I am interested in political anthropologist society-state relations, citizen participation, education and combating poverty. fhevia@ciesas.edu.mx
Phone: +52-228-8423940
Address: Av. Encanto s/n Col. El mirador
CP 91170
Xalapa, Veracruz. México
Phone: +52-228-8423940
Address: Av. Encanto s/n Col. El mirador
CP 91170
Xalapa, Veracruz. México
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This paper presents the results of an impact evaluation with an experimental design, that estimates the effect of a low-tech low-cost remote tutoring intervention applied during the pandemic for remedial education purposes on girls and boys aged 9-14 years in three departments of El Salvador. Our main contributions are a) the provision of strong experimental evidence that the intervention can improve student math learning in developing countries for closing education gaps; and b) the measurement of student anxiety levels before and after the treatment, which allows verifying whether student-tutor interactions mitigated some of the negative socioemotional effects of student confinement. The program is found to have had a positive and significant effect of 0.24 standard deviations on math learning, which is equivalent to a 33.8 percent acceleration as compared to the control group. However, no significant effects were observed on student anxiety levels, which suggests that the academic gains were not mediated by these types of socioemotional factors. The results provide valuable information for the design of tutor training and for the development of tutoring protocols, among other aspects, for future similar programs.
Palabras clave: gasto educativo, participación social, acceso a la información, sociedad civil, presupuesto.
Educational evaluations in Mexico have increased their political and academical importance, both for their technical development and their implications on educational policy. However, there is not enough research into the types of participation and citizen inclusion in learning evaluations, as well as their effects on the legitimacy and effectiveness of educational policies. This paper carries out a comparative analysis between different learning evaluations, national and international, applied in Mexico. We then built a typology of citizen participation devices in educational evaluations with three main types: information, consultation, and active participation. We obtained the following results: i) most of the evaluations center their participation offer in information and, in some cases, these educational evaluations are an important input for educational policy debates; ii) there are few institutional devices for regular consultation between the evaluating agencies and the citizenship, and iii) there are few cases of independent evaluation production form citizens, but with promising results in terms of citizen innovation. We conclude that it is necessary to strengthen participation mechanisms to enhance the transformational capacity of educational institutions.
Se utilizan los datos del proyecto Medición Independiente de Aprendizajes (MIA), con el cual se encuestó a 8,248 niños entre 5 y 16 años en 6,022 hogares de los estados de Veracruz, Puebla, Quintana Roo y Yucatán.
En lectura se encontraron limitaciones en lectura de historia en los primeros años de primaria y problemas de comprensión en primaria y secundaria. En matemáticas se advierten problemas para ejecutar restas y divisiones y serias limitaciones para resolver un problema matemático sencillo. Se identifi caron factores asociados individuales (edad, grado escolar, motivación hacia la escuela, prevalencia de condiciones de discapacidad y molestias psiquiátricas), factores familiares (condiciones socioeconómicas del hogar, uso de lengua indígena, capital cultural escolar) dinámicas escolares (sostenimiento público-privado, uso de la biblioteca escolar), y uso de dispositivos electrónicos (celular, tableta y/o computadora). Se concluye que estos resultados pueden servir de línea base para una posterior evaluación de la Reforma Educativa, y que es necesario incluir los factores extra-escolares a la discusión educativa.
Given a growing interest in promoting social participation in education through voluntary work, the aim of this article is to analyze the main characteristics, life satisfaction and values of eight hundred sixty eight volunteers who participated in the Independent Measurement of Learning project (MIA, by its initials in Spanish). The objective is to think about strategies to promote volunteer work as a way to improve education and raise personal benefits. To analize the results, qualitative and quantitative methods were used.The results indicate that MIA volunteers are infrequent, oriented to campaigns, instrumental and have high levels of life satisfaction and personal values. The need to promote volunteer work is discussed and it is emphasized that the educational theme has a strong capacity for mobilization
Open government assumes the existence of a technological infrastructure and the existence of a government and a society with sufficient digital capacities and abilities. However, the information available for south-east Mexico shows important deficits in both dimensions. This article analyzes whether it is possible to develop open government initiatives in contexts where these characteristics do not feature. Using the local initiative of Veracruz as a case study, this article presents the results of the municipal experience of open government and its transparency obligations. It is concluded that it is necessary to consider the regulatory frameworks and the commitments in these contexts, and to promote adjustments and innovations for the opening-up of governments in contexts of low connectivity resources.
