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24 February, 2009

Alliance for Quality Education. Progress. 24 February, 2009. Modernization of schools.

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24 February, 2009

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  1. Alliance for Quality Education Progress 24 February, 2009

  2. 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. • Infrastructure and equipment • Information technology and communication • Steps and social participation

  3. 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, MEE353, 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. 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. Modernización de los centros escolares

  5. 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

  6. 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.

  7. Modernization of schools Steps and social participation (continues) Fostering and reinforcing the Full Time School Program • 1,041 schools registered in the program: • 551 schools are already taking part in the program • 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.

  8. 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.

  9. 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.

  10. 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.

  11. 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. • Income and promotion • Professionalization • Incentives and stimuli

  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. 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.

  15. 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.

  16. 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.

  17. 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

  18. 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.

  19. 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.

  20. 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. • Health, eating and nutrition • Social conditions to improve access, permanence and opportune graduation

  21. 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.

  22. 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.

  23. 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).

  24. 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)

  25. 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.

  26. 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. • Curricular Reform

  27. 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.

  28. 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.

  29. 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. • Assessment

  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.

  31. Alliance for Quality Education

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