Extended school time program in Tamaulipas as a policy for educational inclusion and equity
Empirical evidence has demonstrated that education is a determining factor in reducing inequality, from which derives the importance of conceiving an educational model that weighs equity and inclusion as essential elements. From this perspective, educational policies have been designed seeking to in...
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| 主要な著者: | , |
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| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad Autónoma de Tamaulipas
2023
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| オンライン･アクセス: | https://dycsvictoria.uat.edu.mx/index.php/dycsv/article/view/177 |
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| 要約: | Empirical evidence has demonstrated that education is a determining factor in reducing inequality, from which derives the importance of conceiving an educational model that weighs equity and inclusion as essential elements. From this perspective, educational policies have been designed seeking to increase learning opportunities, academic achievement and terminal efficiency. As a result, the Full Time Schools Program (PETC) emerged in Mexico as one of the main actions to reduce inequality and promote educational equity. However, after 15 years of its implementation, the PETC was suspended, generating a debate about the implications that its closure would have. Given this context, the present document has as its object of study the public primary schools with extended hours in the state of Tamaulipas, which are analyzed from a mixed methodology, establishing educational achievement, socioeconomic context and school administration as variables. The results suggest that the extension of the school day observes an indirect relationship with academic achievement, however, the impact of the program transcends the learning indicators and offers multiple possibilities for the collective and individual improvement of the school-age population in vulnerable situation. |
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