control over what they teach and who they admit, allowing them to better serve the needs of their students.
Some universities allow you to choose your own schedule or take classes online, so it can be adapted into personalized help, where tutors provide more individual attention and follow up with students.
Unlike a public institution, it does have the necessary resources for the training of its students so that they have optimal development in their education by remaining in those institutions that are focused on a sector of the population with a greater than average economic capacity.[45].
Start of distance education
En México, muchas universidades han implementado programas de educación a distancia.
In online high school there are several public and private schools that are incorporated into the educational model of the Ministry of Public Education "Secretaría de Educación Pública (Mexico)") (SEP). This has 23 modules that allow people who do not have the capacity to attend at a specific time to take them, but for this they need to pass the call and certain requirements.
Degree
At a higher level, the following universities offer this distance educational model:
Currently open and distance university of Mexico (UnADM).
Doctorate
At this level of study, distance education is difficult since most doctorates are required to be working in person at their respective research sites, which is why the number of doctorates that can be done remotely is very reduced. To date, the University for International Cooperation of Mexico has two doctorates:
Doctorate in Legal Sciences.
Doctorate in Sciences.
These are valid in the SEP and CONACYT and IEXE Universidad[46] has a doctorate in public policy and online public security.
State autonomous universities
In addition to the aforementioned institutions, there are state autonomous university institutions, such as the Autonomous University of the State of Hidalgo Archived September 4, 2019 at the Wayback Machine, which obtained its autonomy approximately fifty years ago and is made up of institutes and higher schools, all of which are responsible for providing education at the undergraduate, specialty and postgraduate levels.
Comprehensive Reform of Higher Secondary Education
Upper secondary education teachers integrate into their teaching practice the methodological and procedural theoretical references that support the Comprehensive Reform of Higher Secondary Education (REIMS) by incorporating innovative strategies based on the construction of competencies. He joined the government of Lázaro Cárdenas.
Upper secondary education in Mexico underwent a significant review that culminated in the proposal of a profound reform. This process had its roots in the seventies, when the OECD carried out the first diagnosis of the Mexican educational system. In that analysis, several areas of improvement for this educational level were highlighted, such as the need to unify the different modalities of upper secondary education through a common curriculum, promote the mobility of students at the national level, facilitate the transition between modalities and separate the high school from the universities.
However, it was not until 2007 that concrete measures were taken to address these challenges, which have been pending since the last century. Studies indicate that this problem was not exclusive to Mexico, as developed countries had implemented similar reforms decades ago, focusing on improving the quality, equity and relevance of their educational systems through competency-focused learning.
What is REIMS?
The Comprehensive Reform of Higher Secondary Education (REIMS) seeks to establish a National Baccalaureate System (SNB) within a framework of diversity. This effort led to the creation of the SNB, structured around four main axes:
Levels of curricular specification.
The implementation of the reform considers different levels of concreteness to respect the diversity of upper secondary education and guarantee the relevance of study plans and programs.
The document summarizes the main aspects of the reform, but suggests consulting complementary materials for a deeper understanding, such as Creation of a National Baccalaureate System in a framework of diversity and Generic Competencies and the Graduate Profile of upper secondary education.
As a slight consequence to add, "in this way the riems included, among others, the Higher Secondary Education Teacher Training Program (prefordems), which had as its primary objective to participate in the generation of the teaching profile of Higher Secondary Education. It points out that the main challenge that must be addressed is that related to the professional development of Higher Secondary Education teachers, a development that must be oriented to reflect on the generation of specific competencies and skills during the progress of the training and training processes, by virtue of the fact that the new programs of the baccalaureate are based on competencies, a situation that makes it necessary for teachers to be trained and qualified under this new curricular approach." (Zepeda Flores M, 2020, p.34)[47].
Outstanding organizations
Currently, compulsory basic education includes 12 grades of schooling that include three years of preschool, six years of primary education and three years of secondary education. Each undersecretary has several general directorates.
Controversies, problems and solutions to the Mexican educational system.
Mexico has always been characterized as having one of the educational problems worldwide, below countries such as: Finland, Japan, South Korea, Norway, China, the United States, etc. And even below countries such as: Tanzania, Haiti, Spain, etc.[48].
This is for several reasons, such as:
The lack of resources and investment for education, conflicts with the teaching profession [CNTE], a teaching system where memorization is encouraged, zero reasoning capacity; as well as attending schools 8 hours a day and among other causes.[49].
According to several Mexican and international specialists in Pedagogy, the solution to the Mexican educational problem is through the following points:
1.- Promote scientific research and elimination of the "Prussian memorization" teaching system.
2.- Greater psychological understanding between students and teachers.
3.- Greater promotion of teamwork and in relation to society and reality.
4.- In the case of the study of Natural Sciences subjects such as: Biology, Mathematics, Chemistry, Physics, among others; Materials must be available for further study and compression.
5.- Greater equipment of schools with feeders, computer equipment, science laboratories, better quality music.
6.- Participation of parents and of course the government for the investment in schools.
7.- The elimination of the 8 hours a day of attendance for 6 hours a day and also the increase in high school study from 3 years to 4 years, plus the reduction of Primary school from 6 years to 5 years.
8.- Study of Bullying in schools and greater promotion of sports for the benefit of health.
9.- Formation of extracurricular activity clubs from Primary to High School, such as art, music, theater, leadership, first aid, the formation of a student council, etc.; and of course the creation of sports clubs.
10.- Regarding the educational system: Military, Penitentiary, Night for adults, Homeschool (online study) etc. They are not exempt from educational reform.
The most important thing is that the students who graduate from these institutions understand the world around them, are able to participate in it as conscious citizens to improve it and can face a job field with the knowledge acquired.[50].
In 2024 the book Education in the six-year period 2018-2024 was published. Views from educational research that analyzes the educational system in this period.[51].
References
[1] ↑ «Secretaría de Educación Pública - Historia de la SEP». Archivado desde el original el 20 de septiembre de 2009. Consultado el 18 de agosto de 2009. «Con estas ideas, se creó la Secretaría de Educación Pública el 25 de septiembre de 1921 y cuatro días después, se publicó en el Diario Oficial el decreto correspondiente.».: https://web.archive.org/web/20090920074158/http://www.sep.gob.mx/wb/sep1/sep1_Historia_de_la_SEP?page=3
[46] ↑ «IEXE Universidad». IEXE Universidad. Consultado el 16 de octubre de 2024.: https://www.iexe.edu.mx/
[47] ↑ «Reforma Integral de la Educación Media Superior en México: Opinión de profesores de Ciencias Sociales | RUDICS». Consultado el 5 de diciembre de 2024.: https://virtual.cuautitlan.unam.mx/rudics/?p=2906
The pre-Cortesian age refers to the time before the arrival of the Spanish, where the Anahuac civilizations developed a very unique education for their inhabitants. To study it we have divided it into four aspects: Teleology of education, Legal Aspect of education, Organic structure and Didactics used by human beings.
Teleology of education
Education is one of the most important pillars of all Culture. In education, the values, principles, attitudes, tastes, feelings that give “personality” to each people are transmitted. Likewise, the concept of education in pre-Hispanic Mexico was not limited to the academic aspect alone. It went further, to the depths of feelings and the personal and collective psyche.
In the civilizations of pre-Hispanic Mexico, education was based on solid ethical and moral principles, but fundamentally they were educated to serve the community. Regarding the moral and ethical aspect of education, it is what makes “the heart flourish.” so that Mexican customs are not left behind.
Likewise, pre-Hispanic civilizations sought to “humanize wanting” which implies educating the feelings and attitudes of students. This corresponds to one of the highest principles of those civilizations, which is to share responsibility with divinity in terms of “Maintaining and humanizing the world.”
Education and learning are present from birth. They serve to prepare human beings for life. But knowledge can be transmitted from adult to child or from child to adult.
Current societies owe their evolution and prevalence to the system that allows the reproduction of their values and at the same time the mechanisms that allow them to adapt as appropriate. Education refers to the path to follow and at the same time the goal to achieve. The more an educational system is congruent between its processes and objectives.
Legal aspects of education in Mexico
In ancient times, education in Mexico was mandatory and free. However, it was not granted equally to all inhabitants: there were schools for children of the upper class, the middle class and the lower class. Education is now in change due to the current Reforms in the Constitution, where parents are made responsible for supporting the expenses of the country's basic education schools, having the obligation to pay the maintenance fees of the institutions, despite being public. This is why there is a dispute regarding education that is considered "free", since not all citizens have the necessary resources to cover the maintenance costs of public institutions. Furthermore, the hiring of new positions for teachers was conditioned on the merits demonstrated in the entrance competition, leaving the sale and inheritance of job positions as something illegal.
Organic and didactic structure
Education in pre-Hispanic Mexico was carried out at home and in educational institutions. Home education was given to fathers to give to their sons, who were dedicated to learning the fathers' trade, and for mothers to give to their daughters, who taught them to spin, weave, farm, grind corn and sweep the house.
Aztec institutional education was divided into two schools:
In the field of knowledge, the following were developed:
Education among the Mayans "Maya (pre-Columbian culture)"), although it lacked the structure and organization that the Aztec civilization had, its knowledge of construction, aesthetics, astronomy, arithmetic, art, music, war strategies and medicine is unobjectionable. They had a mastery of numbering based on points and bars, they invented the number zero and they had strategies for measuring time, through calendars.
Regarding the institutional education of women, middle and lower class women went to the institution. They did not lead a communal life within the institution; they usually stayed in their parents' houses, where they performed household chores. On the other hand, upper class women were offered to the gods or entered the calmecac, where they were consecrated as priestesses.
