After two years of Covid-19, a period in which 3 million Mexican basic education students dropped out, the new Secretary of Education, Leticia Ramírez, announced the application of a new pilot curriculum for preschool, primary and secondary education in 960 schools public in all entities of the country. If this new plan prospers, rather than resolve the serious and long-standing educational lags of our student population, it will aggravate the shortcomings and widen the gaps between students from families with the ability to pay for private schools, and those who will have no choice but to accept a plan of studies that will most likely distract them from a skills-oriented approach to prospering in their working lives and possibly force the productive sector to import more capable employees.
According to Marco Fernández, research professor at ITESM and associate researcher in education at México Evalúa, before considering an educational reform, it is necessary to respond to the challenges left by the pandemic, the lack of learning, the emotional stress and the school dropout that they suffer. students, also motivated to support their families by working in precarious jobs to supplement family income in times of recession. Added to this panorama is the fact that Mexico abandoned the application of the test of the Program for International Student Assessment (PISA, for its acronym in English) of the Organization for Economic Cooperation and Development (OECD) for high school students. This exam is applied to a sample of students over 15 years of age every three years to evaluate their educational process. The last evaluation of Mexican students was applied in 2018, and revealed that 55% of the students achieved sufficient learning in reading, 53% in science and 44% in mathematics.
The new curriculum proposes to put an end to the neoliberal, homophobic, individualistic and patriarchal model that, in the opinion of the educational authorities, governed us in past six-year terms, and establishes that it will focus on collective values as opposed to individualistic approaches, in order to replace the values of competition for those that favor collaboration. Therefore, it is not clear how the lags observed in the latest available diagnoses will be resolved. Nor does there seem to be much interest in delving into this in the Congress of the Union. Recently, both the president of the Education Commission of the Chamber of Deputies, Flora Tania Cruz, and her counterpart in the Senate, warmly endorsed the arrival of this new curriculum and celebrated its approach. None of them even chose to delve into the problems of implementation, much less the consequences of its application in the economy or in society.
It is important to note that to date the government has failed to make a detailed analysis of the results of the “learn at home” program implemented during the pandemic, as well as the School is Ours (LEEN) program, which gives money to schools. without intermediaries for the improvement of infrastructure and that has been seriously questioned due to the lack of budget and transparency in the exercise of spending.
According to the study Towards an AI Strategy in Mexico: harnessing the AI revolution, in the next twenty years automation will transform and replace 9.8 million jobs that will require skills such as excellent handling of mathematics, ability to communicate, basic knowledge of science , high levels of creativity, and problem-solving skills. Therefore, if these capacities are not available, the industry will have difficulties in hiring personnel. According to the OECD, by 2030, 80% of jobs globally will be in STEM (science, technology, engineering and mathematics) careers. According to data from the National Polytechnic Institute, 42% of companies in Mexico have difficulty hiring trained employees. The reality is catching up with us.
Therefore, it is not about ending a neoliberal model inherited from the past, what is needed is an educational system that works and prepares students to achieve good jobs and the ability to undertake, produce and take advantage of opportunities. The country needs a real connection between education and work that activates social mobility mechanisms. We must look at models such as the Korean one, based on competitiveness and innovation, which have constituted a gigantic educational industry that promotes new forms of distance education to support students in their tasks or that trains them to access work-type accreditations . It would not hurt to socialize through communication campaigns how education works in countries with successful models such as China, Singapore, Hong Kong, Estonia and Canada, the countries with the best PISA scores, to at least create awareness of our backwardness.
The balance of Delfina Gómez
It is very worrying that the progress that the system had made to achieve greater equality of opportunities has been stopped. There are plenty of examples, but we must highlight with great regret the cancellation of the very successful full-time school program that allowed families more leisure in their working hours and in parallel the safety, food and education of their children within the schools during the afternoons. Building a bad educational system is difficult, but possible, if there were a clear vision, political will and harmony of thought to design effective public policies. That is what legislators should demand, as a counterweight that they should be. Unfortunately, we are a long way from achieving it and, for today, there is only bad news for Mexico in terms of education.
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