Mexico's education reform of 2013: Continuity, Innovation and Transformation

• In Event: Roundtable Session (Thurseday I)
  In Refereed Round-Table Session: Education reforms in diverse contexts

Proposal

This paper intends to review, in a succinct manner, what has been known since 2013 as the Educational Reform in Mexico. In addition to a chronological review that is very important at the present time, all the components of the reform will be analyzed with a preliminary evaluation and the elements that give continuity with previous reforms from the 80s to the present will be highlighted or highlighted. The main innovations that were incorporated in this last stage will be presented, and changes and proposals for modification (transformation) will be reviewed in the current administration of Andrés Manuel López Obrador.

It is very important to have a very clear vision of this reform through these three components because it allows us a very specific comparison with what has happened in other countries of the world and especially in Latin America, where educational reforms have been seen as a process of permanent change. In a forum of comparative education it is essential to carry out this assessment. Likewise, the innovations that were introduced to define this global set of actions called educational reform were of an administrative, organizational and educational nature.

However, unnecessary confusion and controversy arose when the teachers' evaluation was planned based on merit to achieve admission, promotion, recognition and permanence in the teaching profession. In fact, as we approach the end of 2018 the need arises to transform everything that characterized the reform in its initial postulates and move towards a real change that can guarantee compliance with the highest mandates of article 3 constitutional: quality education for all, with equity and inclusion. We establish the hypothesis that this transformation is the one that will in some way guarantee the sustainability of the project without the need for institutional ruptures, but with the adequacy of the normative guidelines.

Authors

• Octavio Augusto Pescador, Juarez and Associates

• José Ángel Pescador, National Institute for the Evaluation of Education, Sinaloa