In Mexico there are different levels of education; preschool, primary, secondary, high school, bachelor's, master's and doctoral degrees (in addition to diplomas and other modalities of basic education), throughout the Mexican national territory. Under the terms of the political constitution of the United Mexican States.
The period of the Viceroyalty
Upon the arrival of the Spanish conquistadors, the foundations were laid for evangelization and the gradual cultural conversion of the people of Mexico, to favor the interests of the Spanish Crown. The need to train indigenous priests locally, but also to train administrators, notaries and teachers who would perform different jobs, led to the early founding of schools such as the Santa Cruz de Tlatelolco, and shortly after, the Royal and Pontifical University of Mexico. Throughout the viceroyalty, the Church continued to take charge of education, although, especially during the century, important technical training centers were founded, such as the Royal Mining Seminary.
The Reformation period
Este periodo de la historia transcurre durante los años de la aplicación de las Leyes de Reforma, la Segunda intervención francesa en México, el Segundo Imperio Mexicano y el del triunfo de la República "República Restaurada (México)") y del gobierno de orientación acentuadamente liberal de Benito Juárez, y de los orígenes de la época porfiriana.
En el triunfo de la República, las políticas liberalistas adquieren estructura pedagógica-institucional. Esto ocurrió en las Leyes Orgánicas de Instrucción de 1867") y de 1869"), gracias a las cuales, por primera vez, vino a organizarse concienzudamente la enseñanza.
El porfiriato dura 35 años, de 1876 a 1911, y se desenvuelve conforme al lema "Paz, Orden y Progreso". Una de las bases de la política porfiriana fue la consolidación, y se favoreció a los grandes propietarios y terratenientes, a través de un difícil compromiso con los ideales políticos y sociales del movimiento de Reforma.
En la política económica ejercieron una gran influencia los capitalistas extranjeros. Un ejemplo bastante notable fue la construcción de los ferrocarriles, y se extendió el telégrafo en gran parte del país. Estas aportaciones a la nación se llevaron a cabo en contra del proletariado y de los campesinos, a quienes se reprimió con violencia y crueldad.
Durante la época porfiriana existieron personajes de Estado que mantuvieron los ideales de la Reforma, y contaron solamente los instrumentos de la educación. Lograron crearse importantes y fecundas instituciones que en pocos años coadyuvaron a minar la vieja estructura política del país. Una de las construcciones educativas fue la Escuela Modelo de Orizaba"), realizada por los pedagogos Enrique Laubscher") y Enrique C. Rébsamen. Los resultados de la escuela normal fueron positivos. Se buscaba propagar la idea de la escuela elemental.
Dentro de la dictadura del porfiriato, debido a la actitud opresiva del gobierno hacia el pueblo, apareció un grupo llamado Los Científicos, que no era un partido político y tuvo influencia decisiva en la marcha de la administración. El nombre alude a un discurso donde Justo Sierra proclamaba la importancia de la ciencia como base de la política nacional.[4].
Durante este periodo la educación superior generalmente se realizaba en el extranjero, siendo hasta el 22 de septiembre de 1910 cuando Porfirio Díaz, con motivo de conmemorar el Centenario de la Independencia, y por iniciativa de Don Justo Sierra, se reabre la Universidad Nacional de México.
The Orizaba model school (Veracruz, Mexico)
The first stage of the Orizaba Model School was its foundation in the state of Veracruz in 1883, under the direction of Enrique Laubscher"), which at that time was called cantonal. The school was in a short time a stimulus and paradigm of Mexican school life. Two stages of the evolution of this school can be distinguished. The first: the Orizaba Model School is a primary school where certain principles of objective teaching were experimented with. Its curriculum surpassed that of many elementary schools; language, calculation, geometry, history, English, French, music, gymnastics were taken as subjects.
The Constitution of 1857. The deputies who wrote and voted for it were the liberals. The constitution was sworn on February 5, 1857.
During the Reform War there were two governments in the country and two presidents: one conservative (Félix Zuloaga), the other liberal (Benito Juárez). The first resided in Mexico City; the second dominated Zacatecas, Aguascalientes, San Luis Potosí and Michoacán.
Ignacio Comonfort, President-elect, adhered to the Tacubaya Plan while Benito Juárez, President of the Supreme Court of Justice, defended the current Constitution and refused to collaborate with the conservatives; for which Comonfort ordered that he be arrested and kept in prison.
The ephemeral and poor organization of studies during the French intervention.
During the years of the intervention and the empire (1861-1867), educational life in Mexico went through one of the saddest and most barren periods.
Once the empire was established, an attempt was made, defective and sterile, to reorganize education, through the law of December 27, 1865. It attempted to simplify the curriculum of primary schools and, what was more serious, left elementary education free of charge, since a monthly fee of one peso was assigned to children who wanted to receive it, except for those who showed significant evidence of poverty.[5].
Ministry of Public Education
In its beginnings, the secretariat's activity was characterized by its breadth and intensity: organization of courses, opening of schools, publishing of books and founding of libraries; measures that, together, strengthened a nationalist educational project that also recovered the best traditions of universal culture.
The number of primary education teachers increased from 9,560 in 1919 to 25,312 in 1921; That is, an increase of 164.7 percent was recorded. There were a total of 35 preparatory schools, 12 for lawyers, seven for allopathic doctors, one for homeopathic doctors, four for obstetrics teachers, one for dentists, six for engineers, five for pharmacists, 36 for normal school teachers, three for nursing, two for notaries, ten for fine arts and seven for clergy.
The Lancastrian schools in Mexico
They produced new and timely institutions, due in large part to private initiative. The first school that was opened privately was the Lancasterian Company"). The objective of these institutions was to spread mutual/free education in Mexico. The Lancastrian system was adapted by Bell and Lancaster, of English origin. The organization and method they used were very different from what is customary today, because the teacher's job consisted of choosing the most outstanding students, who then taught 10 or 20 children in the form of a semicircle; these teachers were called monitors and, in addition to these, there was a more important official, the inspector, whose function was to supervise the monitors, deliver and collect teaching supplies from them and indicate to the teacher which ones should be rewarded or punished. In the class, the teacher had to observe the progress of learning and maintain discipline. Teaching in Lancastrian schools was in a large and "conveniently distributed area, facilitating the school tasks that the teacher has planned and explained in advance to the monitors. A severe system of punishments and rewards maintains discipline. The teacher was like a workshop manager who watched over everything and intervened in difficult cases."[5].
Regarding school materials and furniture, the Lancastrian school had a platform that was used by the teacher, some benches for the children, the telegraph, the semicircles, the blackboards, the pointers and the posters. The telegraph was a table with which the teacher gave orders to the inspectors or monitors about the progress of learning.
Tactics and discipline were guarded by guards or instructors and monitors, and these were based on honor rolls, black squares, donkey ears "Donkey ears (education)") and on rewards and punishments, so that discipline was enforced. The inspector monitored the instructors and was in charge of delivering and collecting the instruments for the subjects to be taught, and at the end of the day, the teacher indicated to the instructor who should be punished or rewarded.
The monitors were in charge of the subjects in the Lancastrian schools and were rotated between the groups, some monitors could be reading, writing or arithmetic, although some could also be monitors of two or three subjects. The plan of the Lancastrian schools consisted of three subjects: reading, writing and elementary calculation.
The Lancasterian Company in Mexico was founded in Mexico on February 22, 1822; Its creators were: Manuel Condoniú"), Agustín Buenrostro"), Colonel Eulogio Villaurrutia"), Manuel Fernández Aguado"), Eduardo Turreau") and Ignacio Rivoll").[5].
Five teachers distinguished themselves above all in the Lancastrian schools: Manuel Cordoniú"), Andrés González Millán"), Ignacio Rivoll"), Pablo de la Llave and Francisco de León.
Period of National Unity
In the 1940s, the end of radicalism in education was proclaimed, that is, socialist education). September 1942 to the former presidents of the Revolutionary Party Adolfo de la Huerta, Plutarco Elías Calles, Emilio Portes Gil, Pascual Ortiz Rubio and Lázaro Cárdenas del Río, in order to eradicate the ideological differences between these characters who were active in the same party, but who did not reach an agreement for the union of the Mexican State.
The being and purpose of the National Unity&action=edit&redlink=1 "National Unity (Mexico) (not yet drafted)"), proposed by President Ávila Camacho and supported by the former presidents of the Revolutionary Party, was to prepare individuals for efficient and productive work. The public cause of an education that would serve to unite all Mexicans. At the same time, National Unity was a slogan that had no other purpose than to align political forces with the government to fight against fascism and Nazism and, along the way, strengthen presidentialism.
On December 24, 1943, Jaime Torres Bodet was appointed Secretary of Public Education "Secretaría de Educación Pública (Mexico)"). It was he who was in charge of preparing a new text for the 3rd constitutional article"), from which he eliminated the term socialist and incorporated principles of "humanist, comprehensive, secular, national and democratic education, which should help to eliminate discrimination and privileges and was also oriented towards respect for human dignity, family integration, political independence and international solidarity."
In the period of National Unity, the institutions and projects that were carried out were:
Socialist education
The objective of socialist education was to recognize the ideological struggles to restructure the educational function in Mexico after the armed Revolution. In 1934, the Mexican government lacked a philosophy capable of guiding national education; politicians eager to overcome secularism set out to impose what they called the nation.
Once this proposal was at the convention of the National Revolutionary Party, it suggested in the Chamber of Deputies that article 3 of the constitution be modified and that it remain as follows:
“The education provided by the state will be socialist, and, in addition to excluding all religious doctrine, it will combat fanaticism and prejudice, for which the school will organize its teachings and activities in a way that allows youth to create a rational and exact concept of the universe and social life.”
