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International experiences

Chilean Agency for Educational Quality

Costa Rican Ministry of Public Education

Cuban Central Institute of Pedagogical Sciences

Evaluation of the

educational system

José Luis Gutiérrez

Marcela Gajardo

Department for the Evaluation

of Educational Policies and Programs,

Voices from

Sylvia Schmelkes

Teresa Bracho

Francisco Miranda

Harvey Spencer Sánchez

Progress in Mexico

Ministry of Public Education, Puebla

liaisons in Hidalgo, Guanajuato,

Veracruz, Baja California and Durango

Educational actors in Mexico City,

Tlaxcala, and Baja California

Com textos traduzidos

para o português TRAVELING, LEARNING ALONG THE WAY, AND ARRIVINGWWW.INEE.COM.MX

GACETA

NATIONAL EDUCATIONAL EVALUATION POLICY GAZETTE IN MEXICO

YEAR 4. NO. 10 / MARCH-JUNE, 2018

PUBLISHED EACH FOUR MONTHS WITH THE AIM OF FOSTERING THE DIALOGUE OF THE NATIONAL EDUCATIONAL EVALUATION SYSTEMThe concept of quality in education: its structure, dimensions and evaluation

National Educational Evaluation Policy Gazette in Mexico Year , no. / March-June ?e logbook 2 3 4 11 1417
20 25
29

EDITORIAL

IN OUR OWN HAND

NAUTICAL LETTER

SPECIAL GUEST

VOICES FROM THE CONFERENCE

National Educational Evaluation Policy Gazette in Mexico, year , no. March-June, , is a publication of the National Institute for the Evaluation of Education by the Educational Policy and Regulations Unit, under the care of the General Direction for the Coordination of the National Educational

Evaluation System.

Barranca del Muerto No.

, Col. San José Insurgentes, Del. Benito Juárez, C.P. , Mexico City. Tel. (+

Comments:

José Arturo Cosme Valadez, Responsible editor

arcosmev@inee.edu.mx / gacetapnee@inee.edu.mx

Visit the

digital version in the web at: www.inee.edu.mx 6

ROADMAP

http://www.inee.edu.mx

Twitter

Facebook

http://goo.gl/axitPa Youtube http://goo.gl/fHRDvC 's Microsite: http://www.inee.edu.mxQuality education in mexico

Board of Directors of the

strengthening institutions so that they can implement the medium-Term program of the national educational evaluation system a system that broadens the quality horizon and strives to reach it

Carlos Henríquez Calderón

denitions of educational quality used by the national institute for the evaluation of education

Sylvia Schmelkes del Valle

Towards a denition of quality

Teresa Bracho González

e origin, evolution and achievements of the state of puebla"s attendance-continuance- and-learning educational model

Patricia Vázquez del Mercado

problems and challenges in the use of educational evaluations

José Luis Gutiérrez Espíndola

dissemination and use of evaluation and study results: a key policy for improvement in educational quality

Marcela Gajardo

e evaluation of educational policies and programs and the right to quality education for all

Giulianna Mendieta Melgar

Magnolia Villarroel Caballero

Itandehui Salmorán Bautista

SPECIAL REPORT. EDUCATIONAL

QUALITY: HOW IS IT MEASURED AND

UNDERSTOOD?

educational quality: from the normative concept to an agenda for its measurement

Francisco Miranda López

How educational quality

is conceived of in the states of Hidalgo, Guanajuato, Veracruz,

Baja california and durango

equity: the focal point of educational quality

Harvey Spencer Sánchez Restrepo

e components of high-quality education

DOSSIER: THE EVALUATION OF

QUALITY IN LATIN AMERICA

evaluation and educational quality in costa Rica and cuba. diagnosis of the evaluations of the latin american laboratory for assessment of the Quality of education, progress, challenges and strategies

Atilio Pizarro

Lilliam Mora Aguilar

Paul Antonio Torres Fernández

3438
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45
48

ENGLISH

EDITORIAL

T his edition of the

Gazette

is devoted to the concept of quality in education: how is it constructed?, what are its dimensions?, how is it evaluated? ?e issue is extensive and exhaustive, and its importance cannot be exaggerated. Suffice it to say that the mere inclusion of the word "qual ity" in the constitutional text set the Educational Reform in motion and forced the State to transform the policy in the subject in order to meet the new demands in terms of per- tinence, relevance, efficacy, impact, sufficiency, efficiency and equity. It is easy to say, but it implies a paradigm shift in the country's education and, consequently, in the kind of people who will inhabit and build it in the near future. In "In our own hand", the Board of Directors of the National Institute for the Evaluation of Education (Spanish acronym: ????) enunciates a series of clear and concise actions that must be undertaken - in México, in - to guide education on the progressive path of quality. "Nautical letter," as is customary, updates us with re spect to the current state of the Our "Special guest" this time is Carlos Henríquez Calderón - Executive Secretary of Chile's Agency for Educational Quality - who writes about the admirable work carried out in that country. His collaboration is: "A system that broadens the quality horizon and strives to reach it". ?e section "Voices from the conference" presents three articles. In "Definitions of educational quality used by the ", Sylvia Schmelkes del Valle makes a nuanced analysis of these guiding concepts, their sources, and inter- pretations. As well as describing what "quality based on the principle of ongoing improvement" is, the president of the

Board of Directors of the

, Teresa Bracho, reflects on the subject, which gives meaning to the actions and chang es of the Educational Reform. Finally, Patricia Vázquez del Mercado, then minister of Public Education in Puebla, talks about the strategies and approaches that were proposed in order to raise the quality of education in her state. In the section "Roadmap," José Luis Gutiérrez address-

es the challenges involved in the process of converting evaluation results into tangible educational improvements, and the mediations that must be complied to get from one place to the other. From another perspective, Marcela

Gajardo presents the role of the dissemination and use of evaluation results in the improvement of educational qual ity. On their part, Giulianna Mendieta, Magnolia Villarroel, and Itandehui Salmorán set forth the complexity of evalu ating the educational policies and programs oriented to wards quality. ?e "Special report. Educational quality: how is it mea sured and understood?" starts with an article by Francisco Miranda, who proposes deriving an educational quality measurement program from its own regulatory concept. Second, public officials of Hidalgo, Guanajuato, Veracruz, Baja California, and Durango tell us about their experiences in implementing the State Educational Evaluation and Educational Improvement Programs (Spanish acronym: ?????) aimed at reducing the main gaps in the subject in their entities. In the section's third part, Harvey Spencer Sánchez offers a deep and broad view of educational quality centered on human rights. ?e article "?e components of high-quality educa tion," as is characteristic to "In the classroom," includes the point of view of teachers, supervisors, and principals con cerning the subject. ?is review closes with our "Dossier," which invites three experts to speak about "?e evaluation of quality in Latin America". ?e experts are: Atilio Pizarro, general coordinator of the , Lilliam Mora Aguilar, director for the Promotion and Evaluation of Quality Education of Costa Rica's Ministry of Public Education, and Paul Antonio Torres Fernández, national coordinator of the and subdirector of the Central Institute ofquotesdbs_dbs12.pdfusesText_18