The Concept of Quality in Education: Its Structure, Dimensions and Evaluation
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Columbia University Graduate School of Arts & Sciences Human Rights Studies Master of Arts Program Translating Intercultural Bilingual Education into Practice: The Rights of Indigenous Peoples in Mexico City Marial Quezada Thesis Adviser: Elsa Stamatopoulou Submitted in partial fulfillment of the requirements for the degree of Master of Arts May 2018 © 2018 Marial Quezada All rights reserved Abstract Translating Intercultural Bilingual Education into Practice: The Rights of Indigenous Peoples in Mexico City Marial Quezada Historically, education has been used as a tool of assimilation towards Indigenous Peoples. Representing a shift away from this, in recent years, many countries in Latin America have adopted Intercultural Bilingual Education, promoting Indigenous Peoples’ rights to education in their languages and respective to their cultures. Mexico in particular, establishes Intercultural Bilingual Education as a right of all Indigenous Peoples in various laws and the Constitution of Mexico City protects this right for its Indigenous population. This study investigates the extent to which Indigenous Peoples’ rights to education, as outlined in international human rights instruments and reinforced in Mexican law, are implemented in Mexico City, accounting for its growing urban Indigenous population. Through semi-structured interviews with government officials as well as with directors and teachers from a public primary school in Mexico City, this study illustrates the role the state and educators play in the implementation of Intercultural Bilingual Education. The findings presented in the study suggest the significance of Indigenous Peoples and educators in this process, in comparison with the Mexican government, whose improved measures can help increase urban Indigenous students’ access to their education rights. -
Toward an Intercultural Approach to Evaluation: a Perspective from the National Institute for Educational Evaluation in Mexico (INEE)
SPECIAL ISSUE Historical and Contemporary Perspectives on Educational Evaluation education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 26 Number 52 April 16, 2018 ISSN 1068-2341 Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE) Silvia Schmelkes National Institute for Educational Evaluation (INEE) Mexico Citation: Schmelkes, S. (2018). Toward an intercultural approach to evaluation: A perspective from INEE in Mexico. Education Policy Analysis Archives, 26(52). http://dx.doi.org/10.14507/epaa.26.3818 This article is part of the Special Issue, Historical and Contemporary Perspectives on Educational Evaluation: Dialogues with the International Academy of Education, guest edited by Lorin W. Anderson, Maria de Ibarrola, and D. C. Phillips. Abstract: The National Institute for the Evaluation of Education (INEE) in Mexico has begun to meet the challenges in evaluating indigenous children and teachers and the educational programs and policies targeted to them. Several evaluation projects are described in this paper. One is the “Previous, Free and Informed Consultation of Indigenous People,” which focuses on quality of education they receive. A second is the design of a protocol for reducing cultural and linguistic bias in standardized tests, which requires oversampling of indigenous students and the involvement of anthropologists, linguists and indigenous teachers in item development. A third is an indigenous language evaluation for candidates for entry into the teaching profession, which they must pass Journal website: http://epaa.asu.edu/ojs/ Manuscript received: 1/15/2018 Facebook: /EPAAA Revisions received: 2/18/2018 Twitter: @epaa_aape Accepted: 2/18/2018 Education Policy Analysis Archives Vol. -
The Value of TRUTH a Third of the Way
The value of TRUTH A third of the way MARCH 2021 THE VALUE OF TRUTH :: 1 https://www.elmundo.es/america/2013/01/08/mexico/1357679051html Is a non-profit, non governmental organization thats is structured by a Council built up of people with an outstanding track record, with high ethical and pro- fessional level, which have national and international recognition and with a firm commitment to democratic and freedom principles. The Council is structured with an Executive Committee, and Advisory Committee of Specialists and a Comunication Advisory Committee, and a Executive Director coordinates the operation of these three Committees. One of the main objectives is the collection of reliable and independent informa- tion on the key variables of our economic, political and sociocultural context in order to diagnose, with a good degree of certainty, the state where the country is located. Vital Signs intends to serve as a light to show the direction that Mexico is taking through the dissemination of quarterly reports, with a national and international scope, to alert society and the policy makers of the wide variety of problems that require special attention. Weak or absent pulse can have many causes and represents a medical emergency. The more frequent causes are the heart attack and the shock condition. Heart attack occurs when the heart stops beating. The shock condition occurs when the organism suffers a considerable deterioration, wich causes a weak pulse, fast heartbeat, shallow, breathing and loss of consciousness. It can be caused by different factors. Vital Signs weaken and you have to be constantly taking the pulse. -
