Resumen ejecutivo metas 2 0 ingles

Executive Summary

Now is the time

Goals

Only with quality education will Mexico change for the better

Executive Summary

Now is the time

Goals

The complete version (in spanish) of Now is the time. Goals 2012-2024, is avaliable at www.mexicanosprimero.org.

MEXICANOS PRIMEROBoard of Directors

Claudio X. González GuajardoPresident

Alejandro Ramírez MagañaVice-president

David Calderón Martín del CampoGeneral Director

José Ignacio Ávalos HernándezPablo González GuajardoSissi Harp CalderoniFernando Landeros VerdugoAlicia Lebrija HirschfeldAntonio Prida Peón del ValleRoberto Sánchez Mejorada

Patrons

Emilio Azcárraga Jean, José Ignacio Ávalos Hernández, Alejandro Baillères Gual, Agustín Coppel Luken, José Antonio Fernández Carbajal, Carlos Fernández González, Claudio X. González Guajardo, Pablo González Guajardo, Carlos Hank González, Sissi Harp Calderoni, Fernando Landeros Verdugo, Alicia Lebrija Hirschfeld, Alejandro Ramírez Magaña, Ignacio Deschamps González, Carlos Gómez Andonaegui, Alejandro Legorreta González, Marcos Martínez Gavica, Carlos Rahmane Sacal, Daniel Servitje Montull, Eduardo Haro Tricio.

Academic council

Miguel Basáñez Ebergeny, Gustavo Fabián Iaies, Bernardo Naranjo Piñera, Roberto Newell García, Harry A. Patrinos, Federico Reyes Heroles, Lucrecia Santibáñez Martínez, Alberto Saracho Martínez, Sylvia Schmelkes del Valle

Staff

Cintya Martínez Villanueva Associate Director

Adriana Del Valle Tovar Communications and Mobilization Director

Fernando Ruiz Ruiz Research

Iván Barrera Olivera Research

Manuel Bravo Valladolid and Jennifer L. O'Donoghue Research

Alfonso Rangel Terrazas Design Coordination

Gabriela Mendoza Correa Institutional Articulation Coordination

Norma Espinosa Vázquez Media Coordination

Alberto Serdán Rosales Citizen Activation Coordination

Iliana Martínez Oñate Assistant to the President

Laura Castillo Carro Assistant to the General Director

Francisco Meléndez García Operations Coordination

Maricruz Dox Aguillón Liaison and Operations Analyst

Míriam Castillo Ramírez Communications Analyst

Alicia Calderón Ramos Institutional Articulation Assistant

Raquel Cervini Paulín Communications Assistant

Esther Reyes Nieves Secretarial Support

First edition: september 2012.

Now is the time. Goals 2012-2024.Executive Summary

D.R. © MEXICANOS PRIMERO VISIÓN 2030, A.C.

Av. Insurgentes Sur No. 1647, piso 12 Torre Prisma Col. San José Insurgentes, C.P. 03900, Del. Benito Juárez. México, D.F. +52 (55) 55 98 64 98 www.mexicanosprimero.org http://www.facebook.com/MexPrim http://twitter.com/#!/Mexicanos1o http://www.youtube.com/mexicanosprimero2030 http://www.flickr.com/photos/38062135@N05/

Now is the time. Goals 2012-2024.Executive Summary

David Calderón Martín del Campo General coordination

Iván Barrera Olivera, Manuel Bravo Valladolid and Fernando Ruiz Ruiz Research

Jennifer L. O'DonoghueTranslation

Fernando Ruiz Ruiz Production

Iván Barrera Olivera, Fernando Ruiz Ruiz, Manuel Bravo Valladolid and Jennifer L. O'DonoghueTechnical review

Itzel Ramírez Osorno Editorial Coordination

Alfonso Rangel Terrazas and Itzel Ramírez Osorno Cover Design and Interior

Jorge Ramírez Chávez, Graciela Iniestra Ramírez and Luz Alanis Copy Editing and Proofreading

Itzel Ramírez Osorno Designer

Alfonso Rangel Terrazas Photography

Rafael Tapia Yáñez and Alejandro Ordoñez González Illustration

Printed in Mexico / Impreso en México

The authors wish to thank the following people for their support and guidance at different stages of this work, Gabriel House, Dalila Lopez, Felipe Martínez Rizo, Sylvia Schmelkes, Karen Kovacs, Melissa Rodriguez and Yadira Peralta. Statements and claims made within are the sole responsibility of Mexicanos Primero.

