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The Concept of Quality in Education: Its Structure, Dimensions and Evaluation NATIONAL EDUCATIONAL EVALUATION POLICY GACETA GAZETTE IN MEXICO TRAVELING, LEARNING ALONG THE WAY, AND ARRIVING YEAR 4. NO. 10 / MARCH-JUNE, 2018 WWW.INEE.COM.MX PUBLISHED EACH FOUR MONTHS WITH THE AIM OF FOSTERING THE DIALOGUE OF THE NATIONAL EDUCATIONAL EVALUATION SYSTEM The concept of quality in education: its structure, dimensions and evaluation Progress in Mexico Ministry of Public Education, Puebla PEEME liaisons in Hidalgo, Guanajuato, Veracruz, Baja California and Durango Educational actors in Mexico City, Tlaxcala, and Baja California Evaluation of the educational system José Luis Gutiérrez Marcela Gajardo Department for the Evaluation of Educational Policies and Programs, INEE Voices from INEE Sylvia Schmelkes Teresa Bracho Francisco Miranda Harvey Spencer Sánchez International experiences Chilean Agency for Educational Quality Costa Rican Ministry of Public Education Cuban Central Institute of Pedagogical Sciences LLECE-UNESCO Com textos traduzidos para o português The logbook National Educational Evaluation Policy Gazette in Mexico Year 4, no. 10 / March-June 2018 EDITORIAL The origin, evolution and How educational quality achievements of the State of is conceived of in the states 17 Puebla’s Attendance-Continuance- 38 of Hidalgo, Guanajuato, Veracruz, and-Learning Educational Model Baja California and Durango 2 Patricia Vázquez del Mercado Equity: the focal point IN OUR OWN HAND of educational quality ROADMAP 42 Harvey Spencer Sánchez Restrepo Quality education in Mexico Board of Directors of the inee Problems and challenges in the The components of high-quality 3 use of educational evaluations education 20 José Luis Gutiérrez Espíndola 45 NAUTICAL LETTER DOSSIER: THE EVALUATION OF Dissemination and use QUALITY IN LATIN AMERICA Strengthening institutions so that of evaluation and study results: they can implement the 2016-2020 25 a key policy for improvement Evaluation and educational 4 Medium-Term Program of the in educational quality quality in Costa Rica and Cuba. National Educational Evaluation Marcela Gajardo 48 Diagnosis of the evaluations of System the Latin American Laboratory The evaluation of educational for Assessment of the Quality of policies and programs and the Education, progress, challenges SPECIAL GUEST 29 right to quality education for all and strategies Giulianna Mendieta Melgar Atilio Pizarro A system that broadens the quality Magnolia Villarroel Caballero Lilliam Mora Aguilar horizon and strives to reach it Itandehui Salmorán Bautista Paul Antonio Torres Fernández 6 Carlos Henríquez Calderón SPECIAL REPORT. EDUCATIONAL VOICES FROM THE CONFERENCE QUALITY: HOW IS IT MEASURED AND UNDERSTOOD? Definitions of educational quality Educational quality: from the used by the National Institute normative concept to an agenda 11 for the Evaluation of Education 34 for its measurement Sylvia Schmelkes del Valle Francisco Miranda López Towards a definition of quality 14 Teresa Bracho González Visit the Gazette's digital version in the inee web at: www.inee.edu.mx National Educational Evaluation Policy Gazette in Mexico, year 4, no. 10, March-June, 2018, is a publication of the National Institute for the Evaluation inee inee Youtube of Education by the Educational Policy and Regulations Unit, under the care http://www.inee.edu.mx http://goo.gl/fHRDvC of the General Direction for the Coordination of the National Educational Evaluation System. Twitter pnee's Microsite: @ineemx http://www.inee.edu.mx Barranca del Muerto No. 341, Col. San José Insurgentes, Del. Benito Juárez, C.P. 03900, Mexico City. Tel. (+01 55) 5482 0900. inee Facebook Comments: José Arturo Cosme Valadez, Responsible editor http://goo.gl/axitPa [email protected] / [email protected] 2 ENGLISH EDITORIAL his edition of the Gazette is devoted to the concept of evaluation results into tangible educational improvements, quality in education: how is it constructed?, what are and the mediations that must be complied to get from Tits dimensions?, how is it evaluated? The issue is extensive one place to the other. From another perspective, Marcela and exhaustive, and its importance cannot be exaggerated. Gajardo presents the role of the dissemination and use of Suffice it to say that the mere inclusion of the word "qual- evaluation results in the improvement of educational qual- ity" in the constitutional text set the Educational Reform in ity. On their part, Giulianna Mendieta, Magnolia Villarroel, motion and forced the State to transform the policy in the and Itandehui Salmorán set forth the complexity of evalu- subject in order to meet the new demands in terms of per- ating the educational policies and programs oriented to- tinence, relevance, efficacy, impact, sufficiency, efficiency wards