2019 Spring and Fall Hon Docs
WELCOME TO OUR 2019 Honorary Degree Recipients concordia.ca 1 Message from our president It’s truly an exciting time to be part of the Concordia community. Ranked as Canada’s top university under 50 years old and one of the most international universities in the world, we recently climbed 144 spots in the World University Rankings, the biggest surge of any Canadian university. These encouraging results reflect our efforts to differentiate Concordia as a next-generation university. We’re positioning Concordia as a flagship for exciting research in breakthrough fields, and as a destination of choice for students seeking transformational learning opportunities in one of the world’s most dynamic, cosmopolitan cities. Concordians are achieving incredible things. In the past year alone, members of our community have: changed public policy through research on contaminants in local drinking water; been nominated for best short film at the Oscars; competed in national championships for men’s rugby, and men’s and women’s basketball. The university’s foundation became the first in Canada to commit to a portfolio of 100 per cent sustainable investments by 2025, and one of our graduates — Lino A. Saputo Jr. — was named the country’s top CEO of the year. We’re ambitious to expand our impact as innovation leaders in higher education and are eager to keep you engaged and supportive of the progress we’re making. As a recipient of a Concordia honorary doctorate, you represent the values, talent and contributions to society we celebrate as a next-generation university. With this booklet, I’m thrilled to present our 14 newest honorary doctorates who have joined your distinguished group. -
1 Intercultural Universities in Mexico
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Apollo INTERCULTURAL UNIVERSITIES IN MEXICO: IDENTITY AND INCLUSION David Lehmann* Introduction During the Fox sexenio (2000-2006) the Mexican state embarked on an initiative in the then quite new field of intercultural higher education which marked a radical departure in state-sponsored attempts to overcome the social and cultural exclusion of indigenous peoples in Latin America. While other state initiatives have tended to focus on institutional pluralism, as in the establishment of usos y costumbres in local government in Oaxaca† or of legal pluralism in the Bolivian and Colombian Constitutions,‡ and on bilingual education in primary schooling, as in Bolivia and Ecuador§, the Intercultural Universities (Universidades Interculturales – henceforth UIs) created a new type of institution from the ground up for a new type of student – mature and post- secondary - together with new buildings, newly recruited teaching bodies, AND new untried course content and structure. And given Mexico’s notorious sexenio political and budgetary cycle, it had to be done fast, so that they would be ‘up and running’ with students and staff in place and an established budgetary item, before the end of the sexenio, and before the end of the tenure of the various state governors involved. This experiment will eventually be the subject of educational evaluations, but at this formative stage, in which many issues are under discussion and systems still not set in stone, it -
SICKENED MEXICO with Signs of a Totalitarian Regime
SICKENED MEXICO with signs of a Totalitarian Regime October 2020 SICKENED MEXICO :: 1 SICKENED MEXICO :: 2 VITAL SIGNS (SIGNOS VITALES) is a non-profit, non governmental organization that is structured by a Council built up of people with an outstanding track record, with high ethical and professional level, which have national and international recognition and with a firm commitment to democratic and freedom principles. The Council is structured with an Executive Committee, an Advisory Committee of Specialists and a Communication Advisory Committee, and an Executive Director coordinates the operation of these three Committees. One of the main objectives is the collection of reliable and independent informa- tion on the key variables of our economic, political and sociocultural context in order to diagnose, with a good degree of certainty, the state where the country is located. Vital Signs intends to serve as a light to show the direction that Mexico is taking through the dissemination of quarterly reports, with a national and international scope, to alert society and the policy makers of the wide variety of problems that require special attention. Weak or absent pulse can have many causes and represents a medical emergency. The more frequent causes are the heart attack and the shock condition. Heart attack occurs when the heart stops beating. The shock condition occurs when the organism suffers a considerable deterioration, which causes a weak pulse, fast heartbeat, shallow, breathing and loss of consciousness. It can be caused by different -
