Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry

Authors

DOI:

https://doi.org/10.15359/ree.26-1.22

Keywords:

Educational reform, skills, curriculum, teachers, Mexico

Abstract

Objective. This study aims to analyze how the new upper secondary school curriculum in Mexico captures 21st-century skills and teachers’ perceptions of success. Method. The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers’ perceptions of success is collected through eight focus groups with 72 participants in 4 States of Mexico. Results. The findings show that the curriculum is short in strategies for the development of 21st-century skills. Moreover, although teachers welcome them, they perceive a lack of support and doubt about students’ learning capabilities. Conclusions. Although Mexico has progressed in providing a 21st-century skills learning environment through the new curriculum, the educational system remains with the opportunity to offer a more suitable and adequate framework as well as support and training for teachers.

Author Biography

Jimena Hernández-Fernández, Centro de Investigación y Docencia Económicas

Profesora Investigadora del Programa Interdisciplinario sobre Políticas y Prácticas Educativas (PIPE) del Centro de Investigación y Docencia Económicas (CIDE) en México. Es Doctora en Educación por el Centre for International Education de la Universidad de Sussex en Inglaterra, Maestra en Administración y Políticas Públicas por el CIDE y Licenciada en Economía por el Instituto Politécnico Nacional en México.  Es autora del libro: “The Development of school leadership in England and México: insights and lessons” publicado en 2020 por el British Council. Es editora del libro: “Looking for Innovation and Systemic Improvement in Quality Englis

References

Ananiadou, K. & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education working paper, (41), 1-33. https://www.oecd-ilibrary.org/docserver/218525261154.pdf?expires=1595270929&id=id&accname=guest&checksum=57F7A447EF3C3C53EEB0469BADF4642E

Barrot, J. S. (2019). English curriculum reform in the Philippines: Issues and challenges from a 21st century learning, perspective. Journal of Language, Identity & Education, 18(3), 145-160. https://doi.org/10.1080/15348458.2018.1528547

British Council. (2016). Unlocking a world of potential: Core skills for learning, work and society. Autor. https://www.britishcouncil.org/sites/default/files/inclusion_core_skills_tl_brochure3_final_web.pdf

Bujanda, M. E., Muñoz, L., & Zúñiga, M. (2018). Initiatives and implementation of twenty-first century skills teaching and assessment in Costa Rica. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st century skills. Research and Applications (pp. 163-178). Springer International Publishing. https://doi.org/10.1007/978-3-319-65368-6_10

Cambridge Dictionary. (2021). Skills. https://dictionary.cambridge.org/us/dictionary/english/upcycling

Cárdenas, S., Arriaga, R., & Cabrera, F. (2019). Desarrollo de Competencias para el siglo XXI en México: Cómo UNETE y las comunidades escolares amplían y fortalecen los objetivos de la educación mediante el uso de tecnología educativa. En F. M. Reimers y C. K. Chung (Eds.), Preparar a los maestros para educar integralmente a los estudiantes. Un estudio comparativo internacional (pp. 163-194). Harvard Education Press. https://www.researchgate.net/publication/336651360_Desarrollo_de_competencias_para_el_siglo_XXI_en_Mexico_como_UNETE_y_las_comunidades_escolares_amplian_y_fortalecen_los_objetivos_de_la_educacion_mediante_el_uso_de_tecnologia_educativa

Care, E. (2018). Twenty-first century skills: From theory to action. In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st century skills. Research and applications (pp. 3-17). Springer International Publishing. https://doi.org/10.1007/978-3-319-65368-6_1

Donovan, L., Green, T. D., & Mason, C. (2014). Examining the 21st Century Classroom: Developing an Innovation Configuration Map. Journal of Educational Computing Research, 50(2), 161-178. https://doi.org/10.2190/EC.50.2.a

Fernandez, R. M. (2013). Teachers’ competence and learners’ performance in the alternative learning system towards and enriched instructional program. International Journal of Information Technology and Business Management, 22(1), 33-46. https://www.academia.edu/36361852/TEACHERS_COMPETENCE_AND_LEARNERS_PERFORMANCE_IN_THE_ALTERNATIVE_LEARNING_SYSTEM_TOWARDS_AN_ENRICHED_INSTRUCTIONAL_PROGRAM

Fullan, M. & Langworthy, M. (2013). Towards a new end: New pedagogies for deep learning. The global partnership. http://www.turninglearning.nl/images/towards_a_new_end.pdf

