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Integral Reform of Basic Education

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The educational transformation proposed in the 2007-2012 National Development Plan and the objectives indicated in the 2007-2012 Education Sector Program (Prosedu) make up the framework that give direction and sense to the actions in educational policy that are promoted in today’s Mexico and the Mexico of the coming decades. Based on Article 3 of the Constitution and in adherence with the powers granted by the General Law of Education, the Secretariat of Public Education proposed Prosedu as one of its fundamental objectives to “raise educational quality so that students improve their level of educational achievement, have a means of accessing a better well-being, and contribute to national development” (p. 11).
The main strategy for attaining such objective in the basic education environment is constituted in integral basic education reform, whose purposes are centered on attending to the challenges the country faces in the new century through the preparation of upright citizens who are capable of fully developing their potential, and aiding the achievement of better efficiency, articulation, and continuity among the levels that make up this type of education.

Beginning with the reforms to preprimary education (2004) and lower-secondary education (2006), the bases for the basic education graduate’s profile and life skills were established. In 2008, the need to carry out a review process and reform of primary education was indicated in order to articulate primary education with the last year of pre-primary and the first year of lower-secondary school.

The reforms to pre-primary education (2004) and lower-secondary education (2006), the basic education profile composed in 2006, and life skills, as well as the primary study plan and programs, in effect until 1993, served as bases for the design of primary education curricular reform, which is currently underway. One substantial aspect that was considered for this process was the need to articulate primary education with adjacent levels, that is, with preschool and lower-secondary education and, as a result, to favor skill development during basic education. On its behalf, the Alliance for Quality in Education, undersigned in May 2008 by the federal government and the National Education Workers Union, established the need to “drive the reform of basic education approaches, subjects, and contents” for the purpose of forming upright citizens who are capable of fully developing their potential.
For the purpose of achieving curricular articulation, in the 2009 primary education study plan and programs, the formative fields and subjects were defined that make up the curriculum map for basic education for the purpose of complying with the formative purposes established in the graduate profile thereof.

The central features of the 2009 study plan and programs, which distinguish them from their 1993 antecedents, lie in the continuity of the 2006 lower-secondary education study plan and programs’ approach and are recognized as the guiding principle of reflection and educational practice in school regarding three substantive elements: diversity and interculturality, emphasis on the development of competition, and the incorporation of themes that encompass more than one subject.

Pursuant to the foregoing, articulation of basic education and the Integral Reform of Basic Education must be understood from a perspective that supersedes the idea that reduces curricular development to only review, updating, and articulation of study plans and programs. This requires beginning with a vision that includes the diverse aspects that make up curricular development in its most extensive sense, that is, the combination of conditions and factors that make it possible for graduates to attain performance standards: knowledge, abilities, attitudes, and values.

Purposes of Integral Reform of Basic Education
To offer Mexican children and adolescents a coherent, profound, growing preparative trajectory according to their levels of development, educational needs, and the expectations that Mexican society has for future citizens.

Substantive Aspects
Articulation among the levels that make up basic education.
Continuity among pre-primary, primary, and lower-secondary education.
Emphasis on the themes that are relevant to current society and life preparation.
To have current study plans and programs that focus on pertinent teaching and use the definition of learning expected by grade and subject.
To strengthen the preparation of directors and teachers.
To foster participative school management processes.
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Last update:
Thursday, November 11, 2010 at 18:30:51 by Lussette de Paredes Venegas