Alianza por la Calidad de la Educación 24 February, 2009 Progress Alliance for Quality Education.

Alianza por la Calidad de la Educación

24 February, 2009

Progress

Alliance for Quality Education

2

Modernization of schools

1. Infrastructure and equipment

2. Information technology and communication

3. Steps and social participation

Guarantee that schools are worthy places free of risks and that they serve their communities, have the necessary infrastructure, equipment and state of the art technology appropriate for teaching and learning.

3


Infrastructure and equipment

Program for Strengthening Infrastructure and equipment

9,719 Alliance schools committed in the 2008-2009 school year 7,566 schools visited and judged CONAFE and INIFED.

6,030 schools built (CONAFE 5,377, MEE 353, INIFED 300)

1,944 schools in the process of being built (CONAFE 92, INIFED 1,852)

9,633 (8,943 Alliance /1) schools to benefit with 2009 resources in the 2009-2010 school year

CONAFE: 6,350 (Alliance 6,301)

INIFED: 3,283 (Alliance 2,642)

/1 The 2009-2010 ALLIANCE school goal will be completed with resources from 2010 in the 2009-2010 school year

4

Modernización de los centros escolares

Technologies of information and communicationEquipments with connectivity for schools• The testing of this concept continues in 200 classrooms dedicated

to 1st grade general and technical secondary education, and also in 3,404 classrooms for 1st grade in tele-secondary in 32 states.

• A plan for assessing the pilot test has been designed.• Learning goals and the planning of 2nd and 3rd grade secondary

classes are being developed.

Endowing teachers with computers• During 2008, 10,959 teachers were evaluated. Among them, 9,118

were certified.

5


Steps and social participation

Foment participative mechanisms in efforts for schools

To date, 40,781 installed Social Participation School Councils have complied (preliminary numbers in process of validation in federal entities)

Consultation and retinue was offered through 4 regional meetings to 26 technical teams that are creating critical processes for the incorporation and reincorporation of schools and the function of their Social Participation School Councils or their equivalent from the Program.

14 State Councils installed

1,004 Municipal Councils installed

Design of the Platform for registration of School Councils

Realization of the National Event in October of 2008 and the four Regional Forums in March of 2009 (Tlaxcala, Campeche, Guanajuato and Sinaloa)

Design of methodology to motivate the School for Parents

6


To January of 2009, 14,308 schools in 32 federal entities were incorporated to the program.

Some actions:

13,753 Social Participation School Councils or their equivalent have been oriented on how to create safe, non-violent and addiction-free school environments.

To strengthen the safety and culture of legality in schools, two national workshops were held with 32 state coordinators and 500 principals of basic education institutes in federal and municipal entities taking part in the program.

Addiction-prevention material is being produced, which will be distributed among 18,000 basic education schools.

Steps and social participation (continues)

Fostering and reinforcing the Safe School Program

7


1,041 schools registered in the program:o551 schools are already taking part in the programo490 schools in 30 federal entities committed to taking part

All entities now have the “Program Implementation Strategies” document.

Resources have been arranged to finance the extension of the program to public schools in 15 entities taking part in the program: Aguascalientes, Baja California Sur, Chihuahua, Federal District, Guerrero, Hidalgo, Jalisco, Morelos, Nayarit, Nuevo Leon, Sinaloa, Tabasco, Tamaulipas, Veracruz and Zacatecas.

We now have education support material designed by the INEE on topics such as: Teaching Geometry; Reviewing Textbooks in the Classroom; Decimals; and Written Expression.


Fostering and reinforcing the Full Time School Program

8



Fostering and reinforcing the Escuela Siempre Abierta (Always Open School) Program (non-continuous schedule, outside class hours and weekends)

6,600 schools in the program in 32 federal entities.

Program rectors prepared the program’s documents for their application in each entity.

An operative guide was designed for its implementation.

9



Fostering and reinforcing the Escuelas de bajo rendimiento program (Program of Low Performance Schools).