We recognize the willingness of the following public officials and their respective teams to respond to our requests for information: Bernardo Rojas (upepe), Ana Maria Aceves (dgep), Hector Robles (inee). We also thank Monica Lopez Velarde (inba) for facilitating the graphic image used on the cover of this publication.

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopy, recording, or by any information storage or retrieval system, without the prior written authorization of the publisher.

goals 2012-2024MEXICaNos PRIMERo

3

Now is the timeIf we do not substantially alter current education trends, the great majority of Mexicans

will continue to be sentenced to few years in school with low levels of learning and

achievement, unable to unleash their full potential. In the present document, we

propose concrete goals for more rapid and coherent improvement of the Mexican

education system so that all young people will have complete and successful educational

trajectories, enabling them to participate fully as global citizens by the year 2024.

Mexico presents an enormous deficit in education quantity and quality, in both the public and private sector. We are not advancing at a sufficient pace – neither in practices nor in results. This places our young people, and the entire nation, at a profound disadvantage compared to the rest of the world.

We can no longer rely on the heroism of a few to subsidize the mediocrity and dysfunction of a system that conditions the futures of the many. In this study, we propose specific goals to alter significantly the trajectories of students within the school system, making them both complete and successful. We trace a route through four crucial factors that modify daily education practice: decision making, the role of teachers, spending priorities, and school functioning. In the complete report, we present tables with projections for every state in the republic.

It is important to note that this report is restricted to a discussion of primary and secondary education. We recognize the need to define a national policy for early childhood education as well as enrich and consolidate higher education. Nevertheless, the main repairs needed are located within the primary and secondary levels. These negatively impact national education efforts at all levels. We cannot, therefore, continue to skirt around the central problems produced by compulsory education.

Why goals?

We believe that efforts to improve education in Mexico have been disperse due to a lack of collective consciousness-raising about the gravity of the situation and the urgency with which we must face it. We have not been able to specify shared goals that demand changes of both great depth and scope as well as the removal of structural barriers.

We refuse to be passive witnesses to our most valuable public good, and we reject the idea that a conversation about education in Mexico must simply be an inventory of offences without proposals, of abstract promises without dates. Even less can we afford to give in to cyclical resignation in the face of typical interest group power and recurrent inefficiency. To provide consistency to our aspirations, we must propose goals, with clear dates and relevant indicators.

The nation´s commitment is that all youngpeople be assured a complete education.

Now Is thE tIME MEXICaNos PRIMERo

4

The goals we outline in this work have a timeline of 12 years, from 2012 to 2024. This allows us to visualize clearly the schooling experience of concrete generations, to identify what must change if we are to buck the current trends. In effect, the children who enter first grade of primary school at the end of August 2012 could complete their compulsory education, as graduates of upper secondary school, in the beginning of July of 2024. The twelve-year time period is significant for two other reasons: it is the average education level in a sufficiently developed society and the point at which a person in our country, in general, is able to free himself from falling into poverty. Without a doubt, the best way to move towards a national average of twelve years is for the great majority of the population to possess this level of education.

What we hope to ensure is that: “all children and youth are in school, learning to be full citizens of Mexico and the world.” To achieve this, we outline four pathways for change: putting the State back in charge of education, teacher professionalization, efficient spending, and schools characterized by autonomy and participation. In addition, we offer projections for every state of the republic, in such a way that while recognizing the variety within these entities, we can determine the responsibility of each, thereby facilitating ongoing monitoring and correction processes.

We are aware that successful incorporation of these goals into public policy will only happen through consensus. We invite interested actors to discuss, specify and amend the goals we offer for consideration, reviewing their design and assessing their feasibility.

