Título de sección
Integral Reform of Upper-Secondary Education
Contenido de sección
The Integral Reform of Upper-secondary Education is a unanimous process that consists of the creation of the National Upper-secondary Education System based on four pillars:
1. Construction of a common curricular framework.
2. Definition and recognition of upper-secondary education offer portions.
3. Professionalization of educational services.
4. National complimentary certification.
It makes use of all its subsystems in order to provide the country’s students, teachers, and educational community with the theoretical-practical bases so that the upper-secondary level is relevant to the daily events of those involved.
With the Integral Reform of Upper-secondary Education, the different upper-secondary education subsystems may retain their study plans and programs, which will be reoriented and enriched by the common abilities of the National Upper-secondary Education System.
All schools are different; they have distinct curricular structures and educational models and attend to communities with distinct interests and needs. Difference is always enriching. However, in education the absence of certain common standards and criteria may generate dispersion, lack of definition, and lower quality. This is what has been occurring for many years in upper-secondary education.
Therefore, the reform of upper-secondary education defines a common curricular framework that all upper-secondary modalities and subsystems will share. The common curricular framework is made of three types of fields:
1. Generic.- These are key abilities because of their importance and diverse, life-long applications; transverse, because they are relevant to all disciplines and curricular spaces of upper-secondary education; and transferable, because they reinforce students’ capacity to acquire other abilities.
2. Disciplinary.- These integrate knowledge, abilities, and attitudes and are constructed from the logic of the disciplines in which knowledge has been traditionally organized. They provide support for the preparation of students with the graduate profile. They may be developed in distinct curricular contexts and beginning with distinct educational strategies and contents.
a) Basic.- These are the disciplinary abilities that all upper-secondary education students must develop. They represent the common base for the formation of disciplines in the National Upper-secondary Educationframework.
b) Extended.- These provide specificity to the educational model of the distinct upper-secondary subsystems; they will not be shared by all graduates of the educational level. They are more involved or extensive than basic disciplinary abilities.
3. Professional.- These refer to a labor field of work. They define the productive capacity of an individual with regard to the knowledge, abilities, and attitudes required in a determined work context. They provide support for the preparation of graduate profile students.
a) Basic.- To provide young individuals with basic preparation for incorporating themselves into the labor market.
b) Extended.- To prepare young individuals with technical level mark for incorporating themselves into the labor market.
Generic abilities make up the graduate profile.
Generic abilities plus basic disciplines are common to all upper-secondary education institutions.
Extended disciplinary abilities plus professional abilities differ from distinct subsystems and, as a result, provide diversity to upper-secondary education.
Abilities are capacities or performances that make up the knowledge, abilities, and attitudes that students put into use in specific contexts for a determined purpose.
Graduates of the National Upper-secondary Education System must develop the eleven Generic Abilities that make up the graduate profile, independent of the institution in which they study. The abilities are organized into six categories and are accompanied by their main attributes.
The student is self-determined and takes care of him/herself.
1. The student knows and values him/herself and tackles problems and challenges, considering the objectives being pursued.
2. The student is sensitive to art and participates in the appreciation and interpretation of its expressions in distinct genres.
3. The student selects and practices healthy lifestyles.
The student expresses and communicates.
4. The student listens, interprets, and issues pertinent messages in distinct contexts using appropriate media, codes, and tools.
The student thinks critically and reflexively.
5. The student develops innovations and proposes solutions to problems beginning with established methods.
6. The student upholds a personal position regarding themes of interest and general relevance, considering other points of view in a critical and reflective way.
The student learns in an autonomous manner.
7. The student learns through his/her own initiative and interest throughout life.
The student works in a collaborative fashion.
8. The student effectively participates and collaborates on diverse teams.
The student participates responsibly in society.
9. The student participates using a civic and ethical conscience in his/her community, region, in Mexico, and throughout the world.
10. The student maintains and respectful attitude toward interculturality and the diversity of beliefs, values, ideas, and social practices.
11. The student contributes to sustainable development in a critical manner, using responsible actions.
Thursday, November 11, 2010 at 19:16:23 by Lussette de Paredes Venegas