Alliance
Alianza
for Quality
por
la Calidad
Education
de
la Educación
Progress
24 February, 2009
Modernization of schools
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.
1. Infrastructure and equipment
2. Information technology and communication
3. Steps and social participation
2
Modernization of schools
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
3
Modernización de los centros escolares
Technologies of information and communication
Equipments 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.
4
Modernization of schools
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
5
Modernization of schools
Steps and social participation (continues)
Fostering and reinforcing the Safe School Program
 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.
6
Modernization of schools
Steps and social participation (continues)
Fostering and reinforcing the Full Time School Program
 1,041 schools registered in the program:
o 551 schools are already taking part in the program
o 490 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.
7
Modernization of schools
Steps and social participation (continues)
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.
8
Modernization of schools
Steps and social participation (continues)
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.
9
Modernization of schools
Steps and social participation (continues)
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.
10
Professionalization of teachers and
educational authorities
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.
4. Income and promotion
5. Professionalization
6. Incentives and stimuli
11
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.
12
Professionalization of teachers
and education authorities
Income and promotion
28 entities concluded the process
2 entities with progress over 90%
2 non-participating entities
13
Professionalization of teachers
and education authorities
Income and Promotion
Promotion and access to directive functions en the states by means of public
contests
 Diagnoses of teaching positions in directive functions are being
done.
14
Professionalization of teachers
and education authorities
Professionalization
National System of Continuous Formation and Professional Improving of
Teachers in Service

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.
15
Professionalization of teachers
and education authorities
Professionalization
Certification of professional competence
 Work has been done to create the judicial and administrative tools
that support the National Assessment System.
16
Professionalization of teachers
and education authorities
Professionalization
Strengthen the professionalization of teaching staff in regular schools and 5
regional academic excellence centers.
 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
17
Professionalization of teachers
and education authorities
Incentives and stimuli
Reform guidelines for the Teaching Career
 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.
18
Professionalization of teachers
and education authorities
Incentives and stimuli
Create the Teachers’ Quality Stimulus Program
 We have a proposal based on 2009 ENLACE results and Professional
Training for the grades and levels for which there is no student
assessment.
19
Student wellbeing and integral development
Transformation of our education system is dependent on improvement of
the integral wellbeing of boys, girls and teenagers, an essential condition
for educational achievement.
7. Health, eating and nutrition
8. Social conditions to improve access,
permanence and opportune graduation
20
Student wellbeing and integral development
Health and Eating
Training education communities to develop a health culture
 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.
21
Student wellbeing and integral development
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.
22
Student wellbeing and integral development
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).
23
Student wellbeing and integral development
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)
24
Student wellbeing and integral development
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.
25
Integral student training
for life and the working world
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.
9. Curricular Reform
26
Integral student training
for life and the working world
Curricular reform oriented to the development of competiveness
and skills
Pushing 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.
27
Integral student training
for life and the working world
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.
28
Assessing to improve
Assessment should stimulate the quality of education, favor transparence
and accountability and be the cornerstone for the appropriate creation of
education policies.
10. Assessment
29
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 2ndgrade 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.
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Alliance
Alianza
for
porQuality
la Calidad
de la Educación
Education