Los derechos humanos son aquellos inherentes a la condición humana, y otorgan libertad, reconocen la dignidad y garantizan la integridad de los individuos. La educación esta reconocida como un derecho humano y este reconocimiento esta sustentado desde 1948 en la Declaración Universal de los Derechos Humanos DUDH, asi como en la Declalación Americana de los Derechos y Deberes del Hombre DADDH de ese mismo año. A partir del año de 1990, se consensó a nivel internacional que el derecho humano a la educación ya no se limita a que los Estados garanticen el acceso, en términos de gratuidad y obligatoriedad, sino que la educación pública otorgada sea de calidad para todas las personas. Esta postura se impulsó desde la Unesco, a través de la declaración de la Conferencia Mundial sobre Educación para Todos (EPT) y el Marco de Acción de Dakar, celebrado en el año 2000. En México esta nueva visión se incorporó a partir del año 2008 en el marco de la Alianza por la Caldiad de la Educacion. Esta postura dirigió una nueva tradición de investigación, análisis y diálogo sobre la importancia de cada uno de los factores que inciden de manera directa en el cumplimiento de esta demanda, y se concluyó, a partir de diversos estudios y posicionamientos, que el “núcleo esencial del desafío” es el docente ya que el sistema educativo se sustenta en el recurso humano. Esta es la base concepctual que sustenta el objeto de estudio de esta investigación, la reforma constitucional en materia educativa promulgada en 2013...

Education in Mexico, Central America and the Latin Caribbean examines the development and practice of education in México, Costa Rica, Cuba, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Nicaragua and Panamá. The chapters, written by local experts, provide an overview of the structure, aims and purposes of education in each of these ten countries with very different socio-economic backgrounds. The authors present curriculum standards, pedagogy, evaluation, accountability and delivery, discussing both how the formal systems are structured and how they actually function. The volume explores the origins of proposed reforms and their implementation, emphasising the distinctiveness of each country and attempting to locate new practices that could lead to better education. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.

This book explores the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in light of recent shifts in quality and standards-driven education, and policy research. The book critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way the shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. With this as its focus, the book’s individual chapters highlight hand-picked scholarly research on major discourses in the field of comparative education. A compendium of the very latest thinking on the subject, the book – like the other volumes in the series – offers a state-of-the-art sourcebook for researchers, practitioners and policymakers alike. Not only do the chapters offer a timely overview of current issues affecting comparative education and education policy research in what is now a global educational culture; they also outline future directions that education and policy reforms could take. By doing so, they provide a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, they address globalisation, ideology and democracy and examine both the reasons for and outcomes of education reforms and policy change. As such, they provide an informed critique of models of quality and standards-driven education reforms that are informed by Western dominant ideologies and social values.

Politics of Education in Latin America: Reforms, Resistance and Persistence studies current efforts to transform education systems, teachers’ labor relations, and educational practices. The education systems of the region are involved in political disputations between the globalization and domestic demands.

This book analyzes teacher quality in Latin America and the Caribbean, which is the key to faster education progress. Based on new research in 15,000 classrooms in seven different countries, it documents the sources of low teacher quality and distills the global evidence on practical policies that can help the region produce "great teachers."