Goal 1. Complete trajectories

More hours, more days and more years, so that all young people complete upper secondary school in 2024

The education system should offer uninterrupted passage through school and timely graduation to each and every Mexican student. Article 3 of the Mexican Constitution leaves no room for hesitation or reductions: the nation´s commitment is that all young people will be assured a complete educational pathway.

The trends do not reflect this; in spite of the registration on the first day of primary school of between 97% and 99% of each generation of students, only 23% graduate in a timely manner, at grade level, with uninterrupted progress through the end of upper secondary school. According to current estimates of academic progress, by 2024, this rate will have grown only to 45%. To reorder priorities, we propose an adjustment that establishes a lower limit of 85% of students reaching upper secondary graduation on time. The first goal, then, is everyone with a high school diploma.

This goal is attainable if we can bring down the so-called “drop-out rate,” curb potential educational delays, and reduce interruptions in the transition between primary and lower secondary and from this level on to upper secondary. The types of interventions required to stop the bleeding of what we call the “wounded generations” can be grouped into three categories: those of basic supply, attraction, and retention.


5In the first category, basic supply, sufficient schools must be built and an adequate

number of teachers hired. This requires money, planning, agreements between the various levels of government (federal, state, and municipal), and technical studies to determine the optimal location of new schools. It implies effort, but our system has what it takes to make it happen.

The second category, attraction, is more complex. Here education policy and social policy must be adequately joined so that the willingness of families to send new generations to school is sustained over time. This involves elements that, although less developed than those of the first block, have already been implemented in Mexico.

The problems of the third type, those related to retention, demand a finer and more specifically educational design. They include those aspects of schools that allow them to be more than just physical spaces, but rather function as true education communities. In the higher grades, retention occurs when young people´s participation is not inhibited and when they are presented with challenging and attractive learning opportunities. There is a significant overlap between quantity and quality of education: without relevance or pertinence, schooling is suffocating. Empirical evidence shows that declining rates of participation in lower and upper secondary education has more to do with the lack of quality than with economic barriers to continued schooling.

The fulfillment of this goal does not depend exclusively on government decisions. It requires cultural change in families and in society as well. We carry with us a tradition in which innumerable factors conspire against recognizing the value of education.

The goal we propose conceives of upper secondary as the solid and high-quality culmination of compulsory schooling, an education that provides authentic preparation for life, citizenship, and work.

An additional element, one that is linked to everything we have been saying so far, is attention to educational delay and the activation of flexible modes of schooling. At the same time that we assure fluid and satisfactory transit through the system, we also need to strengthen the options for young people and adults who remain on the margins of mainstream educational supply.

Finally, breaking the trend of spending few years in school means profoundly reforming the amount of real time dedicated to learning. More days and more hours, so that the years that our children pass in school are meaningful, implies greater spending, but above all a change in the way we administer our time. If the irrelevance of school is a condition of repetitive and disparate practices, providing “more of the same” is not the solution. The meaningful administration of school time, in an extended school day, could greatly improve results for complete trajectories.

The proposal that we place on the table implies great effort to retain students and assist them in graduating on time, adequately bridging and anticipating moves from one level to the next. This demands planning, a sort of “territorial acupuncture,” that clearly identifies in what school and with which resources students will pass from primary to lower secondary and from there on to upper secondary. While this process should consider natural variations due to the free choice of families, it must be carried out with a clear commitment that educational supply will respond in a detailed way to potential demand.

Withoutrelevance,

schooling issuffocating.

2024


6This is what our future looks like: we either continue the current trends, with little variation

(red line) or we apply ourselves and bring the current generation to different results, by a different route (blue line). According to the effects we estimate, by the end of the reference period, Mexico will reach the 12 years of average education to which we aspire.

In sum, this goal is our first challenge: that we Mexicans no longer spend little time in school.

Figure 1.1 Comparison between current trends and Goals 2.0 in percentage of students at grade level, according to cohort reconstruction method, 2012-2024.

Enter Primary

Exit Primary

2012 2018

Enter LowerSecondary

Exit Lower Secondary

2018 2021

Enter UpperSecondary

Exit Upper Secondary

2021 2024

100

90

80

70

60

50

40

Complete trajectories Mexico 2012-2024

98.8

9993

90.4 89 87.7

85%93.2

86.383.3

61.8

48.7%

Current Trend

Goals 2.0

We must not confuse identity with context. Diversity, which is beautiful, is not the same as inequality, which is detestable.