6,400 schools were attended through materials, the educational model and training.

200 tele-secondary schools implement learning communities.

100% technical pedagogical advisers received training.

10



Creation of a National School Information System

To date, the www.snie.sep.gob.mx portal has been visited more than 115,600 times, which represents approximately 67,500 users, who have navigated in more than 1,010,000 sub-pages.

11

4. Income and promotion

5. Professionalization

6. Incentives and stimuli

Guarantee that those directing the education system, schools and our children’s teachers are appropriately selected, well trained and that they receive the incentives and stimuli they deserve for achievements in the education of boys, girls and teenagers.

Professionalization of teachers and educational authorities

12

Professionalization of teachers and educational authorities

Income and promotion

Income and promotion of all new positions and definite vacancies via competition

Progress in assigning positions: Day openings: 99%

HSM openings: 99%

By entities: 28 entities that concluded the process: Aguascalientes, Baja California, Baja California

Sur, Campeche, Colima, Coahuila, Chiapas, Chihuahua, Distrito Federal, Durango, State of Mexico, Guanajuato, Guerrero, Hidalgo, Jalisco, Nayarit, Nuevo Leon, Puebla, Queretaro, Quintana Roo, San Luis Potosi, Sinaloa, Sonora, Tlaxcala, Tamaulipas, Veracruz, Yucatan and Zacatecas.

2 entities with more than 90% average progress: Morelos and Tabasco

Non-participating entities: Michoacan and Oaxaca

The Independent Technical Organization was installed, with specialists from the 32 Federal Entities, as was a Work Group, which prepared the exams and went over the topics of the 2009 assemblies for teaching and directive positions.

13

Professionalization of teachers and education authorities

Income and promotion

28 entities concluded the process

2 entities with progress over 90%

2 non-participating entities

14


Diagnoses of teaching positions in directive functions are being done.

Income and Promotion

Promotion and access to directive functions en the states by means of public contests

15


The database of the continuous formation offer in the states has been conformed, for integrating its catalogue.

The guidelines for the participation of higher education institutions in conforming and developing the National Catalogue of Continuous Formation and Professional Improving of basic education teachers in service 2008-2009, were revised.

The work group also approved of the project of the act for installing the State Councils of the National System of Continuous Formation. 10 State Councils were installed in: Coahuila, Chiapas, Distrito Federal, Guerrero, Quintana Roo, San Luis

Potosí, Sinaloa, Tlaxcala, Veracruz and Zacatecas.

Internal rulings for the National Council and for the State Councils are being prepared.

Professionalization

National System of Continuous Formation and Professional Improving of Teachers in Service

16


Work has been done to create the judicial and administrative tools that support the National Assessment System.

Professionalization

Certification of professional competence

17


In regard to peer assessment of CIEES in teacher training institutions for basic education in 10 federal entities, 536 education programs are being evaluated, or approximately 40% of all regular school programs.

Centers of Excellence

Conceptual document on Research Centers and Specialization in Training Teachers.

Architectural model

A convoking project

Professionalization

Strengthen the professionalization of teaching staff in regular schools and 5 regional academic excellence centers.

18


It was agreed that the Reform of General Guidelines for the Teaching Career would contain eight chapters, of which seven have already been worked on jointly by the SEP and SNTE: 1. Objectives. 2. Responsible areas. 3. Participants. 4. Stimuli. 5. Participation aspects. 7. Judgment and 8. Incidences.

Chapter 6, which corresponds to the Assessment System is the only chapter pending.

Incentives and stimuli

Reform guidelines for the Teaching Career

19


We have a proposal based on 2009 ENLACE results and Professional Training for the grades and levels for which there is no student assessment.

Incentives and stimuli

Create the Teachers’ Quality Stimulus Program

20

Student wellbeing and integral development

7. Health, eating and nutrition

8. Social conditions to improve access, permanence and opportune graduation

Transformation of our education system is dependent on improvement of the integral wellbeing of boys, girls and teenagers, an essential condition for educational achievement.