Memoriesweb-7Th International Conference.Pdf
Compendium Innovation in Science Education INNOVEC San Francisco 1626-205, Colonia del Valle. C.P. 03100, Mexico City. Print in Mexico. 2014. www.innovec.org.mx 55 PANEL DISCUSSION 3 INQUIRY BASED SCIENCE EDUCATION ASSESSMENT PROCESSES IN NORTH AND LATIN AMERICA Speakers: Hubert Dyasi. Emeritus Professor of the City College, City University of New York. United States. Raymundo Edgar Martínez Carbajal. *Represented by: Jorge Alejandro Neyra. Subsecretary of Basic and Normal Education Index of the State of Mexico. Mexico Panelists: 6 INTRODUCTION Cristina Aguilar Ibarra. Subdirector of Mathemathics and Natural Sciences Tests of the National Institute for the Assessment of Education (INEE). Mexico. 8 OPENING CEREMONY María Figueroa. Dean of Education of Externado University of Colombia. Colombia. Jaime Lomelín Guillén. President of the Board of INNOVEC. Mexico. Patricia Rowell. Emeritus Professor in Science Education, University of Alberta. Canada. Mario Molina. Vice President of the Board of INNOVEC. Mexico. Moderator: José Narro Robles. Rector of the National Autonomous University of Mexico. Mexico. Reyes Tamez Guerra. Autonomous University of Nuevo León. Mexico. 14 KEYNOTE CONFERENCE Conclusions DEVELOPING AN EVALUATION CULTURE - WHAT FOR? Sylvia Schmelkes. President of the Board of Governors, National Institute for the Assessment of 75 PANEL DISCUSSION 4 Education (INEE). Mexico. EDUCATIONAL POLICY AND INQUIRY-BASED SCIENCE EDUCATION LEARNING ASSESSMENT Speakers: 23 PANEL DISCUSSION 1 Armando Loera Varela. Heurística Educativa. México. HOW IS SCIENCE LEARNING BEING ASSESSED IN BOTH NATIONAL AND INTERNATIONAL CONTEXTS Lee Yee Cheong. President of the Council of the Science Education Program, IAP. Speakers: Malasia. Eduardo Backhoff Escudero. Member of the Board of Governors, National Institute for the Panelist: Assessment of Education (INEE). -
Tomorrow's Schools in Mexico: Three Scenarios
CICE Hiroshima University, Journal of International Cooperation in Education, Vol.11 No.1 (2008) pp.97 ~ 112 Tomorrow’s Schools in Mexico: Three Scenarios Sylvia Schmelkes Universidad Iberoamericana, Mexico Abstract The article begins with a description of Mexico’s education in the greater context and describes its main problems with reference to the Millennium Development Goals and beyond. It identifies lack of equity and deficient quality as the two strongly related main problems in Mexican Education. It goes on to explain the causes of these problems: the way the educational system was expanded, from the more urban and developed regions to the more rural and indigenous; the importance given to coverage over quality during many years; the political nature of the power of the teachers’ union; the strive towards cultural homogeneity and the assimilation of indigenous peoples to mainstream society, among others. It then describes three possible scenarios for the development of education: The first is more of the same; the second is improving equity as a priory in educational development, and the third is including, together with the purpose of increasing equity that of improving quality. This last scenario implies new ways of defining and operating the educational system, the teachers, the Mexican population, and the question of teaching. In each case, conditions, requirements and consequences are considered. It proposes that the desired future of the country is what should determine the role of education and its contribution to making it feasible. Introduction Mexico is the southernmost country in North America. It is a Federal country, made up of 31 states and one federal district. -
1 Intercultural Universities in Mexico
INTERCULTURAL UNIVERSITIES IN MEXICO: IDENTITY AND INCLUSION David Lehmann* Introduction During the Fox sexenio (2000-2006) the Mexican state embarked on an initiative in the then quite new field of intercultural higher education which marked a radical departure in state-sponsored attempts to overcome the social and cultural exclusion of indigenous peoples in Latin America. While other state initiatives have tended to focus on institutional pluralism, as in the establishment of usos y costumbres in local government in Oaxaca† or of legal pluralism in the Bolivian and Colombian Constitutions,‡ and on bilingual education in primary schooling, as in Bolivia and Ecuador§, the Intercultural Universities (Universidades Interculturales – henceforth UIs) created a new type of institution from the ground up