7Goal 2. Successful trajectories

Change in practices and results so that all young people acquire the learning necessary to be global citizens in 2024

The right to education is fundamentally the right to learn. School should be a space where girls and boys develop their potential and talent to the maximum possible, where they gain critical competencies to continue learning throughout life, so they may exercise their freedom and actively and freely participate in society.

The pursuit of this national goal implies a serious commitment to equity. For too long, public school children have been considered “beneficiaries” of a service. This conception denies the mandate and responsibility of the State to respect, protect, and promote the right to learn, without discrimination and with a clear commitment to provide the compensation necessary to diminish the effects of local environment. Context should never be an excuse to assume that some children will only reach low levels of learning.

The goal of successful trajectories is an expression of a change in teaching practice; if we continue using the same recipe, the results cannot be very different. The educational project requires clear governance, teachers acting as professional educators, efficacious investment, and a sufficient and flexible institutional context in each school, all of these oriented toward learning.

It will not only be necessary to strengthen teachers´ group management skills or enrich their strategies to attend to diverse learning styles and rhythms, but also to solve the problem of pedagogical support and follow-up for students. This goal requires a cultural change: every person involved has to be convinced that all students can learn.

This goal calls for assessment, not just as the verification of a final result, but rather as an indispensable resource, year after year, to plan, amend and target efforts, to give daily tasks meaning, and to hold all actors accountable. We need to renew our efforts to determine standards for educational achievement that would orient initial and ongoing teacher training, pedagogical programming, the design of instructional materials, and also evaluation processes and results in the classroom.

The learning we conceive of as desirable and necessary is not limited to the skills of reading comprehension or mathematical thinking. Also fundamental are historical awareness, the development of a scientific vision, technological abilities, and competencies of social relations, civic action, and ethical discernment: self care, the capacity to work in a team, honesty, reasoned conflict resolution, a commitment to protect the environment, and the rejection of all forms of discrimination. This block of competencies, which in the international discussion is grouped under the label of “global citizenship competencies,” complements the holistic nature of learning we support.

Our use of the results of standardized tests as indicators of this second goal, therefore, does not imply that reaching a certain score should leave us satisfied or that it exhausts all the richness that could be achieved. Continuous assessment, including portfolios, reinforcement activities, and, above all, performance of what has been learned, over time will feed into that which a well-designed test registers and communicates to society, educators, and students.


8We outline a national trajectory in which we consider average results on enlace and

pisa as referents, but with special attention placed on reducing levels of insufficiency. This makes sense both for its role as a strategic focus for overall improvement and in terms of fulfillment of the minimal acceptable commitment to each student. In our proposal, we outline the reduction in percentages of insufficiency that should be seen year after year, with a positive impact on average overall scores.

In addition, we draw the connection between results on enlace and pisa. The proposal is that Mexican students will reach the oecd average by 2024. Mexico can and must aspire to close the achievement gap with the other countries that participate in this exam – as a matter of responsibility to its young citizens.

This is what our future would look like: reducing levels of insufficiency (figure 1.2), we could mark the contrast with the red line (figures 1.3 & 1.4), which shows the slow pace of improvement in test results if we follow the current trends, and we would follow the blue line, which signals a steeper incline that, as time goes by, represents more solid learning and a more complete command of some of the fundamental competencies.

Put simply: the second goal is that everyone will learn what is needed to participate as citizens of a global society.

Figure 1.2 Comparison between current trends and Goals 2.0 in distribution of achievement on enlace Mathematics, 9th grade, 2024.

Insufficient Elemental or above

Lower Secondary (Goals)

Lower Secondary (Current Trend)

9.6% 90.4%

28% 72%


9Figure 1.3 Comparison between current trends and Goals 2.0 on average

scores on enlace Mathematics, 9th grade, 2013-2024.