For this reason, the promoters of socialist education considered it mainly in terms of the spirit of social justice that it implied and as it was a fundamental link in the chain of achievements that should lead to social restructuring.[8].
Under the Law of Socialist Education") an educational reform consistent with the rise and radicalization of the mass movement was sought, to make the school an important instrument of the reform program of the Cardenista government.
However, the socialist educational project faced a serious obstacle:
"The intellectual and moral reform that Cardenismo proposed for the country was not built from an elaborate conception of the world, but from exclusively a conception of the nation. Hence the explanation of the apparent and real contradictions that characterize the educational work of Cardenista populism, particularly the generation of a so-called “socialist education” within a society that remained capitalist."[9].
The Mexican Educational System
La educación formal en México se sustenta en el Sistema Educativo Mexicano, cuyos niveles son: educación inicial, educación básica, educación media superior y educación superior.
El Sistema Educativo Mexicano es el conjunto de normas, instituciones, recursos y tecnologías destinados a ofrecer servicios educativos a la población mexicana;[10] no se trata de un sistema estático, sino de uno en constante transformación.
El Sistema Educativo Mexicano surge en 1857, y el manejo de la educación es responsabilidad de cada Estado. Haciendo énfasis en la Constitución Política, los diputados que la redactaron y votaron fueron los liberales, la cual fue jurada en 5 de febrero en 1857, en ella se logró establecer la “federación como forma de gobierno y se vino aceptar sin limitación la tolerancia de cultos, suprimiendo la religión de Estado. Tocante los derechos del hombre, reconoció: la libertad de pensar y escribir; la libertad de trabajo y enseñanza”. Más tarde, en 1867, se elaboró la Ley Orgánica de Instrucción Pública.
En 1917 se promulgó la Constitución Política de los Estados Unidos Mexicanos, cuyo artículo 3.º") establecía la libertad de cátedra.
En la Ley Orgánica de Instrucción Pública en el Distrito Federal se establece la enseñanza y se declara gratuita y obligatoria la educación elemental"). La misma ley organiza las bases de la educación secundaria; aquí se funda la Escuela para Señoritas"), la Escuela Nacional Preparatoria&action=edit&redlink=1 "Escuela Nacional Preparatoria (México) (aún no redactado)") y se reglamenta la enseñanza superior.[11].
La Encuesta Nacional de Ocupación y Empleo (ENOE) en el 2007 mostró que en realidad una gran cantidad de niños no asisten a la escuela de entre 5 y 17 años, es decir cerca de 3.1 millones de niños y niñas.
Desde luego que México sigue creciendo tanto en educación como en otros aspectos.
Este Sistema Educativo Mexicano es producto de la confluencia de dos corrientes de pensamiento: “el liberalismo mexicano que se reafirma con la Guerra y las Leyes de Reforma de 1859 y 1861, y la revolución mexicana de 1917”.[12].
La forma de evaluación es a través de números truncado a decimales, que van del 5.0 al 10.0 donde 5.0 es la mínima y 10.0 la máxima, y donde la calificación mínima aprobatoria es 6.0, cada asignatura consta de 3 bloques o periodos, también llamados trimestres, donde se le califica a cada uno, y finalmente se expresa el promedio final de la misma.
En la educación preescolar los alumnos aprueban con solo la asistencia.
En la educación primaria, en caso de reprobar más de 3 asignaturas, el alumno repetirá el grado escolar.
En la educación secundaria, en caso de reprobar alguna asignatura el alumno tendrá derecho a un examen de recuperación, solo si no reprobó más de 4 asignaturas, si este es el caso el alumno tendrá que repetir el grado escolar.
El 13 de diciembre de 1934 el artículo 3° constitucional") se reformó por primera vez, y en los años 40 se implementaron los libros de texto gratuitos").
El artículo tercero de la Constitución Política de los Estados Unidos Mexicanos y la Ley General de Educación de 1993, que abrogó la Ley Federal de Educación, la Ley del Ahorro Escolar, la Ley que Establece la Educación Normal para Profesores de Centros de Capacitación para el Trabajo y la Ley Nacional de Educación para Adultos, y que fue reformada en el 2000 y cada año a partir del 2002 hasta el 11 de septiembre del 2013, son los principales cuerpos legales que regulan al Sistema Educativo y establecen los fundamentos de la Educación Nacional.
El artículo 3 de la Constitución estipula que todo individuo tiene derecho a recibir educación y que la Federación, los Estados y los municipios la impartirán en los niveles de preescolar, primaria, secundaria y bachillerato.
En 1976 se aprueba la Ley Nacional de Educación para Adultos, que norma y regula la educación que se ha de brindar a los mayores de 15 años que no han concluido su educación primaria o secundaria.
En el año de 1905 Justo Sierra, historiador y filósofo, estableció la Secretaría de Instrucción Pública y Bellas Artes, y volvió abrir en 1910 la Universidad Nacional de México. Por otro lado, su acción principal a nivel primaria sólo abarcó al Distrito Federal y territorios federales del país, sin trascender a las entidades federativas.
En el año de 1921 se establece la Secretaría de Educación Pública, y el presidente Álvaro Obregón nombra a José Vasconcelos Calderón como su primer titular. A partir de ese momento, el Estado se preocupa más por la educación a nivel nacional, y va sembrando poco a poco el territorio de escuelas, maestros, planes y programas educativos. Durante el periodo de Vasconcelos se comienza la lucha contra el analfabetismo, se crea la escuela rural") mexicana, se incrementan las bibliotecas, se editan libros y se impulsan las bellas artes.
Reform to article 3
On September 11, 2012, the then president-elect Enrique Peña Nieto presented the education reform initiative, which was approved by the chamber of deputies on December 20 and by the senate on December 21, 2012. On February 25, 2013, it was promulgated by the president of the republic and published on February 26 of the same year in the Official Gazette of the Federation.
Subsequently, on September 10 of the same year, the executive promulgated the Law of the Institute for the Evaluation of Education, which is a regulatory law of section IX of article 3 of the Political Constitution of the United Mexican States, the General Law of the Professional Teaching Service regulating section III of the same article, as well as a reform to the General Law of Education. The substantial aspect of this Reform lies basically in elevating the concept of quality to constitutional rank. That is, it is established that the education provided by the State must be secular, mandatory, free and of quality.
[13]
It is considered important that children between 4 and 7 years old should receive attention in the aspects of cognition, socialization, psychomotor, affective, sensorimotor and language, in order to promote their abilities, capacities and skills. This begins to be carried out in the so-called kindergartens and nurseries (see kindergarten, kindergarten and nursery schools). This service is provided to children under four years of age, in an environment rich in formative, educational and emotional experiences, which will allow the minor to acquire skills, habits and values and develop their autonomy, creativity and attitudes necessary in their personal and social performance. Preschool education was declared a priority in 1978.
Basic education
Basic education includes preschool, primary and secondary education.[14].
Education in Mexico has presented some problems, although it stands out in many aspects; In the mathematical field it falls somewhat short since it has been proven that 70% of its inhabitants have presented or present problems in this area by having failed the subject on at least one occasion in their history.[15].
It is made up of three grades: the student enters at 3 years of age (completed at the beginning of the current school year), and leaves at 5 or 6 years of age. It is governed by the Preschool Education Study Program&action=edit&redlink=1 "Preschool Education Study Program (Mexico) (not yet written)") 2011 (PEP 2011); This is national in nature, governing all types and centers of preschool education, whether publicly or privately supported.
In this formative stage, students are expected to live experiences that contribute to their development and learning processes and to develop capacities and skills respecting the fields of development, generating pleasant learning environments.
The PYP 2011 has an "open character", and the diversity in which it is found within the institution and in the classroom, as well as the context in which it is immersed, makes it extremely difficult to establish a sequence of activities or situations that must be carried out successively with the students. The educator is responsible for establishing the order in which the competencies proposed for this educational level will be addressed. The plan proposes six training fields for daily work, where the language field is the primary one to develop. The fields are as follows:
In general, the purposes of preschool education are to create in the child autonomy and willingness to learn; that they acquire confidence in expressing themselves in their native language in different situations, that they develop a taste and interest in reading and that they recognize some properties of writing, that they use mathematical reasoning in situations in which they need to establish relationships of correspondence, quantity and location, that they become interested in the observation of natural phenomena and the characteristics of living beings, that they acquire values "Value (axiology)") and principles "Principle (ethics)") for life in society, that they become familiar with the appreciation and expression of artistic manifestations, through the exercise of imagination and fantasy "Fantasy (psychology)"), and to improve their motor skills, all to promote a healthy life.
It makes up the second level of basic education and is made up of six grades. The student enters at an age between 5 and 6 years, and leaves at approximately 11 or 12 years of age. Primary school (as it is called in Mexico) begins significant learning or literacy, that is, reading, writing, basic calculation and some of the concepts considered essential for culture are taught. Its purpose is to provide all students with common training that makes possible the development of individual motor skills and personal balance; relationship and social action with the acquisition of basic cultural elements; the relative learnings mentioned above. The curriculum is set by the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), which hardly accepts proposals for variations and innovations in it. Being thus the second basic level of education according to the Mexican education system, where it is contemplated, boys and girls who attend this educational level acquire basic knowledge of Spanish, mathematics as well as the use of technologies and even English, currently full-time schools have been implemented where some have food service for children.[16].