Se concluye que MIA permite medir aprendizajes básicos en
México de manera válida y confiable.
This paper presents the results of an impact evaluation with an experimental design, that estimates the effect of a low-tech low-cost remote tutoring intervention applied during the pandemic for remedial education purposes on girls and boys aged 9-14 years in three departments of El Salvador. Our main contributions are a) the provision of strong experimental evidence that the intervention can improve student math learning in developing countries for closing education gaps; and b) the measurement of student anxiety levels before and after the treatment, which allows verifying whether student-tutor interactions mitigated some of the negative socioemotional effects of student confinement. The program is found to have had a positive and significant effect of 0.24 standard deviations on math learning, which is equivalent to a 33.8 percent acceleration as compared to the control group. However, no significant effects were observed on student anxiety levels, which suggests that the academic gains were not mediated by these types of socioemotional factors. The results provide valuable information for the design of tutor training and for the development of tutoring protocols, among other aspects, for future similar programs.
Palabras clave: gasto educativo, participación social, acceso a la información, sociedad civil, presupuesto.
Educational evaluations in Mexico have increased their political and academical importance, both for their technical development and their implications on educational policy. However, there is not enough research into the types of participation and citizen inclusion in learning evaluations, as well as their effects on the legitimacy and effectiveness of educational policies. This paper carries out a comparative analysis between different learning evaluations, national and international, applied in Mexico. We then built a typology of citizen participation devices in educational evaluations with three main types: information, consultation, and active participation. We obtained the following results: i) most of the evaluations center their participation offer in information and, in some cases, these educational evaluations are an important input for educational policy debates; ii) there are few institutional devices for regular consultation between the evaluating agencies and the citizenship, and iii) there are few cases of independent evaluation production form citizens, but with promising results in terms of citizen innovation. We conclude that it is necessary to strengthen participation mechanisms to enhance the transformational capacity of educational institutions.
Se utilizan los datos del proyecto Medición Independiente de Aprendizajes (MIA), con el cual se encuestó a 8,248 niños entre 5 y 16 años en 6,022 hogares de los estados de Veracruz, Puebla, Quintana Roo y Yucatán.
En lectura se encontraron limitaciones en lectura de historia en los primeros años de primaria y problemas de comprensión en primaria y secundaria. En matemáticas se advierten problemas para ejecutar restas y divisiones y serias limitaciones para resolver un problema matemático sencillo. Se identifi caron factores asociados individuales (edad, grado escolar, motivación hacia la escuela, prevalencia de condiciones de discapacidad y molestias psiquiátricas), factores familiares (condiciones socioeconómicas del hogar, uso de lengua indígena, capital cultural escolar) dinámicas escolares (sostenimiento público-privado, uso de la biblioteca escolar), y uso de dispositivos electrónicos (celular, tableta y/o computadora). Se concluye que estos resultados pueden servir de línea base para una posterior evaluación de la Reforma Educativa, y que es necesario incluir los factores extra-escolares a la discusión educativa.