2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

700.00673.8

662.5

538.4591.7586.9

650.00

600.00

550.00

500.00

450.00

Goals 2.0 Current Trend

Figure 1.4 Comparison between current trends and Goals 2.0 on averagescores on pisa Mathematics, 2012-2024.

2015

575

550

525

500

475

450

425

4002018 2021 2024

Goals 2.0 Current Trend

546.6

517.6

488.3505.3

454.3

454.3

484

471.3

It is unacceptable to continue

to maintain that striking a deal with

the union is the same as forming a

relationship with teachers.


10

Four pathways to transformation

Complete and successful trajectories are highly interrelated. In this proposal of national goals, we never lose sight of the young people at the center of the discussion. To learn enough, they need to stay in school. To consider that our system has improved substantively, we cannot console ourselves with the increased scores of a privileged few.

Some tasks are low cost and bring improvement quickly (“soft”), while others have rising costs and must be sustained as they deliver desired results only in the mid to long term (“hard”). In the early years of the period we outline, a mixture of hard and soft changes are necessary. Improvement in the final phases will be arduous; the process itself will “harden” as we move beyond solving problems of basic supply or containing levels of insufficiency to advances in equity and quality.

Having noted what we want to achieve, we now need to map out a route to make that possible. Goals 2.0 requires that the government as well as society perform a major surgery on the prevailing rules and regulations within the education system. It is about nothing less than recovering the meaning and public dimensions of public education, so that it is truly education and truly public.

The goals pointed out here cannot be achieved by decree, but only as a consequence of a series of structural changes. The next three or four years will be critical to shift current trends in the direction that we need. We are going for broke, and this means bravely striking out on at least four pathways:

Pathway 1. Put the State back in charge of education

The Mexican education system has lost governability, efficacy and congruence over the years, basically as a result of three processes: a) capture of authority and decision making structures by the leaders of the National Syndicate of Education Workers (snte); b) decentralization of education services to the state level that has not favored learning; and c) the programmed absence


11of citizen voice from education policy. It is imperative, in order to reach our goals, that the executive power act upon its duties and activate its resources.

This requires, in the first place, tracing anew the borders between the role that corresponds to the Ministry of Public Education (sep) and the legitimate role of union representation:

In 2013, at the latest, reorder the structure of authority. A decree should redefine the status of intermediate authorities as non-unionizaed management staff, subject to public scrutiny and advancement within a meritocratic civil service system.

By 2015, abolish all mixed sep-snte commissions that do not pertain to specific benefits. Review the legal framework of the snte. Put an end to their ownership of collective work contracts; assure freedom of affiliation for all teachers; do away with the automatic deduction of union dues; subject union finances to the transparency requirements of the Tax Administration Service.

Abolish union dominance over teacher selection, assignment, promotion, evaluation, payment and incentives that comes from the current career progression program (escalafón). Current legislation, which dates from 1973, is a framework for opacity and corruption, an affront to the status of teachers as professional educators. Establish, with legal certainty, that teaching positions belong to schools.

Second, we must revisit the process of decentralization that began with the National Agreement for the Modernization of Basic Education in 1992 in order to:

Fine-tune the distribution of education responsibilities embodied in Articles 12 and 14 of the General Education Law (lge) and provide secondary regulation that ensures clarity and operability. Consolidate the consultation and agreement mechanism of the current National Council of Education Authorities. The federal government lacks the tools necessary to carry out effectively their duties, as recognized in Article 12 of the lge.

In 2013, initiate a National Legal Reform to specify more precisely the education responsibilities of federal and state authorities, so that communities and parents can hold them accountable, if need be, in court.

Pathway 2. Teacher professionalization

Teachers are at the heart of education quality. They are the designated State agents who attend to the exercise of a fundamental human right. To establish an authentic teaching profession, we need a national system that identifies merit and links it to student learning.

In addition to the reforms mentioned in the first pathway, this requires the following actions:

Establish a “Framework for Good Teaching,” at the latest by the start of the 2012-13 academic year. This should be a clear reference, approved by social consensus, of the legitimate expectations for teacher profiles and actions. Review the standards for teacher performance, connecting them explicitly to initial training, ongoing professional development, and teacher evaluation.