quality. and equity. It is easy to say, but it implies a paradigm shift The “Special report. Educational quality: how is it mea- in the country's education and, consequently, in the kind sured and understood?” starts with an article by Francisco of people who will inhabit and build it in the near future. Miranda, who proposes deriving an educational quality In “In our own hand”, the Board of Directors of the measurement program from its own regulatory concept. National Institute for the Evaluation of Education (Spanish Second, public officials of Hidalgo, Guanajuato, Veracruz, acronym: inee) enunciates a series of clear and concise Baja California, and Durango tell us about their experiences actions that must be undertaken—in México, in 2018—to in implementing the State Educational Evaluation and guide education on the progressive path of quality. Educational Improvement Programs (Spanish acronym: “Nautical letter,” as is customary, updates us with re- peeme) aimed at reducing the main gaps in the subject in spect to the current state of the inee. their entities. In the section’s third part, Harvey Spencer Our “Special guest” this time is Carlos Henríquez Sánchez offers a deep and broad view of educational quality Calderón—Executive Secretary of Chile’s Agency for centered on human rights. Educational Quality—who writes about the admirable The article “The components of high-quality educa- work carried out in that country. His collaboration is: “A tion,” as is characteristic to “In the classroom,” includes the system that broadens the quality horizon and strives to point of view of teachers, supervisors, and principals con- reach it”. cerning the subject. The section “Voices from the conference” presents This review closes with our “Dossier,” which invites three articles. In “Definitions of educational quality used three experts to speak about “The evaluation of quality by the inee”, Sylvia Schmelkes del Valle makes a nuanced in Latin America”. The experts are: Atilio Pizarro, general analysis of these guiding concepts, their sources, and inter- coordinator of the llece, Lilliam Mora Aguilar, director pretations. As well as describing what “quality based on the for the Promotion and Evaluation of Quality Education principle of ongoing improvement” is, the president of the of Costa Rica’s Ministry of Public Education, and Paul Board of Directors of the inee, Teresa Bracho, reflects on Antonio Torres Fernández, national coordinator of the the subject, which gives meaning to the actions and chang- llece and subdirector of the Central Institute of es of the Educational Reform. Finally, Patricia Vázquez del Pedagogical Sciences of Cuba. Mercado, then minister of Public Education in Puebla, talks We hope that the present issue of the Gazette con- about the strategies and approaches that were proposed in tributes to the debate and exchange of ideas within the order to raise the quality of education in her state. National Educational Evaluation System. In the section “Roadmap,” José Luis Gutiérrez address- es the challenges involved in the process of converting The Editors 3 National Educational Evaluation Policy Gazette IN OUR OWN HAND Quality education in Mexico Board of Directors of the inee n a recent work—Educación para la democracia y el Education, productivity and work. It is essential to provide desarrollo de México (Education for Democracy and the student with the knowledge and skills needed for their IDevelopment in Mexico)—, the members of the Board of optimal development in society and in the working world. Directors of the National Institute for the Evaluation of Education assume a stance regarding the most relevant chal- Educational autonomy. It is crucial that educational policy lenges in the current situation of education in the country, decisions are oriented towards the country’s wellbeing and and clearly indicate the main “issues that require attention the child’s best interests. to guarantee everybody’s right to quality education” (Board of Directors, 2018: 10). These are the following: Material conditions. No policy is complete if it does not as- sign particular importance to the infrastructure and mate- Strengthening teachers’ schools. The country requires high- rial conditions of schools and facilities. quality centers competent in basic teacher training. Governance issues in the educational system. This situation Strengthening school centers. It is imperative that they be- is related to economic, social, and political factors that vary come the center of the educational system, policies and ac- from region to region, and even between institutions, and tions. that have a negative effect on the development of children, youths, and the system itself. Evaluation and review of study plans. Efforts in education must be long-term, with periodic
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