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Improving Education in Mexico
A State-level Perspective from Puebla
OECD Publishing , Date de parution:  13 sept 2013
Pages: 228 , Langue: Anglais
Version: Livre (Broché) + PDF
ISBN: 9789264197756 , Code OCDE: 912013031P1
Prix:   €35 | $49 | £31 | ¥4500 | MXN630 , Frais de livraison inclus
Disponibilité: Disponible
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Autres langues:  Espagnol (Disponible)
Autres versions:  Livre électronique - Format PDF

Titres connexes



How can the state of Puebla improve its education system? Within an international perspective, this report analyses the major challenges facing the state’s education system, current policy initiatives, and innovative practices. It highlights that a long-term strategy, a stronger capacity to lead improvements and reforms in four main policy areas are keystones for educational improvement. With insights from top performing systems and those with a similar reform trajectory, it sets out strategies for action to make change happen.

Tables des matières:

Executive summary
Assessment and recommendations
Chapter 1. Building the Puebla education model

-1. Puebla stands at a crossroads
-2. The current education system
-3. The main features of the education services in Puebla
-4. Building the Puebla education model
-Annex. 1.A1 Structure of the Mexican education system
Chapter 2. Strengthening schools and student learning in Puebla
-Recommendation 1: Provide high-quality and supportive learning experiences for all, particularly
focusing on early years and multi-grade schools
1A. Explore additional ways of organising learning time and support multi-grade schools
--1B. Ensure a relevant curriculum to all students and encourage flexible and innovative ways of learning
--1C. Foster the development of a holistic strategy to support students in a more structured way in schools
--1D. Encourage schools to strengthen links with all parents
-Recommendation 2: Further develop and exploit the potential of early warning systems and the use of assessments for learning
--2A. Foster the development of early warning systems and establish mechanisms to track students throughout their education
--2B. Introduce a state-wide student assessment policy containing guidelines for teachers and information for students and parents
--2C. Reinforce teachers skills on formative assessment techniques and encourage the development of assessments whose frequency and content support learning
-Recommendation 3: Foster a more efficient distribution of resources
--3A. Create expert learning teams to support schools, introduce schemes to share learning resources across schools and consider the integration of services
--3B. Undertake a review of Centros Escolares and consider other groupings of schools
--3C. Rationalise the number of programmes and secure funding for schools, particularly the most disadvantaged ones
-Recommendation 4: Restructure school supervision, support and evaluation systems
-4A. Redefine supervisor’s tasks to focus on student learning and transfer administrative tasks to existing or new professional administrators
--4B. Introduce evaluation and reporting on quality at school and local levels
--4C. Develop a state agency or unit with an evaluation and assessment function
Chapter 3. Improving the quality of teachers and school leaders in Puebla
-Recommendation 1: Foster the development and use of standards to clarify the roles and set high expectations for teachers and education leaders
--1A. Foster the development and use of standards for teachers and school leaders in alignment with the support and evaluation system
--1B. Continue to develop a common set of competences for supervisors and other education leaders
-Recommendation 2: Adjust the provision and raise the quality of the Normales
--2A. Carry out a study of the supply and demand of teachers to develop an adjustment plan
--2B. Raise the bar to enter the Normales and explore ways to attract better candidates
--2C. Include pedagogical criteria in the accreditation of Normales and introduce measures to raise the quality of the faculty
--2D. Foster research and promote pedagogical innovation that responds to the specific learning needs of the state
-Recommendation 3: Develop and consolidate a professional development system more responsive to teachers' and schools' needs
--3A. Entrust one institution with the responsibility of consolidating professional development opportunities and increase the offer of school-based training
--3B. Provide beginning teachers with intensive support and mentoring by a new cadre of excellent mentor teachers and establish a probation period
--3C. Further implement and refine Evaluación Universal for professional development
-Recommendation 4: Better select and prepare current and future school leaders and supervisors
--4A. Establish a competitive and transparent selection process for school principals
--4B. Develop specific training and support mechanisms for new and current school leaders, in-service supervisors and other education leaders in line with their new role in promoting learning
--4C. Regularise commissioned teachers in school principal positions and support voluntary early retirement of education leaders
-Annex.3.A1 Standards for teachers, school leaders and supervisors in selected countries
Chapter 4. Improving upper secondary education in Puebla
-Recommendation 1: Improve governance mechanisms to ensure that a coherent, sufficient and high quality upper secondary education is accessible to all
--1A. Strengthen the leadership of the state through an improvement strategy based on a solid analysis
--1B. Strengthen the CEPPEMS’ ability to co-ordinate with all providers and promote further engagement of key stakeholders
--1C. Make further efforts to harmonise upper secondary education and foster a more efficient administration of the system
Recommendation 2: Raise the quality of upper secondary education, particularly in Bachilleratos Generales, and increase the relevancy of vocational programmes
--2A. Ensure integration into the SNB, particularly in the case of Bachilleratos Generales
--2B. Focus on improving the quality of teachers and school leaders, particularly in Bachilleratos Generales
--2C. Make vocational upper secondary programmes more relevant to young people and the labour market, create excellence centres and promote apprenticeships
-Recommendation 3: Promote access to and ensure completion of upper secondary education, particularly focusing on disadvantaged students
--3A. Set pathways to ensure completion of lower secondary education and smooth the transition to upper secondary education
--3B. Design and implement early detection systems and tailored support strategies for students at risk of dropping out
3C. Create a body of professional counsellors to raise educational expectations and provide career guidance, particularly in the transitions of the education system and targeted at disadvantaged and at-risk students
--3D. Follow up on students who have dropped out and facilitate re-entry into the system
-Annex 4.A1 Providers of upper secondary education in Puebla
Chapter 5. Improving education infrastructure in Puebla
-Recommendation 1: Entrust a body with the overall responsibility for school infrastructure and develop a long-term school infrastructure plan
--1A. Entrust a body with the overall responsibility for school infrastructure in order to improve planning, delivery and enforcement
--1B. Further develop and use the information system to create a long-term infrastructure plan to meet present and future education needs
-Recommendation 2: Secure adequate and equitable funding for school infrastructure
--2A. Prioritise public funding on the basis of the urgency of the infrastructure required and local
capacity to fundraise
--2B. Increase transparency around parental contributions and limit its impact on equity
--2C. Define capital expenditure needs and explore ways to increase the resources available
-Recommendation 3: Ensure that the existing or new school infrastructure fosters learning
--3A. Take into account user needs, and ensure that standards define minimum quality and envision innovative learning environments
--3B. Support schools in developing master plans and facilitate their implementation
--3C. Promote better use of internal and external learning spaces, encourage sharing of facilities, and create specialised learning centres
-Annex 5.A1. Innovative learning environments
Annex A. Review visit programme
Annex B. Biographies of the authors

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