Given a growing interest in promoting social participation in education through voluntary work, the aim of this article is to analyze the main characteristics, life satisfaction and values of eight hundred sixty eight volunteers who participated in the Independent Measurement of Learning project (MIA, by its initials in Spanish). The objective is to think about strategies to promote volunteer work as a way to improve education and raise personal benefits. To analize the results, qualitative and quantitative methods were used.The results indicate that MIA volunteers are infrequent, oriented to campaigns, instrumental and have high levels of life satisfaction and personal values. The need to promote volunteer work is discussed and it is emphasized that the educational theme has a strong capacity for mobilization
Open government assumes the existence of a technological infrastructure and the existence of a government and a society with sufficient digital capacities and abilities. However, the information available for south-east Mexico shows important deficits in both dimensions. This article analyzes whether it is possible to develop open government initiatives in contexts where these characteristics do not feature. Using the local initiative of Veracruz as a case study, this article presents the results of the municipal experience of open government and its transparency obligations. It is concluded that it is necessary to consider the regulatory frameworks and the commitments in these contexts, and to promote adjustments and innovations for the opening-up of governments in contexts of low connectivity resources.
Se concluye que MIA permite medir aprendizajes básicos en
México de manera válida y confiable.
¿Se puede pensar en otro tipo de evaluaciones educativas más justas? ¿Existen sistemas educativos, en Europa o América Latina, que permitan pensar en una evaluación educativa diferente? ¿Puede contribuir la evaluación educativa a la justicia social en educación? Estas son las preguntas que orientan este libro. Con un riguroso análisis comparativo, se analizan sistemas de evaluación de Argentina, Chile, México, Inglaterra y Noruega; se presentan las bases conceptuales para pensar en una evaluación que responda a un horizonte de justicia social, y se discute la necesidad de generar sistemas educativos que permitan una distribución de los aprendizajes más justa, con una mayor representación e inclusión de la diversidad, así como con una significativa participación de los actores educativos en estos procesos.
Utilizando una perspectiva analítica de antropología política –mediante una combinación creativa y novedosa de métodos y técnicas cuantitativas y cualitativas de investigación social- el autor examina tres grandes patrones de interacción: relaciones particularistas, que se basa en la diversa serie de peticiones y solicitudes por la que ciudadanos y grupos pretenden, de manera particular, resolver problemas y situaciones concretas; relaciones contenciosas-disruptivas, que implica una serie de acciones disruptivas y de protesta que busca elevar el volumen de la voz para hacerse escuchar, por medio del incremento de la violencia, y relaciones de participación reglamentada, que pretende incidir en espacios reglamentados de participación, como los consejos escolares. La combinación de estos patrones impacta en la formación de capacidades estatales de respuesta limitada.
Basándose en rigurosa evidencia empírica, este libro contribuye tanto a los procesos de democratización de los sistemas escolares y de implementación de la Reforma educativa de 2013 como a las discusiones sobre capacidades estatales, relaciones sociedad-Estado y formación cotidiana del Estado.
Felipe J. Hevia es autor de Poder y ciudadanía en el combate a la pobreza y ¿Cómo medir la participación?
Los programas de transferencias condicionadas en efecto (conditional cash transfers programs) son una de las estrategias más populares y conocidas de combate a la pobreza en el mundo. Sin embargo, a más de una década de su implementación, sus impactos en las relaciones de poder siguen sin ser claros. ¿Modifican los patrones asistenciales y clientelares predominantes en la política social de América Latina?¿Colaboran en la construcción de ciudadanos autónomos con capacidades para acceder y ampliar sus derechos?¿Disminuyen las desigualdades de poder entre autoridades y pobres?¿promueven la cohesión e integración social? A partir del programa Progresa/Oportunidades de México, el autor desarrolla una rigurosa investigación que combina etnografía institucional con análisis de interfaces, y ofrece respuestas a estas preguntas, cuestionando el consenso existente en torno al Programa. Esto le permite discutir el devenir de la política social, la importancia del diseño institucional y de implementación de las políticas, y los procesos de construcción ciudadana en contextos de desigualdad."
This short document reviews the pedagogical principles of TaRL and recounts the lessons learned from its implementation in Mexico and Latin America.
En este pequeño documento se revisan los principios pedagógicos de TaRL, y se hace un recuento de las lecciones aprendidas en su implementación en México y América Latina