Preparatory
Upper secondary education in Mexico is the period of study of between two and three years in the school system") through which medium academic skills are acquired to be able to enter higher education. It is known as high school, preparatory "Educación media superior (Mexico)") or high school "Liceo (institution)"). The school year is semester-based in most study centers. Some are divided into several specialty areas, where students acquire basic knowledge to later enter education In addition, there are "technical high schools" and "open high schools"), and all without exception must be directly or indirectly incorporated into the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), and some also depend on the autonomous university of the region where the school is located. Each of the 32 states of the Mexican Republic has an autonomous university (see, here, the list of autonomous universities in Mexico).[19].
Upper secondary education is offered to those who have completed basic education studies and mostly serves young people between 15 and 18 years old, contributing to their citizen education with both professional technical and preparatory graduation profiles, through the different baccalaureate plans.
In Mexico, the offer of upper secondary education is organized into three educational models: general or preparatory, technological and technical professional. These are operated by different subsystems within an organizational structure with eight types of administrative and budgetary controls:
· Centralized subsystems, are the responsibility of the Federal Public Administration and to this category belong the schools of the General Directorate of Industrial and Services Technological Education (DGETI) Archived on March 27, 2013 at the Wayback Machine, General Directorate of Agricultural Technological Education and Marine Sciences (DGETAyCM) and General Directorate of Baccalaureate (DGB), which coordinates the services of Open High School and the Student Care Centers. with Disability (CAED). This group also includes the Prepa Online service.
· Decentralized subsystems of the federal government, this category includes the CDMX High School College (COLBACH), the National College of Technical Professional Education (CONALEP-CDMX and Oaxaca) and the Industrial Technical Education Center (CETI Jalisco).
· Deconcentrated subsystem of the SEP, refers to the Centers for Scientific and Technological Studies (CECyTE) of the National Polytechnic Institute (IPN).
· Centralized subsystems of the federative entities, to this category belong the schools dependent on the governments of the federative entities such as the State Baccalaureates, the State Institutes of Fine Arts (IEBAS), the Institute of Higher Secondary Education of the CDMX (IEMS-CDMX), Telebachilleratos and the Community Development Baccalaureate Centers Archived on October 22, 2021 in the Wayback Machine.
Higher education
On September 21, 1551, the first university in Mexico was created, the Royal and Pontifical University of Mexico, which inaugurated its courses on January 25, 1553.[20].
The National Autonomous University of Mexico (UNAM) was founded, under the name of the National University of Mexico, in 1910. It has a presence in the 32 states of Mexico.
For the 2019-2020 school year, it has 129 courses with 235 educational options to take them. The university serves 217,808 students in bachelor's and
30,634 in postgraduate studies. In 2019, 22,703 undergraduate students graduated, 75% through options other than the traditional thesis or dissertation and professional exam; and 10,162 specialization, master's and doctoral students.[21].
The Open University and Distance Education System (SUAyED) of the UNAM emerged in the 1970s at the initiative of the then rector Pablo González Casanova. It was created as a flexible and innovative educational option, aimed at extending upper secondary and higher education to large sectors of the population. From its beginnings, the mission of SUAyED was to promote educational innovation in the schools and faculties of UNAM. The system takes advantage of digital technologies to promote the inclusion of vulnerable groups in quality educational programs. In this way, UNAM renews its social commitment and strengthens its ties with universities and higher education institutions in the states by promoting the incorporation of information and communication technologies into higher education. This system offers alternatives for professional preparation in open and distance modalities.
The open modality is an innovative and flexible option in its teaching and evaluation methodologies. The teaching materials and resources, regularly printed, become the main support of knowledge that is studied and analyzed in the spaces dedicated to face-to-face consultations with teachers. Students have to assume responsibility for their learning to work on the curricular content on their own, as established by the programs.
The distance modality is a flexible educational option in space and time. Its methodology incorporates the use of Information and Communication Technologies (ICT) as tools of the teaching-learning process. Supported by distance and face-to-face advice, online teaching materials and resources (via the Internet) are the main support for knowledge, which enhances independent study, without influencing time, place of residence, age and work. In this modality we also have the help of an Advisory Council, which provides greater support in terms of any difficulties we may have. The powers of an advisor are:
The SUAyED currently offers the distance baccalaureate, as well as bachelor's degrees, postgraduate degrees (master's degrees and doctorates) and various diploma courses and workshops (continuing education modality), both in the open modality (offers 22 bachelor's degrees in eight faculties and one school) and in the distance modality (offers a bachelor's degree, 20 bachelor's degrees, four doctorates, three specializations, three master's programs in six fields of knowledge and more than twenty programs), in schools and faculties. located on the campus of the University City, as well as in the metropolitan area of Mexico City and in other states of the Mexican Republic.
Distance education in Mexico
The development of distance education in Mexico, at the end of the sixties, charts the course of this educational paradigm to cover the training gap in teaching staff, that is, this educational model appears and responds to the need to professionalize teachers.
The beginnings of distance education date back to 1923, when “itinerant” distance education emerged, which consisted of teachers traveling to students' homes and was complemented by using tools such as radio and mail. This is how the tradition of correspondence courses was born, in fact, in essence educational programs that are limited to distributing courses, advising online, and evaluating over the Internet are correspondence courses.
Based on the correspondence, greater importance was given to the Primary Radio Project"), which was implemented to teach primary school outside the city, in rural areas. Later in the 1960s, the telesecundaria was created, whose coverage was broader, but had disadvantages such as the little personalized attention given to the student.
Later, the National Autonomous University of Mexico established the Open University System), the first in Latin America, inspired by the Open University in England and the UNED in Spain. Subsequently, in 1972, the National Pedagogical University "Universidad Pedagógica Nacional (Mexico)") began to offer the first distance education service that consisted of printed material for students to study at home and was complemented by Saturday consultancies. (In fact, this continued belonging to the category of correspondence education).
Starting in the 1990s, with the boom of the Internet, a 180° turn occurred for education, since it began to involve establishing communication and transmission of study materials through networks.[37].
Mexico has a wide variety of public and private universities that offer distance higher education, for example the IPN and the UNAM.[38].
The National Polytechnic Institute through Polivirtual Archived April 27, 2014 at the Wayback Machine. offers high school, bachelor's, postgraduate studies and complementary educational services in alternative, innovative and flexible modalities with the support of information and communications technologies. To guarantee the quality of service to students and users, the Polivirtual brings together the efforts and resources of different polytechnic departments, namely: academic units, academic, technical and administrative coordination areas.
Through this system, the IPN offers in a non-school modality the degrees in International Commerce, International Business, Commercial Relations and the Public Accounting career; In the mixed modality, that is, a combination of face-to-face and distance learning, the Bachelor of Tourism is offered.[39].
Like the National Polytechnic Institute, the National Autonomous University of Mexico (UNAM) offers through its platform Baccalaureate, Bachelor's and postgraduate programs in open modalities and distance education.
Educational Model: New Mexican School
El nuevo modelo educativo llamado Nueva Escuela Mexicana (NEM) comienza a partir del 2019, cuando el gobierno de México modifico la Ley General y la Reforma Educativa impulsado por el gobierno mexicano con el objetivo de promover una educación igualitaria y con oportunidades para todos los estudiantes sin importar su estatus socioeconómico, género o discapacidad.[42].
Busca mejorar la calidad de la educación a través de planes y programas actualizados que formen de mejor manera a los docentes, para que los estudiantes tengan un buen desarrollo integral atendiendo a sus necesidades emocionales, físicas y culturales así que no se limita solamente a transmitir conocimientos.[42].
Es un proyecto educativo con enfoque crítico, humanista y comunitario para formar estudiantes con una visión integral, es decir, educar no sólo para adquirir conocimientos y habilidades cognitivas sino también para:.
Es decir, con la NEM se desea formar personas capaces de conducirse como ciudadanos autónomos, con sentido humano y crítico para construir su propio futuro en sociedad.
Articulating shafts
Within the curriculum of the New Mexican School, the so-called articulating axes are established, which function as transversal guidelines applicable to all levels and subjects of basic education. Its purpose is to reinforce values, attitudes and knowledge that contribute to the comprehensive training of students.
The articulating axes are:
Private education
In Mexico, private education is when schools are managed and paid for by groups that are not part of the government, such as private companies or religious groups (high school and university) where you have to pay money to study at those institutions.
These schools are managed by their own people, but they have to follow the rules and goals set by the Ministry of Public Education (SEP).[44].
In Mexico they have grown a lot lately and are now a popular option for many students and families, they have more control over what they teach and who they admit, allowing them to better serve the needs of their students.
Some universities allow you to choose your own schedule or take classes online, so it can be adapted into personalized help, where tutors provide more individual attention and follow up with students.
Unlike a public institution, it does have the necessary resources for the training of its students so that they have optimal development in their education by remaining in those institutions that are focused on a sector of the population with a greater than average economic capacity.[45].
Start of distance education
En México, muchas universidades han implementado programas de educación a distancia.
In online high school there are several public and private schools that are incorporated into the educational model of the Ministry of Public Education "Secretaría de Educación Pública (Mexico)") (SEP). This has 23 modules that allow people who do not have the capacity to attend at a specific time to take them, but for this they need to pass the call and certain requirements.
Degree
At a higher level, the following universities offer this distance educational model:
Currently open and distance university of Mexico (UnADM).
Doctorate
At this level of study, distance education is difficult since most doctorates are required to be working in person at their respective research sites, which is why the number of doctorates that can be done remotely is very reduced. To date, the University for International Cooperation of Mexico has two doctorates:
Doctorate in Legal Sciences.
Doctorate in Sciences.
These are valid in the SEP and CONACYT and IEXE Universidad[46] has a doctorate in public policy and online public security.
State autonomous universities
In addition to the aforementioned institutions, there are state autonomous university institutions, such as the Autonomous University of the State of Hidalgo Archived September 4, 2019 at the Wayback Machine, which obtained its autonomy approximately fifty years ago and is made up of institutes and higher schools, all of which are responsible for providing education at the undergraduate, specialty and postgraduate levels.