12 Bestow full autonomy on the National Institute for Educational Evaluation (INEE), in 2013, and delegate to this organization the task of designing a mandatory and universal teacher evaluation.

The image of the teacher as “babysitter” or lecturer must give way to a new teacher-apprentice paradigm, within which the teacher is seen as a professional whose passion for ongoing learning infects and motivates her students. Teachers must demonstrate a willingness and capacity for collaborative work, especially with parents, and provide access to knowledge and skills in accordance with the needs of their students. To achieve this change, we need to:

Support teachers to identify fundamental learning and assimilate the dynamic of the “tutor relationship.”

Beginning in 2013, replace current excessive administrative processes with guidelines that develop autonomy, responsibility and confidence in teachers.

Consult, pilot and adjust the supply of ongoing teacher training, beginning in 2013 and finalizing this process in 2015.

Beginning with the budgeting process for the 2014-15 academic year, restructure the financing of teacher training to favor higher starting salaries that attract the most talented students to the teaching career. Establish clearly progressive, not regressive, payment plans. Provide extra compensation to teachers working in indigenous and rural communities and for those who work with students with special education needs. Create support mechanisms based on school-wide results.

Establish, by 2015, new regulations for working conditions that guarantee the free and equitable movement of teachers within and between districts, states, school modalities, and levels, as long as allowed by their licenses. Establish, by 2016, the legal and educational basis for a teacher certification system, with initial and periodic renewal of this professional license.

A new teacher-apprentice paradigm, within which the teacher is seen as


13 Reform School Technical Councils and consolidate state-based Teachers´ Colleges so that they become spaces for academic development, socialization of best practices, and dialogue around education policy. Substitute “double postings” for “complete assignments”, with no detrimental effect on salary.

Conclude, in 2017, reform of the normal schools. By 2020, allow personalization of ongoing professional development.

As in the other pathways, cultural change is indispensable for the success of policies that support teacher professionalization. Towards this end, we also need to:

Promote, throughout the entire 2012-2024 period, campaigns, programs and activities that improve the social value of teaching, to establish the profession as a public service of the highest magnitude. Implement teaching promotion programs, directed particularly towards groups that traditionally do not go into this profession.

Consolidate, beginning in 2013, recognition programs for outstanding teachers.

Pathway 3. Transparent and efficient spending

The exercise of the right to learn remains a lofty desire or a rhetorical commitment to the extent that we do not place material resources at the disposition of learning, submitting them to crosscutting criteria of adequacy, equity and efficiency. Education spending should be evaluated by its ability to produce results – broad and equitable learning. Education spending in Mexico suffers from arbitrary actions and omissions that can be placed in three categories: corruption, waste, and inefficiency. These are not occasional or marginal; they are the result of specific structural conditions that impede, condition and distort the full exercise of the right to learn.

With the arrival of the new federal legislature in 2012, clarify financing sources and responsibilities.

a professional whose passion for ongoing learning motivates others.

Spending per pupilshould coincide closely with

spending on that pupil.


14

Modify, in 2012, the Fiscal Coordination Law so that it establishes a progressive plan for education finance. Spending per pupil should coincide to the greatest extent possible with spending on that pupil. States with lower levels of development and education modalities working with the most vulnerable populations are precisely those that need a compensatory fund.Throughout 2013, perform a financial study to determine the cost of the proposed changes; concurrently, define a plan to allow states to develop their own systems of taxation.

Publish, in 2013, a National Registry of Teachers, with up-to-date and reliable information on the preparation, employment status and performance of each teacher in compulsory education.In 2014, at the latest, put an end to all non-educational commissions, with the backing of unequivocal legislation.

Redesign, by 2015, the Contributions Fund for Basic Education (faeb) with a progressive formula that discards current procedures that have allowed inequities between states to continue to grow.Establish, by 2016, a Federal Accounts Court to assure timely auditing with real consequences.

Fix, by the end of 2016, upper and lower parameters for school budgets.

