Extended school time program in Tamaulipas as a policy for educational inclusion and equity

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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Main Authors: González-Galindo, Karina, Ávila-Sánchez, Rocío Jazmín
Format: Online
Language:spa
Published: Universidad Autónoma de Tamaulipas 2023
Online Access:https://dycsvictoria.uat.edu.mx/index.php/dycsv/article/view/177
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spelling oai:ojs2.dycsvictoria.uat.edu.mx:article-1772023-06-23T21:58:12Z Extended school time program in Tamaulipas as a policy for educational inclusion and equity Programa de extensión de la jornada escolar en el estado de Tamaulipas como política para la inclusión y la equidad educativa González-Galindo, Karina Ávila-Sánchez, Rocío Jazmín desigualdad social equidad educativa jornada escolar desempeño académico logro educativo social inequality educational equity school day academic performance educational achievement 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. La evidencia empírica ha demostrado que la educación es un factor determinante para disminuir la desigualdad, de ello deriva la importancia de concebir un modelo educativo que pondere la equidad e inclusión como elementos esenciales. Desde esta perspectiva se han diseñado políticas educativas que buscan incrementar las oportunidades de aprendizaje, el logro académico y la eficiencia terminal. Derivado de ello, surgió en México el Programa Escuelas de Tiempo Completo (PETC) como una de las principales acciones para disminuir la desigualdad y fomentar la equidad educativa. Sin embargo, tras 15 años de su implementación, el PETC fue suspendido, generando un debate sobre las implicaciones que su cierre tendría. Ante este contexto, el presente documento tiene como objeto de estudio las primarias públicas con jornada extendida en el estado de Tamaulipas, las cuales son analizadas a partir de una metodología mixta, estableciendo como variables el logro educativo, contexto socioeconómico y administración escolar. Los resultados apuntan a que la extensión de la jornada escolar observa una relación indirecta con el logro académico, sin embargo, el impacto del programa trasciende los indicadores de aprendizaje y ofrece múltiples posibilidades para la mejora colectiva e individual de la población en edad escolar en situación vulnerable. Universidad Autónoma de Tamaulipas 2023-06-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://dycsvictoria.uat.edu.mx/index.php/dycsv/article/view/177 10.29059/rdycsv.v5i2.177 REVISTA DYCS VICTORIA; Vol. 5 N.° 2 (july - december 2023): Thematic axes of equity and inclusion; 06-23 REVISTA DYCS VICTORIA; Vol. 5 N.° 2 (julio - diciembre 2023). Ejes temáticos: equidad e inclusión; 06-23 2683-1821 spa https://dycsvictoria.uat.edu.mx/index.php/dycsv/article/view/177/94 https://dycsvictoria.uat.edu.mx/index.php/dycsv/article/view/177/123 Derechos de autor 2023 Universidad Autónoma de Tamaulipas https://creativecommons.org/licenses/by-nc-sa/4.0
institution REVISTA DYCS VICTORIA
collection OJS
language spa
format Online
author González-Galindo, Karina
Ávila-Sánchez, Rocío Jazmín
spellingShingle González-Galindo, Karina
Ávila-Sánchez, Rocío Jazmín
Extended school time program in Tamaulipas as a policy for educational inclusion and equity
author_facet González-Galindo, Karina
Ávila-Sánchez, Rocío Jazmín
author_sort González-Galindo, Karina
title Extended school time program in Tamaulipas as a policy for educational inclusion and equity
title_short Extended school time program in Tamaulipas as a policy for educational inclusion and equity
title_full Extended school time program in Tamaulipas as a policy for educational inclusion and equity
title_fullStr Extended school time program in Tamaulipas as a policy for educational inclusion and equity
title_full_unstemmed Extended school time program in Tamaulipas as a policy for educational inclusion and equity
title_sort extended school time program in tamaulipas as a policy for educational inclusion and equity
description 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.
publisher Universidad Autónoma de Tamaulipas
publishDate 2023
url https://dycsvictoria.uat.edu.mx/index.php/dycsv/article/view/177
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AT gonzalezgalindokarina programadeextensiondelajornadaescolarenelestadodetamaulipascomopoliticaparalainclusionylaequidadeducativa
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