for a new type of student – mature and post- secondary - together with new buildings, newly recruited teaching bodies, AND new untried course content and structure. And given Mexico’s notorious sexenio political and budgetary cycle, it had to be done fast, so that they would be ‘up and running’ with students and staff in place and an established budgetary item, before the end of the sexenio, and before the end of the tenure of the various state governors involved. This experiment will eventually be the subject of educational evaluations, but at this formative stage, in which many issues are under discussion and systems still not set in stone, it offers a unique opportunity to explore what is meant by a concept, interculturalidad, which has become steadily more prominent in Latin America, coming almost to replace, for reasons which we shall discuss in the conclusions, that of multiculturalism.** Following on the important work of Luis Enrique López in defining intercultural education and of Joanne Rappaport in * This research for this paper was funded by a British Academy large grant entitled ‘Multiculturalism in Latin America: a study in the diffusion of ideas’ which lasted from 2006 to 2011, for which I am extremely grateful. -
Intercultural Universities in Mexico: Identity and Inclusion
INTERCULTURAL UNIVERSITIES IN MEXICO: IDENTITY AND INCLUSION Introduction During the Fox sexenio (2000-2006) the Mexican state embarked on an initiative in the then quite new field of intercultural higher education which marked a radical departure in state-sponsored attempts to overcome the social and cultural exclusion of indigenous peoples in Latin America. While other state initiatives have tended to focus on institutional pluralism, as in the establishment of usos y costumbres in local government in Oaxaca1 or of legal pluralism in the Bolivian and Colombian Constitutions,2 and on bilingual education in primary schooling, as in Bolivia and Ecuador3, the Intercultural Universities (Universidades Interculturales – henceforth UIs) created a new type of institution from the ground up for a new type of student – mature and post- secondary - together with new buildings, newly recruited teaching bodies, AND new untried course content and structure. And given Mexico’s notorious sexenio political and budgetary cycle, it had to be done fast, so that they would be ‘up and running’ with students and staff in place and an established budgetary item, before the end of the sexenio, and before the end of the tenure of the various state governors involved. This experiment will eventually be the subject of educational evaluations, but at this formative stage, in which many issues are under discussion and systems still not set in stone, it offers a unique opportunity to explore what is meant by a concept, interculturalidad, which has become steadily more prominent in Latin America, coming almost to replace, for reasons which we shall discuss in the conclusions, that of multiculturalism.4 Following on the important work of Luis Enrique López in defining intercultural education and of Joanne Rappaport in analysing the debates of Colombian indigenous intellectuals and sympathetic scholars linked to the CRIC (the Consejo Regional Indígena del Cauca) about what it means,5 this Mexican initiative offers an insight into the meanings of the 1 David Recondo, La Política del Gatopardo. -
The Pandemic in Mexico
July 2020 THE PANDEMIC IN MEXICO The Scope of the Tragedy VITAL SIGNS (SIGNOS VITALES) is a non-profit, non governmental organization that is structured by a Council built up of people with an outstanding track record, with high ethical and professional level, which have national and international recognition and with a firm commitment to democratic and freedom principles. The Council is structured with an Executive Committee, an Advisory Committee of Specialists and a Communication Advisory Committee, and an Executive Director coordinates the operation of these three Committees. One of the main objectives is the collection of reliable and independent informa- tion on the key variables of our economic, political and sociocultural context in order to diagnose, with a good degree of certainty, the state where the country is located. Vital Signs intends to serve as a light to show the direction that Mexico is taking through the dissemination of quarterly reports, with a national and international scope, to alert society and the policy makers of the wide variety of problems that require special attention. Weak or absent pulse can have many causes and represents a medical emergency. The more frequent causes are the heart attack and the shock condition. Heart attack occurs when the heart stops beating. The shock condition occurs when the organism suffers a considerable deterioration, which causes a weak pulse, fast heartbeat, shallow breathing and loss of consciousness. It can be caused by different factors. Vital signs weaken and you have to