Pathway 4. School autonomy and participation

For the aforementioned efforts to produce maximum benefits, the central unit of service and administration should be the school. From the beginning of the period 2012-2024, we should establish a goal of consolidating schools as authentic educational communities. The objective is to break the existing situation of dependency in which the school acts as the final “point of service,” receiving and taking little ownership for impoverished and rigid policies that direct their attention toward external offices and authorities instead of toward serving students.

Beginning in 2013 and concluding in 2014, rezone schools within the compulsory education system. Consolidate true school districts that coincide with municipalities.

Recognize, beginning in 2015, the legal identity of each school. With the appropriate grounding in law, each school could maintain its own bank account, have the ability to receive direct donations, contract for goods and services, and hire teachers corresponding to their needs.Establish a plan for increasing stages of autonomy that takes into account the current developmental level and cultural peculiarities of each school.


15 Reconsider, in 2016, a national policy for social participation. Participation should run transversally through the system, in its dual sense as both effective collaboration and informed demand. A plurality of actors should be incorporated into the school´s business, from budgeting to evaluation, from pedagogic design to assessments of possible expansion.Put in place, in 2019, a complete and functional accountability system that allows each school to refine its specific vision, provide long-term follow-up of its graduates, and evaluate the extent to which they have been able to reach their goals. Set up a system by which education authorities can engage in a planning process for the next stage of national goal setting.

Now is the time!

We have outlined here the general motives behind and actions necessary to reach national education goals. What we propose represents an intense and urgent agenda, requiring great concentration of effort and solidity of execution. The coming months present an opportunity to arrive at agreements so that these goals can be refined and perfected, becoming an expression of a broader “we” and nourishing what we, as a society, want for our young people. As part of this, we hope for an intense dialogue with state and federal authorities, including the new incoming federal administration.

Our role as citizens is to contribute to the design and collaborate in the execution and financing needed to change the education system. But above all, we must play a central role in the consolidation of a culture of concerted effort and transparency. Our call to the media, civil society organizations and academics is to develop greater focus in our contributions and demands. Finally, we wish to renew our call to parents so that they understand how much their children – who are the children of us all– can achieve.

The two goals and four pathways in this proposal may perhaps be amended, but they cannot be ignored. At the intersection of good will and seriousness of purpose, we all have something to contribute on behalf of the full development of our young people.

Principle actions for change 2012-2024

2012 Implement changes to the Fiscal Coordination LawNominate team in the National Ministry of Education from the sector and without union ties

2013 Publish a National Registry of TeachersEmpower schools with the tutor relationship, map of key learning, and flexibility in program advancesReform the National Legal Order in terms of education; among other activities, specify federal and state responsibilities and determine sanctions of education employeesIncrease the budget to inee, asf, conafe and inea

Consolidate the basic information report card for each school available on the internetMake concrete the professional preparation of principalsImplement a new plan of studies in normal schools

2014 Extinguish all non-educative commissionsEstablish first Teachers´ Colleges

16


The coming months present

an opportunity to arrive at agreements,

refine and perfect these goals, and develop

an expression of a broader "we."

2014Assure substantial increases in starting salaries for new teachersRezone schoolsTransfer principals to status as non-unionized management staffDefine Teacher Professional Service

2015Apply a new, progressive formula to the faebExtinguish all mixed commissions that do not pertain to specific benefitsRecognize the legal identity of every schoolSecure new regulations for general work conditions that take up anew the regulations for Teacher Professional ServiceMake decisions based on results from first complete cycle of universal teacher evaluationReadjust teacher professional development offerings

2016 Fix upper and lower budget parameters for each schoolActivate an effective online system for complaintsDevise a mechanism for the explicit defense of education rightsEstablish Teachers´ Colleges in every stateTransform the asf into a court with powers to control and sanctionPropose a new national policy of social participation

2017Conclude reform of normal schoolsBegin to see improvement among in-service teachers

2019Define a complete and functional system for school accountability

2023 Establish a National Education Council

2020Assure personalized pathways for teacher professional development

2021Complete first certification of teachers with new model of professional licensing and school-based teacher positions

2022Design new goals for 2024-2036 periodConsolidate the diagnosis and financial and curricular planning process for expanding basic supply in university level education

Executive Summary

Now is the time

Goals

Only with quality education will Mexico change for the better

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