21


Health and Eating

Printing concluded of the National Health Cards for students and teachers of 1st, 2nd and 3rd grades of elementary school.

Information was requested for the database of schools incorporated to the Program.

32 state representatives were trained to operate the program and for implementation of the National Health Card with the aim of letting the distribution planning and use of the National Health Card be known.

Training education communities to develop a health culture

22


Health and eating

Strengthening the school breakfast program to promote balanced menus which have an influence on appropriate eating habits and contribute to preventing excess weight and obesity.

An annex to the Teacher’s Manual is being worked on to promote physical activity, recreation and active school break periods.

Workshops on eating orientation directed to students, teachers, directors, supervisors and parents are in the technical design process.

23


Social conditions to improve access, permanence and opportune graduation

Strengthen the educational scholarship component of the Oportunidades (Opportunities) program

The basic document was concluded for the training program on interactive material for teachers in order to sensitize them on the importance of their role in the Oportunidades program.

We have a training budget for teachers and directors (design and production of 30,000 CDs).

24


Social conditions to improve the access, permanence and opportune graduation

Attention to children in a food poverty situation or vulnerable condition in social development programs

21 strategic state plans were concluded for attention to the education of migrants.

In process of being printed:

10,000 notebooks to support the social, cultural and educational transition of boys and girls with Mexico-USA school experience, “Mientras llego a mi escuela” (Until I Get to My School”.)

3,000 notebooks for teachers, “Pensar desde el otro lado, los desafíos de una educación sin fronteras” (Thinking From the Other Side, Challenges of Education without Borders)”.

3,000 books for teachers and directors “Alumnos transnacionales, escuelas mexicanas frente a la globalización” (Transnational Students, Mexican Students Faced with Globalization)

25


Social conditions to improve access, permanence and opportune graduation

Attention to children with disabilities, outstanding aptitudes and specific talents

Currently, 19,561 schools are being attended that receive support from the program by means of material and training.

4,852 special education services continue to be strengthened to give attention to students enrolled in them.

27 professors in the deaf-blind network from central, southern and northern regions were trained.

26

9. Curricular Reform

Schools should assure education based on values and quality education, which propitiates the building of citizens, fosters productivity and promotes competiveness so people can develop their entire potential.

Integral student training for life and the working world

27


Curricular reform oriented to the development of competiveness and skillsPushing the reform of the focus, assignments and content of basic education

The launching continues for: 32 primary education study programs have been reviewed, updated and are

functioning in the pilot test in 4,968 schools.

Information for preparing the state diagnosis on the reform to 1st and 2nd secondary grades was analyzed and systematized with the support of state technical teams.

The distribution of 1,812,000 copies of the work-materials for mathematics teachers and students, block 1 for 1st, 2nd and 4th primary grades, was begun. Test stage.

We are working on generalizing the 1st and 6th as well as the 3rd and 4th grade pilot groups of primary education.

28


Curricular reform oriented to competiveness and skills

Teaching English from the pre-school level and promotion of interculturalness

The final version of standards and study programs for English was prepared by grade: pre-school 3, and 1st and 2nd grades of primary school.

We are working on the preparation of study programs for 3rd, 4th, 5th and 6th grades of primary school as well as the 3 grades of junior high for 2009.

29

10. Assessment

Assessment should stimulate the quality of education, favor transparence and accountability and be the cornerstone for the appropriate creation of education policies.

Assessing to improve

30

Assessing to improve

National Assessment System

Steps have been taken to articulate the ENLACE test with PISA and the assessment of students’ results with the assessment of basic education teachers.

We are continuing to work on defining the ENLACE test for 1st and 2nd-grade primary education students.

Furthermore, work continues to arrive at a definition of standards which allow exhaustive and periodical assessment of all those playing a role in the education process.

Alianza por la Calidad de la Educación

Alliance for Quality Education

Alianza por la Calidad de la Educación 24 February, 2009 Progress Alliance for Quality Education.

Documents