Comprehensive Reform of Higher Secondary Education
Upper secondary education teachers integrate into their teaching practice the methodological and procedural theoretical references that support the Comprehensive Reform of Higher Secondary Education (REIMS) by incorporating innovative strategies based on the construction of competencies. He joined the government of Lázaro Cárdenas.
Upper secondary education in Mexico underwent a significant review that culminated in the proposal of a profound reform. This process had its roots in the seventies, when the OECD carried out the first diagnosis of the Mexican educational system. In that analysis, several areas of improvement for this educational level were highlighted, such as the need to unify the different modalities of upper secondary education through a common curriculum, promote the mobility of students at the national level, facilitate the transition between modalities and separate the high school from the universities.
However, it was not until 2007 that concrete measures were taken to address these challenges, which have been pending since the last century. Studies indicate that this problem was not exclusive to Mexico, as developed countries had implemented similar reforms decades ago, focusing on improving the quality, equity and relevance of their educational systems through competency-focused learning.
What is REIMS?
The Comprehensive Reform of Higher Secondary Education (REIMS) seeks to establish a National Baccalaureate System (SNB) within a framework of diversity. This effort led to the creation of the SNB, structured around four main axes:
Levels of curricular specification.
The implementation of the reform considers different levels of concreteness to respect the diversity of upper secondary education and guarantee the relevance of study plans and programs.
The document summarizes the main aspects of the reform, but suggests consulting complementary materials for a deeper understanding, such as Creation of a National Baccalaureate System in a framework of diversity and Generic Competencies and the Graduate Profile of upper secondary education.
As a slight consequence to add, "in this way the riems included, among others, the Higher Secondary Education Teacher Training Program (prefordems), which had as its primary objective to participate in the generation of the teaching profile of Higher Secondary Education. It points out that the main challenge that must be addressed is that related to the professional development of Higher Secondary Education teachers, a development that must be oriented to reflect on the generation of specific competencies and skills during the progress of the training and training processes, by virtue of the fact that the new programs of the baccalaureate are based on competencies, a situation that makes it necessary for teachers to be trained and qualified under this new curricular approach." (Zepeda Flores M, 2020, p.34)[47].
Outstanding organizations
Currently, compulsory basic education includes 12 grades of schooling that include three years of preschool, six years of primary education and three years of secondary education. Each undersecretary has several general directorates.
Controversies, problems and solutions to the Mexican educational system.
Mexico has always been characterized as having one of the educational problems worldwide, below countries such as: Finland, Japan, South Korea, Norway, China, the United States, etc. And even below countries such as: Tanzania, Haiti, Spain, etc.[48].
This is for several reasons, such as:
The lack of resources and investment for education, conflicts with the teaching profession [CNTE], a teaching system where memorization is encouraged, zero reasoning capacity; as well as attending schools 8 hours a day and among other causes.[49].
According to several Mexican and international specialists in Pedagogy, the solution to the Mexican educational problem is through the following points:
1.- Promote scientific research and elimination of the "Prussian memorization" teaching system.
2.- Greater psychological understanding between students and teachers.
3.- Greater promotion of teamwork and in relation to society and reality.
4.- In the case of the study of Natural Sciences subjects such as: Biology, Mathematics, Chemistry, Physics, among others; Materials must be available for further study and compression.
5.- Greater equipment of schools with feeders, computer equipment, science laboratories, better quality music.
6.- Participation of parents and of course the government for the investment in schools.
7.- The elimination of the 8 hours a day of attendance for 6 hours a day and also the increase in high school study from 3 years to 4 years, plus the reduction of Primary school from 6 years to 5 years.
8.- Study of Bullying in schools and greater promotion of sports for the benefit of health.
9.- Formation of extracurricular activity clubs from Primary to High School, such as art, music, theater, leadership, first aid, the formation of a student council, etc.; and of course the creation of sports clubs.
10.- Regarding the educational system: Military, Penitentiary, Night for adults, Homeschool (online study) etc. They are not exempt from educational reform.
The most important thing is that the students who graduate from these institutions understand the world around them, are able to participate in it as conscious citizens to improve it and can face a job field with the knowledge acquired.[50].
In 2024 the book Education in the six-year period 2018-2024 was published. Views from educational research that analyzes the educational system in this period.[51].
References
[1] ↑ «Secretaría de Educación Pública - Historia de la SEP». Archivado desde el original el 20 de septiembre de 2009. Consultado el 18 de agosto de 2009. «Con estas ideas, se creó la Secretaría de Educación Pública el 25 de septiembre de 1921 y cuatro días después, se publicó en el Diario Oficial el decreto correspondiente.».: https://web.archive.org/web/20090920074158/http://www.sep.gob.mx/wb/sep1/sep1_Historia_de_la_SEP?page=3
[46] ↑ «IEXE Universidad». IEXE Universidad. Consultado el 16 de octubre de 2024.: https://www.iexe.edu.mx/
[47] ↑ «Reforma Integral de la Educación Media Superior en México: Opinión de profesores de Ciencias Sociales | RUDICS». Consultado el 5 de diciembre de 2024.: https://virtual.cuautitlan.unam.mx/rudics/?p=2906
As late as 1869 the Company was able to make available $50,000 annually to protect and encourage mutual/free education; However, the following year it began to rapidly decline. The Lancastrian schools in their time were commendable and worthy of applause. These famous private training schools constantly received the then powerful aid from the government throughout the long period of their heyday and fruitful work. The causes that determined the decline of these schools were that the General Government decided to found and maintain better primary schools, slowly changing the system and adapting to a certain degree to the advances of the time.
Within these Lancastrian schools there were those that depended directly on the Company and those that functioned independently. The first were more conservative in their teaching plan and order; The latter were distinguished by the reforms they carried out, especially by the new teaching subjects.[6].
Primary education in Mexico is provided publicly and privately through:[16].
In contrast to what happens in South American countries, secondary education in Mexico only lasts three years. The student enters at an age between 11 and 12 years old, and finishes at 14 or 15 years old. It is this education that aims to enable the student to pursue higher education or to enter the world of work. At the end of secondary education, the aim is for the student to develop sufficient skills, values and attitudes to achieve good development in society. In particular, secondary education must provide basic training to respond to the phenomenon of universal enrollment; prepare for university thinking about those who aspire and can continue their studies; prepare for the world of work those who do not continue studying and wish or need to join working life, and form the integral personality of young people, with special attention to aspects related to civic performance.[17].
In Mexico there are the following modalities:[18].
The telesecundaria system is made up of three grades. This type of education is taught with televised classes and is supported by textbooks that are given free to students. This system was created in 1968, during the six-year term of President Gustavo Díaz Ordaz, for rural and difficult-to-access areas, due to the demand that existed a few decades ago when Mexican society needed to study at a higher level than primary education.
The subjects taught are:
First Degree:
Second Degree:
Third Degree:
The system has been accepted in Mexican society to such a degree that in its facilities a similar system is now taught in the afternoons but aimed at young people in need of upper secondary education, which the government has called "Telebachillerato", which attempts to somewhat resolve the gap of young people who do not have the opportunity to attend a high school for reasons of mobility and family finances. The educational model has been in force for more than four decades, thanks to the use of ICT.
· Decentralized subsystems of the federative entities (ODES), here are the CONALEP state schools, the schools of the College of Scientific and Technological Studies (CECyTE) and the state High School Colleges (COBACH), the Distance Higher Secondary Education (EMSaD) Archived on October 22, 2021 in the Wayback Machine., the Community Telebachillerato, the Comprehensive Community Baccalaureates (BIC), Intercultural Bilingual Baccalaureates and other decentralized organizations of state governments.
· Private subsystems, in this category are the State High Schools for Cooperation (PREECO), the Federal High Schools for Cooperation (PREFECO)) and the non-subsidized private subsystems, that is, the private high schools.
· Autonomous subsystems are the high school campuses that belong to the State Autonomous Universities.
Coordination of Open University, Educational Innovation and Distance Education (CUAIEED), as it is currently known (formerly, Coordination of Open University and Distance Education (CUAED)), had its origin in 1972 with the creation of SUAyED, the modalities promoted by Pablo González Casanova. In 1977, there was a reorganization of the CUAED, by the rector with the purpose of defining the functions of the directorates. It is worth mentioning that in this reorganization the Coordination of the Open University System (CSUA) and the Secretariat of Academic Services disappeared, which in 1972, the CSUA supported the divisions that at that time were beginning to be incorporated into the system, in this reorganization it gave impetus to the CUAED, which depends on the General Secretariat.
However, in 2003, another reorganization occurred again due to a new agreement that changed the structure at UNAM, by which the Coordination of Open University and Distance Education will also have the function of reviewing and updating the Statute of the Open University System, the regulations and applicable standards but also providing support to formal, schooled, open, continuing education programs which are carried out in the distance modality which offers academic activities. It also has an Advisory Council for which it carries out activities such as academic regulations for Open and Distance learning modalities, by Faculties, Schools, Centers and Institutes that offer academic programs.
In March 2009, the vision of SUAyED is to extend upper secondary and higher education to large sectors of the population, having a high-quality curriculum through different modalities of education, training and updating. The resources that are being taken into account for teaching in its different modalities are theoretical-practical methods of transmission and evaluation of knowledge and the creation of learning groups that work inside and outside university campuses and promote the integration of information and communication technologies into educational processes. As CUAED depended on the Secretariat of Institutional Development, this was due to what was established by the rector with the sole purpose of strengthening the University Reform process.
