The Full-Time School Program in Mexico

Autor/inn/en	Zermeño, Marcela Georgina Gómez; Fahara, Manuel Flores; de la Garza, Lorena Alemán
Titel	The Full-Time School Program in Mexico
Quelle	In: Journal of Case Studies in Education, 5 (2014), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Foreign Countries; Extended School Day; Holistic Approach; Educational Improvement; Academic Achievement; Educational Attainment; Achievement Gains; Equal Education; Public Schools; Educational Opportunities; International Organizations; Developing Nations; Program Effectiveness; Educational Quality; Student Improvement; Educational Practices; Sex Fairness; At Risk Students; Risk Management; Behavior Problems; Prevention; Agency Cooperation; Case Studies; Mexico + Suchen Sie Ihr Suchwort? Ausland; Ganztagsunterricht; Holistischer Ansatz; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Bildungsabschluss; Bildungsgut; Achievement gain; Leistungssteigerung; Public school; Öffentliche Schule; Bildungsangebot; Bildungschance; International organisation; International organisations; International organization; Internationale Organisation; Developing country; Developing countries; Entwicklungsland; Quality of education; Bildungsqualität; Bildungspraxis; Sexualaufklärung; Risikomanagement; Prävention; Vorbeugung; Case study; Fallstudie; Case Study; Mexiko
Abstract	The Full-time Schools Program in Mexico ("Programa Escuelas de Tiempo Completo," PETC), began in the 2007-2008 school year with the aim of improving the learning opportunities of basic education students by extending the school day to eight hours a day, in order to offer an innovative and flexible pedagogical proposal that includes six work lines to achieve a holistic education and to develop lifelong competences. When the Program began, 500 schools located in 15 Mexican States were enrolled in it; by the 2012-2013 school year there were already 6,715 FTS in all the 32 Mexican federal entities. As the number of schools has increased, PETC has also improved the schools infrastructure and the results on the National Assessment of Academic Achievement have shown progress in educational attainment. The National PETC Office, in collaboration with the States' Offices, has carried out updating and training actions about the Methodological Guides in the Program's Tool Box, as well as courses on School Management for teachers, principals, and supervisors. In 2012, the Congress promoted the initiative to reform the National Educational Act, so the full-time mode could be implemented in elementary schools nationwide. The Program's development sets out new challenges besides strengthening the pedagogical proposal: a holistic education requires addressing other issues such as gender equity, domestic economy, and prevention of risky behavior. Contributing to improve the quality and equity of education involves linking the PETC to other institutions, so that from their areas of expertise they can strengthen this program. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01