the development of the educational infrastructure has been poor, inadequate and inappropriate, situation that violates the right of children and adolescents to a quality education designates the document policies to strengthen the school infrastructure in Mexico, the National Institute for the evaluation of education (INEE), posed the picture in this sector and a series of recommendations are issued.
in one of the 11 documents presented Monday the INEE on educational policy, reported that 29% of basic education schools has structural problems and other associated deprivations, meanwhile showing 2% structural damage. And although 66% do not have this kind of damage, if presented at least one lack of another type; only 3% of elementary schools do not have any lack.
the above reflects that 17 million students and 750 thousand teachers attend schools with deficiencies. A total of 145, 704 schools of basic education, 33% work with atypical structures that do not adhere to the established norms; 45% they are not connected to the drain, and 20% are not integrated into a network of drinking water. In addition, 5% still without access to electricity services.
The #ReporteEscolar of the schools that participated in #Planea2018 #Primaria is now available for consultation. This document, which includes results, average scores by school zone and priorities of academic attention, is available in https://t.co/sGdwYHBT2c know it! pic.twitter.com/DPqoykZhjd – INEE (@INEEmx) December 11, 2018
in the following levels of education, the worst conditions the telesecundarias and community schools, as well as the community telebachilleratos, have them that 99.4% It has no science labs and 84% do not have a library.
at present, says the document of the INEE, public action gives priority to the strengthening of the quality of the educational infrastructure through 12 construction-oriented interventions (e.g. programs, strategies and funds), rehabilitation and equipment of educational spaces. This information suggests that public policy lacks of a cardan shaft, such diversity of units results in dispersion of objectives, responsible units and components of care.
the context of institutional disarticulation, reads the document, generates critical areas that hinder progress in this field, including: lack of a timely and equitable maintenance strategy, lack of an information system updated and continuous, disarticulation between pedagogical development trends and designing educational spaces (there is insufficient consideration of the interests and needs of the members of the educational communities) and insufficient economic resources to improve the infrastructure, as well as poor efficiency and transparency in its application.
front, the INEE, taking into account international experiences in contexts similar to the Mexico, presents six recommendations for public action in the field of educational infrastructure:
1. Promote an articulated policy approach and comprehensive, with clear objectives and well-defined responsibilities, clarifying areas of competence and functions of the different orders of Government and institutions involved.
2. Create a national information system, updated, expeditious and continuous enabling you to have the data necessary for timely decision making.
3. Generate a precise strategy of targeting to provide priority attention to schools with major gaps in urban and rural areas, whereas the educational levels, types of services and groups in situations of vulnerability, as well as the conditions of poverty of the towns.
4. Develop a maintenance permanent and differentiated strategy and clearly define the functions which, in this area, will have both the institutions of the different orders of Government, as the school community (maintenance of schools should not fall on the parents).
5. Develop a strategy that ensures equitable and appropriate sources of funding in the short, medium and long term, more equal participation between the orders of Government and its institutions should also be promoted.
6. Design a medium- and long-term plan to align refresh projects of real estate and construction of new spaces with the pedagogical trends, but, above all, to be able to adapt to models and particular needs of different areas of the country.