Gil Antón, M. (2018). La reforma educativa. Fracturas estructurales. Revista Mexicana de Investigación Educativa, 23(76), 303-321. https://www.comie.org.mx/documentos/rmie/v23/n076/pdf/76012.pdf

Hernández Fernández, J. & Rubio de los Santos, D. (2017). An alignment analysis of the British Council’s Core Skills and the mexican education model. British Council. https://www.britishcouncil.org.mx/sites/default/files/170512_csreporteen.compressed.pdf

Kuh, L. P. (2016). Teachers talking about teaching and school: Collaboration and reflective practice via critical friends groups Teachers and Teaching, 22(3), 293-314. https://doi.org/10.1080/13540602.2015.1058589

Law, W.-W. (2014). Understanding China’s curriculum reform for the 21st century. Journal of Curriculum Studies, 46(3), 332-360. https://doi.org/10.1080/00220272.2014.883431

Maphosa, C. & Mashau, T. (2014). Examining the ideal 21st century teacher-education curriculum. International Journal of Educational Sciences, 7(2), 319-327. https://doi.org/10.1080/09751122.2014.11890194

Marope, P. T. M., Chakroun, B., & Holmes, K. P. (2015). Unleashing the potential transforming technical and vocational education and training. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000233030

Mishra, P. & Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6-19. https://doi.org/10.1080/21532974.2016.1242392

OECD. (2015). OECD skills studies. Skills for social progress: The power of social and emotional skills. Autor. https://www.oecd.org/education/ceri/skills-for-social-progress-executive-summary.pdf

Ortega Estrada, F. (2017). Principios e implicaciones del nuevo modelo educativo. Revista Latinoamericana de Estudios Educativos, 47(1), 43-62. https://doi.org/10.48102/rlee.2017.47.1.157

Quinn Patton, M. (2015). Qualitative research &evaluation methods: Integrating theory and practice. SAGE.

Rotherham, A. J. & Willingham, D. T. (2010). 21st-century skills: Not new, but a worthy challenge. American Educator, 34(1), 17-20. https://www.aft.org//sites/default/files/periodicals/RotherhamWillingham.pdf

Sánchez Aguilar, M. (2014). Educación matemática crítica en México: Una argumentación sobre su relevancia. Didac, (64) 30-36. http://revistas.ibero.mx/didac/articulo_detalle.php?id_volumen=18&id_articulo=219&id_seccion=105&active=104&pagina=29

Secretaría de Educación Pública. (2017a). El modelo educativo.

Secretaría de Educación Pública. (2017b). Los fines de la educación en el siglo XXI.

Seide, S. E., Jensen, K., & Kieser, M. (2021) Utilizing radar graphs in the visualization of simulation and estimation results in network meta-analysis. Research Synthesis Methods, 12(1), 96-105. https://doi.org/10.1002/jrsm.1412

Tan, J. P.-L., Choo, S. S., Kang, T., & Liem, G. A. D. (2017). Educating for twenty-first century competencies and future-ready learners: Research perspectives from Singapore. Asia Pacific Journal of Education, 37(4), 425-436. https://doi.org/10.1080/02188791.2017.1405475

Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J.-A. (2017). Twenty-first-century skills of alternative learning system learners. SAGE Open, 7(3), 1-8. https://doi.org/10.1177/2158244017726116

van de Oudeweetering, K. & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: Exploring dimensions for new curricula. The Curriculum Journal, 29(1), 116-133. https://doi.org/10.1080/09585176.2017.1369136

Voogt, J. & Pareja Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implication for national curriculum policies. Journal of curriculum studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938

Vreeburg Izzo, M., Yurick, A., Nagaraja, H. N., & Novak, J. A. (2010). Effects of a 21st-century curriculum on students’ information technology and transition skills. Career Development for Exceptional Individuals, 33(2), 95-105. https://doi.org/10.1177/0885728810369348

Yin, R. K. (2017). Case study research: Design and methods (applied social research methods) (5th ed.). Sage.

Zhao, Y. (2015). A world at risk: An imperative for a paradigm shift to cultivate 21st century learners. Society, 52(2), 129-135. https://doi.org/10.1007/s12115-015-9872-8

Published

2022-01-01

How to Cite

Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry. (2022). Revista Electrónica Educare, 26(1), 1-21. https://doi.org/10.15359/ree.26-1.22

Issue

Section

Articles (Peer Reviewed Section)

How to Cite

Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry. (2022). Revista Electrónica Educare, 26(1), 1-21. https://doi.org/10.15359/ree.26-1.22

Comentarios (ver términos de uso)

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>