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This paper revises the paradigm shift in the educational policy of the New Mexican School (in Spanish, Nueva Escuela Mexicana or NEM ), whose intention is to reverse the neoliberal orientation that prevailed since the end of the last century until the previous federal government. For this purpose, the paper explores the elements of the pedagogies from the Southern part of the continent as a theoretical and ideological referent of the new approach to education in Mexico. Subsequently, it addresses three substantial lines of the NEM : the revalorization of teachers through the Unit of the System for the Career of Teachers, the National Commission for the Continuous Improvement of Education, and the implementation of the 2022 Study plans and programs for basic education. It can be concluded that there have been many challenges for the outgoing government that must be addressed by the new one, but it is complicated to modify in a short period a change of such dimension, in addition to the fact that we don't have until now a comprehensive evaluation system to measure its achievements. [ABSTRACT FROM AUTHOR]

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Copyright of Voces y Silencios is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Cuestiones de Sociologia: Revista de Estudios Sociales is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper offers an analysis of the policies on higher education in the six-year term 2018-2024, self-denominated as the Fourth Transformation, and outlines an agenda of possible reforms to be developed in the 2024-2030 government of Dr. Claudia Sheinbaum. During the period, the approval of the General Law of Higher Education stands out, but non-compliance with the goals and objectives defined therein is observed; the lack of public policies in a formal sense and the dismantling of the policy instruments developed during 30 years are also highlighted. [ABSTRACT FROM AUTHOR]

This paper offers a review of the most outstanding policies for the upper secondary level of the 2018-2024 six-year term, as well as a glimpse of some of the priority challenges, not only for the governmental period that begins at the end of 2024 but especially with a medium and even long-term vision. The challenge of assessing the situation is an attempt to contribute to the forthcoming discussions and, in doing so, to answer the questions of which policies were most relevant for the upper secondary level during the six-year term, what were the results, and which are the challenges for the future. The analysis we developed is in terms of social justice, which is significant to underpin a vision that we believe is necessary for the times we live in. [ABSTRACT FROM AUTHOR]

This paper analyzes the role of families facing the disruption caused by the shutdown of school facilities due to the health crisis caused by the SARS - C o V -2 virus, based on the premise that the reflection of conflicts and the debate about how to deal with them allows us to attain and build institutional learning. It shares the findings of the research “Reception, experiences and practice of the 'Learn at Home strategy' during the emergency of COVID -19. A study from heterogeneity”, whose purpose was to describe the actions carried out in adapting schools to teaching in an emergency, from the point of view of the actors and intended to build knowledge from the analysis of this crisis, thinking about its implications and acknowledging potential learnings for the daily life of the schools. [ABSTRACT FROM AUTHOR]

Early childhood education is a field of educational policy that has been little ad- dressed despite the scientific evidence about the importance of child development in the early years for achieving academic excellence in later stages of life; the issue of improving the quality of the services and interactions provided by caregivers of infants, toddlers, and young children has also been overlooked. Therefore, the purpose of this paper is to provide an analysis of the policies for professionalizing early childhood education teachers. The review of the regulatory framework and the strategic programs of the 2018-2024 six-year term is taken as the axis to analyze the main challenges for the professionalization of teachers at this educational level for the 2024-2030 term. [ABSTRACT FROM AUTHOR]

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Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

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The article presents the origin and development of the Mexican Council of Educational Research (COMIE) and its journal, the Mexican Journal of Educational Research (RMIE). It highlights the importance of interinstitutional collaboration in the evaluation and selection processes of contributions for the journal. The possibility of transferring the journal to the Open Journal System (OJS) and abandoning the publication in paper to only disseminate it in electronic format is mentioned. It also emphasizes the importance of gradually renewing the format of the journal and strengthening it through the participation of COMIE members in different areas of educational research. [Extracted from the article]

The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

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This paper aims to address a line of reflection framed in the theoretical discourse of the field of international politics, focused on analyzing the role played by International Organizations (UNESCO, European Commission and OECD) in digital education and mobile learning. Methodologically, the content of the published reports on digital education of the three aforementioned organizations has been codified taking as a starting point some recurrent elements; the pedagogical interest (pedagogical dimension) the social capital (learning contexts) and the economic value (actors). The results show that educational digitization is transcending the elements of pedagogical interest related to school innovation plans to be enshrined as a political instrument in the conceptualization of divergent lines and frameworks of digital action. The discussion proposes a line of research around educational digitization as a legitimizing element of the new deglobalizing theses. [ABSTRACT FROM AUTHOR]

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