Towards June 2020, Bulletin UNAM-DGCS-506 reports the transformation of the CUAED into the Coordination of Open University, Educational Innovation and Distance Education (CUAIEED) with the objective of creating and applying educational models and innovative methodologies in the modalities of face-to-face, open, distance and mixed or blended education. In addition to linking the face-to-face system with the Open University and Distance Education system in the different academic entities, through projects that promote intermodality, it is entrusted (derived from the disruptive scenario generated by the COVID-19 pandemic) to plan, develop and implement transition strategies to face educational emergency situations, as a consequence of pandemics or similar events. With the creation of the coordination (dependent on the General Secretariat of the University), the coordinations of Educational Development and Curricular Innovation, and of Open University and Distance Education disappear.[22].
The National Autonomous University of Mexico offers this modality to Spanish-speaking people living abroad, and to other institutions in Mexican territory that have the corresponding agreement. It is a flexible modality and adaptable to different needs and schedules. It is characterized by its innovative educational model, in which the subjects are multidisciplinary. The student can study from any computer connected to the Internet, at the times they decide. The total duration of the baccalaureate is 2 and a half years. During the courses, students have the support of advisors (distance teachers), who guide them during their study process. Additionally, they have the permanent support of a tutor, an expert in learning, who provides them with academic monitoring and psycho-pedagogical support.
This offer also includes a series of training courses aimed at high school teachers; Among them are the following: development of linguistic skills, reading strategies in a foreign language, teaching of self-regulated learning, development of applied logical reasoning skills, development of information skills and introduction to distance tutoring.
The degrees offered by the SUAyED system are: Law, Social Work, Pedagogy, Teaching of (German) (Spanish) (French) (English) (Italian) as a foreign language, Psychology, Administration, Accounting, Computer Science, Nursing, Political Science and Public Administration, Communication Sciences, International Relations, Sociology, Economics, Library and Information Studies, Philosophy, History, Hispanic Language and Literatures, Modern Language and Literature and Geography.
Continuing education at UNAM began in the early seventies, in the Faculty of Engineering. From that moment on, this offer has been founded and coordinated in different ways and by different structures. Consequently, continuing education has acquired various nuances over the last 40 years. For a time, for example, it was thought of as a complementary activity to university work; later, as a source of extraordinary resources only. Today, under the management of Dr. José Narro Robles, it constitutes a mechanism aimed at expanding and diversifying the educational offer of the UNAM, within the framework of the University Development Plan 2011-2015.
The offer is made up of Diplomas (Administrative Law, Constitutional Law, Criminal Law, Agrarian Law, Family Law, Youth Worlds, Control Systems, Automation and Instrumentation in Electrical Power Generation Sciences), Workshops (Web 2.0 Workshop) and Courses (Design of teaching-learning strategies with applications to engineering and Architecture, Development of informational competencies, Basic Immunology II, Methodology of Scientific Research to obtain preliminary thesis or dissertation projects, Preparation of exams to measure school learning, Basic Immunology I, Application of Technological Tools in Mathematics, Learning strategies for students, Astrophysics update seminar, Uses and abuses of Written Expression, Introduction to the C++ programming language, Electronic teaching tool for the promotion of the Right to Access to Information -DAI-, Teaching Writing for Publication in English Language, French Online Course, Introduction to interface design for online courses, Introduction to the Moodle System, Distance Education Projects, Media Analysis and Integration).
The specializations offered through the SUAyED system are seven: Specialization in Teaching Spanish as a Foreign Language, Specialization in Stomatology in Primary Care, Specialization in Poultry Animal Production, Specialization in Bovine Animal Production, Specialization in Sheep Animal Production, Specialization in Swine Animal Production, Specialization in Health Promotion and Prevention of Addictive Behavior. The academic entities that offer these programs are: the Teaching Center for Foreigners and the Faculties of Higher Studies (Zaragoza), of Veterinary Medicine and Zootechnics, and of Psychology.
A master's degree is an academic degree; That is, just as when you graduate from university you receive the degree of “bachelor”, when you complete a master's degree, you receive the degree of “master”. In general, master's programs in Mexico require students to complete a thesis. To date, the offer at this level of studies is made up of three programs: Master in Library Science and Information Studies, Postgraduate in Administration Sciences and the Master in Teaching for Higher Secondary Education.
Finally, the highest academic level programs offered by SUAyED are four, namely, Doctorates in Anthropology, Biological Sciences, Mathematical Sciences, and Music. These programs, for the moment, are only available in the Distance modality.[23].
The students of the system, in any of its modalities, enter through the selection exam or by regulated pass, cover the same number of credits and obtain the same degree and title as the students who opt for school education.
A mandatory requirement for admission to a bachelor's degree in the Distance modality is the Prepaedeutic Training Program, the objective of which is to strengthen the skills and strategies necessary for the success of university studies. The program is made up of 7 modules, each of them with a series of thematic and evaluation activities that must be carried out individually or in teams. In each module there is the support of an advisor, who supports, reviews and comments on the activities carried out. The modules are:
To support students in the study process, the SUAyED offers face-to-face and distance advice in accordance with the study plan in question, with teaching materials developed especially for non-face-to-face modalities and with programs, methodologies and evaluation criteria that encourage independent and self-suggestive study.
With the objective of offering and expanding quality education to large sectors of the population, UNAM has formed a network of Continuing Education and Distance Education headquarters with the collaboration of public universities and the government of ten federal entities. Currently, SUAyED teaches both the open education modality and distance education in schools and faculties located on the Ciudad Universitaria campus and in the metropolitan area of Mexico City and other states of the Mexican Republic. To date, it has 36 offices in the states of Tlaxcala, Oaxaca, Chiapas, Tabasco, State of Mexico, Hidalgo, Quéretaro, Sinaloa, Puebla, the Federal District and the metropolitan area.[24].
The SEIEM (Integrated Educational Services to the State of Mexico) is a decentralized public organization whose functions are to plan, develop, direct, monitor and evaluate basic and higher education services in the State of Mexico. Its objective is to guarantee that the education provided in initial, preschool, special, primary, secondary, upper secondary (open secondary) and higher education institutions (Normal Schools, National Pedagogical University "Universidad Pedagógica Nacional (México)") and Teachers' Centers) in the State of Mexico has quality and social relevance.[25].
With the purpose of extending the benefits of culture as widely as possible, UNAM offers educational resources through its portal.[26] More than five thousand educational resources are offered that can be consulted: audios, videos, information capsules on various topics of general interest. These resources can support students from high school to master's degrees.
The portal also highlights virtual classrooms and educational environments:
With the objective of promoting and highlighting the values of the university in front of the university community and society, UNAM offers an alternative that seeks to be a different means of expression of cultural, artistic, scientific and thought diversity and wealth, through the broadcast of the public channel.[29].
The National Pedagogical University "Universidad Pedagógica Nacional (Mexico)") (UPN) is a Mexican public institution of higher education, created by presidential decree on August 25, 1978. Its purpose is to train undergraduate and graduate education professionals to meet the needs of the National Educational System and Mexican society in general. It also offers other higher education services such as specializations and diplomas. It carries out research in educational matters and disseminates pedagogical culture, science and the various artistic and cultural expressions of the country. It currently has 76 Units and 208 academic sub-offices distributed throughout Mexico.[30].
The National Polytechnic Institute was founded in Mexico City in 1936 during the government of President Lázaro Cárdenas del Río. Following the revolutionary ideals in the reconstruction of the country, seeking to provide professional education to the most unprotected classes at that time, it was also an impetus for the industrial and economic development of the country.[31].
Other higher education institutions in Mexico are the Normal Schools, institutions in charge of training Basic Education teachers to cover the urban and rural educational needs of the country. Taking as a model the Normal Schools of Europe, mainly the normal schools of France (Escuela Normal Superior (France) "Escuela Normal Superior (France)").[32].
In Mexico, the Normal Schools are in charge of training Basic Education teachers. Normal education is regulated by the State, in accordance with Article 3 of the Political Constitution of the United Mexican States.
By secretarial agreement published in 1984, the Normal Schools of Mexico can grant bachelor's degrees (higher education). The degrees taught in Normal Schools are: in Preschool, Primary, and Secondary Education with a specialty in Spanish, Mathematics, Biology, Chemistry, Geography, History and Foreign Language (English and French), as well as in Special Education, Physical Education and Bilingual Intercultural Preschool and Primary Education (for indigenous teachers).
The first Normal Schools were founded in the 1920s as part of the Mutual or Lancastrian School movement.
The second generation of Normal Schools was founded after the Restoration of the Republic, most of them were chairs of pedagogy and were part of the Scientific and Literary Institutes, historical antecedents of the State Universities.
The Third generation of Normal Schools began in the 80s of the century with the intention of modernizing education. The first Normal School of this type in Mexico was the Escuela Normal Veracruzana founded in November 1886. The second was the Benemérita Escuela Nacional de Maestros de México City, founded in early 1887. Both institutions are still in operation today. Among the most representative are the Escuela Normal Superior de México founded in 1881 and consolidated in 1942, and the already mentioned Benemérita Escuela Nacional de Maestros.
In the century, other types of Normal Schools were founded such as the Rural Normal Schools starting in the 1920s, the Regional Normal Education Centers and the Experimental Normal Schools. In 2012, the curriculum for teachers was reformed.[33].
Currently there are 450 Normal Schools, 266 public and 184 private. At the national level, the Normal Schools of Mexico served 130,713 thousand students in the 2011-2012 school year, of which 92,806 thousand were women, and with a total of 16,321 teachers and 8,531 non-teaching employees. The states with the largest number of Normal Schools are the State of Mexico with 45 between public and private; Guanajuato with 37 and Puebla with 32.[34].
The Metropolitan Autonomous University was founded in 1974, by decree of the then president Luis Echeverría Álvarez. It has five units or campuses, located in the peripheral areas of Mexico City: Azcapotzalco"), Cuajimalpa"), Iztapalapa, Lerma") and Xochimilco.[35].
The National Technology of Mexico is a decentralized body of the Ministry of Public Education, founded in 2014 by presidential decree by Enrique Peña Nieto. It is a technological higher education institution mainly oriented to the teaching of sciences and engineering, it integrates 266 institutes distributed throughout the Mexican territory, it is positioned as the largest institution in Mexico and Latin America by the number of enrolled students (more than half a million).[36].
Its antecedents date back to 1972 when a statute was approved by the University Council, while in 1997 a regulation was created and the CUAED (Coordination of Open University and Distance Education) was formed.
The Open University and Distance Education System of the UNAM (SUAyED), offers 20 degrees in open modality with a high level of quality, which allows to provide to society that for certain reasons cannot continue their studies either for work or home reasons, since these factors do not allow them to attend experiential classes, for this the open system offered by the UNAM, allows the student to carry out their higher studies without attending the classrooms daily, making it easier for them to adapt their educational needs. professional training with the different areas where it is developed, whether family or work.
The main characteristics of the UNAM Open University and Distance Education System are:
-The learning process is assumed autonomously, that is, the student is in charge of planning his or her time and space to develop his or her activities.
-It is important that the student has the management and mastery of the use of ICT.
-The student has an online advisor who is their main guide and learning facilitator to achieve the purposes of the study plan.
-The student determines the rhythm of his teaching-learning process.[40].
-The advisor provides the student with a range of teaching materials, both digital and printed.
-The titles and degrees obtained by the student from the Open University and Distance Education System are the same as those obtained by students from the school system.
To access this modality it is necessary for the student to pass the selection exam. It is important to highlight that another of the essential requirements, once the student has passed the selection exam, it is important to take the UNAM Propedeutic Training Program, which allows the development of new skills and abilities for the use of ICT.
Currently, the UNAM Open University and Distance Education System (SUAyED) is made up of an advisory council, faculties, schools, centers and institutes that offer academic programs and with the modifications to the Statute and Regulations approved in March 2009, the mission of SUAyED is the extension of education to large sectors of the population through an open and flexible distance system and a theoretical-practical system of transmission and evaluation of knowledge and the creation of groups of learning that can work both inside and outside educational establishments.[41].
Professional education in Mexico is divided by the degree of knowledge development (university or institution) and by the nature of the contributions (public or private).
The history of distance education can be distinguished by periods:
As late as 1869 the Company was able to make available $50,000 annually to protect and encourage mutual/free education; However, the following year it began to rapidly decline. The Lancastrian schools in their time were commendable and worthy of applause. These famous private training schools constantly received the then powerful aid from the government throughout the long period of their heyday and fruitful work. The causes that determined the decline of these schools were that the General Government decided to found and maintain better primary schools, slowly changing the system and adapting to a certain degree to the advances of the time.
Within these Lancastrian schools there were those that depended directly on the Company and those that functioned independently. The first were more conservative in their teaching plan and order; The latter were distinguished by the reforms they carried out, especially by the new teaching subjects.[6].
Primary education in Mexico is provided publicly and privately through:[16].
In contrast to what happens in South American countries, secondary education in Mexico only lasts three years. The student enters at an age between 11 and 12 years old, and finishes at 14 or 15 years old. It is this education that aims to enable the student to pursue higher education or to enter the world of work. At the end of secondary education, the aim is for the student to develop sufficient skills, values and attitudes to achieve good development in society. In particular, secondary education must provide basic training to respond to the phenomenon of universal enrollment; prepare for university thinking about those who aspire and can continue their studies; prepare for the world of work those who do not continue studying and wish or need to join working life, and form the integral personality of young people, with special attention to aspects related to civic performance.[17].
In Mexico there are the following modalities:[18].
The telesecundaria system is made up of three grades. This type of education is taught with televised classes and is supported by textbooks that are given free to students. This system was created in 1968, during the six-year term of President Gustavo Díaz Ordaz, for rural and difficult-to-access areas, due to the demand that existed a few decades ago when Mexican society needed to study at a higher level than primary education.
The subjects taught are:
First Degree:
Second Degree:
Third Degree:
The system has been accepted in Mexican society to such a degree that in its facilities a similar system is now taught in the afternoons but aimed at young people in need of upper secondary education, which the government has called "Telebachillerato", which attempts to somewhat resolve the gap of young people who do not have the opportunity to attend a high school for reasons of mobility and family finances. The educational model has been in force for more than four decades, thanks to the use of ICT.
· Decentralized subsystems of the federative entities (ODES), here are the CONALEP state schools, the schools of the College of Scientific and Technological Studies (CECyTE) and the state High School Colleges (COBACH), the Distance Higher Secondary Education (EMSaD) Archived on October 22, 2021 in the Wayback Machine., the Community Telebachillerato, the Comprehensive Community Baccalaureates (BIC), Intercultural Bilingual Baccalaureates and other decentralized organizations of state governments.
· Private subsystems, in this category are the State High Schools for Cooperation (PREECO), the Federal High Schools for Cooperation (PREFECO)) and the non-subsidized private subsystems, that is, the private high schools.
· Autonomous subsystems are the high school campuses that belong to the State Autonomous Universities.
Coordination of Open University, Educational Innovation and Distance Education (CUAIEED), as it is currently known (formerly, Coordination of Open University and Distance Education (CUAED)), had its origin in 1972 with the creation of SUAyED, the modalities promoted by Pablo González Casanova. In 1977, there was a reorganization of the CUAED, by the rector with the purpose of defining the functions of the directorates. It is worth mentioning that in this reorganization the Coordination of the Open University System (CSUA) and the Secretariat of Academic Services disappeared, which in 1972, the CSUA supported the divisions that at that time were beginning to be incorporated into the system, in this reorganization it gave impetus to the CUAED, which depends on the General Secretariat.
However, in 2003, another reorganization occurred again due to a new agreement that changed the structure at UNAM, by which the Coordination of Open University and Distance Education will also have the function of reviewing and updating the Statute of the Open University System, the regulations and applicable standards but also providing support to formal, schooled, open, continuing education programs which are carried out in the distance modality which offers academic activities. It also has an Advisory Council for which it carries out activities such as academic regulations for Open and Distance learning modalities, by Faculties, Schools, Centers and Institutes that offer academic programs.
In March 2009, the vision of SUAyED is to extend upper secondary and higher education to large sectors of the population, having a high-quality curriculum through different modalities of education, training and updating. The resources that are being taken into account for teaching in its different modalities are theoretical-practical methods of transmission and evaluation of knowledge and the creation of learning groups that work inside and outside university campuses and promote the integration of information and communication technologies into educational processes. As CUAED depended on the Secretariat of Institutional Development, this was due to what was established by the rector with the sole purpose of strengthening the University Reform process.
Towards June 2020, Bulletin UNAM-DGCS-506 reports the transformation of the CUAED into the Coordination of Open University, Educational Innovation and Distance Education (CUAIEED) with the objective of creating and applying educational models and innovative methodologies in the modalities of face-to-face, open, distance and mixed or blended education. In addition to linking the face-to-face system with the Open University and Distance Education system in the different academic entities, through projects that promote intermodality, it is entrusted (derived from the disruptive scenario generated by the COVID-19 pandemic) to plan, develop and implement transition strategies to face educational emergency situations, as a consequence of pandemics or similar events. With the creation of the coordination (dependent on the General Secretariat of the University), the coordinations of Educational Development and Curricular Innovation, and of Open University and Distance Education disappear.[22].
The National Autonomous University of Mexico offers this modality to Spanish-speaking people living abroad, and to other institutions in Mexican territory that have the corresponding agreement. It is a flexible modality and adaptable to different needs and schedules. It is characterized by its innovative educational model, in which the subjects are multidisciplinary. The student can study from any computer connected to the Internet, at the times they decide. The total duration of the baccalaureate is 2 and a half years. During the courses, students have the support of advisors (distance teachers), who guide them during their study process. Additionally, they have the permanent support of a tutor, an expert in learning, who provides them with academic monitoring and psycho-pedagogical support.
This offer also includes a series of training courses aimed at high school teachers; Among them are the following: development of linguistic skills, reading strategies in a foreign language, teaching of self-regulated learning, development of applied logical reasoning skills, development of information skills and introduction to distance tutoring.
The degrees offered by the SUAyED system are: Law, Social Work, Pedagogy, Teaching of (German) (Spanish) (French) (English) (Italian) as a foreign language, Psychology, Administration, Accounting, Computer Science, Nursing, Political Science and Public Administration, Communication Sciences, International Relations, Sociology, Economics, Library and Information Studies, Philosophy, History, Hispanic Language and Literatures, Modern Language and Literature and Geography.
Continuing education at UNAM began in the early seventies, in the Faculty of Engineering. From that moment on, this offer has been founded and coordinated in different ways and by different structures. Consequently, continuing education has acquired various nuances over the last 40 years. For a time, for example, it was thought of as a complementary activity to university work; later, as a source of extraordinary resources only. Today, under the management of Dr. José Narro Robles, it constitutes a mechanism aimed at expanding and diversifying the educational offer of the UNAM, within the framework of the University Development Plan 2011-2015.
The offer is made up of Diplomas (Administrative Law, Constitutional Law, Criminal Law, Agrarian Law, Family Law, Youth Worlds, Control Systems, Automation and Instrumentation in Electrical Power Generation Sciences), Workshops (Web 2.0 Workshop) and Courses (Design of teaching-learning strategies with applications to engineering and Architecture, Development of informational competencies, Basic Immunology II, Methodology of Scientific Research to obtain preliminary thesis or dissertation projects, Preparation of exams to measure school learning, Basic Immunology I, Application of Technological Tools in Mathematics, Learning strategies for students, Astrophysics update seminar, Uses and abuses of Written Expression, Introduction to the C++ programming language, Electronic teaching tool for the promotion of the Right to Access to Information -DAI-, Teaching Writing for Publication in English Language, French Online Course, Introduction to interface design for online courses, Introduction to the Moodle System, Distance Education Projects, Media Analysis and Integration).
The specializations offered through the SUAyED system are seven: Specialization in Teaching Spanish as a Foreign Language, Specialization in Stomatology in Primary Care, Specialization in Poultry Animal Production, Specialization in Bovine Animal Production, Specialization in Sheep Animal Production, Specialization in Swine Animal Production, Specialization in Health Promotion and Prevention of Addictive Behavior. The academic entities that offer these programs are: the Teaching Center for Foreigners and the Faculties of Higher Studies (Zaragoza), of Veterinary Medicine and Zootechnics, and of Psychology.
A master's degree is an academic degree; That is, just as when you graduate from university you receive the degree of “bachelor”, when you complete a master's degree, you receive the degree of “master”. In general, master's programs in Mexico require students to complete a thesis. To date, the offer at this level of studies is made up of three programs: Master in Library Science and Information Studies, Postgraduate in Administration Sciences and the Master in Teaching for Higher Secondary Education.
Finally, the highest academic level programs offered by SUAyED are four, namely, Doctorates in Anthropology, Biological Sciences, Mathematical Sciences, and Music. These programs, for the moment, are only available in the Distance modality.[23].
The students of the system, in any of its modalities, enter through the selection exam or by regulated pass, cover the same number of credits and obtain the same degree and title as the students who opt for school education.
A mandatory requirement for admission to a bachelor's degree in the Distance modality is the Prepaedeutic Training Program, the objective of which is to strengthen the skills and strategies necessary for the success of university studies. The program is made up of 7 modules, each of them with a series of thematic and evaluation activities that must be carried out individually or in teams. In each module there is the support of an advisor, who supports, reviews and comments on the activities carried out. The modules are:
To support students in the study process, the SUAyED offers face-to-face and distance advice in accordance with the study plan in question, with teaching materials developed especially for non-face-to-face modalities and with programs, methodologies and evaluation criteria that encourage independent and self-suggestive study.
With the objective of offering and expanding quality education to large sectors of the population, UNAM has formed a network of Continuing Education and Distance Education headquarters with the collaboration of public universities and the government of ten federal entities. Currently, SUAyED teaches both the open education modality and distance education in schools and faculties located on the Ciudad Universitaria campus and in the metropolitan area of Mexico City and other states of the Mexican Republic. To date, it has 36 offices in the states of Tlaxcala, Oaxaca, Chiapas, Tabasco, State of Mexico, Hidalgo, Quéretaro, Sinaloa, Puebla, the Federal District and the metropolitan area.[24].
The SEIEM (Integrated Educational Services to the State of Mexico) is a decentralized public organization whose functions are to plan, develop, direct, monitor and evaluate basic and higher education services in the State of Mexico. Its objective is to guarantee that the education provided in initial, preschool, special, primary, secondary, upper secondary (open secondary) and higher education institutions (Normal Schools, National Pedagogical University "Universidad Pedagógica Nacional (México)") and Teachers' Centers) in the State of Mexico has quality and social relevance.[25].
With the purpose of extending the benefits of culture as widely as possible, UNAM offers educational resources through its portal.[26] More than five thousand educational resources are offered that can be consulted: audios, videos, information capsules on various topics of general interest. These resources can support students from high school to master's degrees.
The portal also highlights virtual classrooms and educational environments:
With the objective of promoting and highlighting the values of the university in front of the university community and society, UNAM offers an alternative that seeks to be a different means of expression of cultural, artistic, scientific and thought diversity and wealth, through the broadcast of the public channel.[29].
The National Pedagogical University "Universidad Pedagógica Nacional (Mexico)") (UPN) is a Mexican public institution of higher education, created by presidential decree on August 25, 1978. Its purpose is to train undergraduate and graduate education professionals to meet the needs of the National Educational System and Mexican society in general. It also offers other higher education services such as specializations and diplomas. It carries out research in educational matters and disseminates pedagogical culture, science and the various artistic and cultural expressions of the country. It currently has 76 Units and 208 academic sub-offices distributed throughout Mexico.[30].
The National Polytechnic Institute was founded in Mexico City in 1936 during the government of President Lázaro Cárdenas del Río. Following the revolutionary ideals in the reconstruction of the country, seeking to provide professional education to the most unprotected classes at that time, it was also an impetus for the industrial and economic development of the country.[31].
Other higher education institutions in Mexico are the Normal Schools, institutions in charge of training Basic Education teachers to cover the urban and rural educational needs of the country. Taking as a model the Normal Schools of Europe, mainly the normal schools of France (Escuela Normal Superior (France) "Escuela Normal Superior (France)").[32].
In Mexico, the Normal Schools are in charge of training Basic Education teachers. Normal education is regulated by the State, in accordance with Article 3 of the Political Constitution of the United Mexican States.
By secretarial agreement published in 1984, the Normal Schools of Mexico can grant bachelor's degrees (higher education). The degrees taught in Normal Schools are: in Preschool, Primary, and Secondary Education with a specialty in Spanish, Mathematics, Biology, Chemistry, Geography, History and Foreign Language (English and French), as well as in Special Education, Physical Education and Bilingual Intercultural Preschool and Primary Education (for indigenous teachers).
The first Normal Schools were founded in the 1920s as part of the Mutual or Lancastrian School movement.
The second generation of Normal Schools was founded after the Restoration of the Republic, most of them were chairs of pedagogy and were part of the Scientific and Literary Institutes, historical antecedents of the State Universities.
The Third generation of Normal Schools began in the 80s of the century with the intention of modernizing education. The first Normal School of this type in Mexico was the Escuela Normal Veracruzana founded in November 1886. The second was the Benemérita Escuela Nacional de Maestros de México City, founded in early 1887. Both institutions are still in operation today. Among the most representative are the Escuela Normal Superior de México founded in 1881 and consolidated in 1942, and the already mentioned Benemérita Escuela Nacional de Maestros.
In the century, other types of Normal Schools were founded such as the Rural Normal Schools starting in the 1920s, the Regional Normal Education Centers and the Experimental Normal Schools. In 2012, the curriculum for teachers was reformed.[33].
Currently there are 450 Normal Schools, 266 public and 184 private. At the national level, the Normal Schools of Mexico served 130,713 thousand students in the 2011-2012 school year, of which 92,806 thousand were women, and with a total of 16,321 teachers and 8,531 non-teaching employees. The states with the largest number of Normal Schools are the State of Mexico with 45 between public and private; Guanajuato with 37 and Puebla with 32.[34].
The Metropolitan Autonomous University was founded in 1974, by decree of the then president Luis Echeverría Álvarez. It has five units or campuses, located in the peripheral areas of Mexico City: Azcapotzalco"), Cuajimalpa"), Iztapalapa, Lerma") and Xochimilco.[35].
The National Technology of Mexico is a decentralized body of the Ministry of Public Education, founded in 2014 by presidential decree by Enrique Peña Nieto. It is a technological higher education institution mainly oriented to the teaching of sciences and engineering, it integrates 266 institutes distributed throughout the Mexican territory, it is positioned as the largest institution in Mexico and Latin America by the number of enrolled students (more than half a million).[36].
Its antecedents date back to 1972 when a statute was approved by the University Council, while in 1997 a regulation was created and the CUAED (Coordination of Open University and Distance Education) was formed.
The Open University and Distance Education System of the UNAM (SUAyED), offers 20 degrees in open modality with a high level of quality, which allows to provide to society that for certain reasons cannot continue their studies either for work or home reasons, since these factors do not allow them to attend experiential classes, for this the open system offered by the UNAM, allows the student to carry out their higher studies without attending the classrooms daily, making it easier for them to adapt their educational needs. professional training with the different areas where it is developed, whether family or work.
The main characteristics of the UNAM Open University and Distance Education System are:
-The learning process is assumed autonomously, that is, the student is in charge of planning his or her time and space to develop his or her activities.
-It is important that the student has the management and mastery of the use of ICT.
-The student has an online advisor who is their main guide and learning facilitator to achieve the purposes of the study plan.
-The student determines the rhythm of his teaching-learning process.[40].
-The advisor provides the student with a range of teaching materials, both digital and printed.
-The titles and degrees obtained by the student from the Open University and Distance Education System are the same as those obtained by students from the school system.
To access this modality it is necessary for the student to pass the selection exam. It is important to highlight that another of the essential requirements, once the student has passed the selection exam, it is important to take the UNAM Propedeutic Training Program, which allows the development of new skills and abilities for the use of ICT.
Currently, the UNAM Open University and Distance Education System (SUAyED) is made up of an advisory council, faculties, schools, centers and institutes that offer academic programs and with the modifications to the Statute and Regulations approved in March 2009, the mission of SUAyED is the extension of education to large sectors of the population through an open and flexible distance system and a theoretical-practical system of transmission and evaluation of knowledge and the creation of groups of learning that can work both inside and outside educational establishments.[41].
Professional education in Mexico is divided by the degree of knowledge development (university or institution) and by the nature of the contributions (public or private).
The history of distance education can be distinguished by periods: