The following is an analysis taken from the website of CEDEP-CLEP:
several demonstrations have been sparked by the approval student called Reform of School Education, which aims to establish a system Bachelor National Nationally, the reform will be promoted in all schools mid-level public and private higher. The removal of matter of philosophy at this level of education has aroused the protest of various personalities in the academic and intellectual, this reflects the discontent that exists in various sectors by this reform, the demonstrations have skirted the Rector of the Universidad Nacional Autónoma Mexico to disengage from the National High School and advance its own reform.
The impact of the National High School as CCH's schools, high schools, UNAM, IPN and the Vocational high schools in the State Universities, is his dismissal of these colleges, with the approval plans and curricula and the integration of upper secondary schools to a national system.
The aim of this paper is to analyze the Reform of Secondary Education, to contribute to the internal debate of the student movement, we believe it is important that any partner that is willing to organize against this new onslaught against Public education should know what about background in this new reform?, why now face?, is there any alternative to roll back the reform?
The reform ideas in
The Secretariat Public Education, would have us believe that the ideas embodied in the documents of the Comprehensive Reform School (RIEMSER) \u200b\u200bare new and innovative, when in fact these reforms have been implemented in several countries with the same arguments and objectives it is common to read in the papers that are educational reforms are aimed at "reaching the quality and educational excellence through academic competition" in addition to "bring to education to national and international context today because the changes been in the last period. "
Students and teachers are not isolated entities is society and what happens in it also affects the internal of which schools are not immune to social changes caused by the class struggle in our country and the world. The ideas that breed within the universities for the interests of a sector in society, the bourgeoisie. Want
separately analyze what happens in schools regardless of what happens outside of them is to have a limited and erroneous events, including the drivers of school reform to recognize that the reform is designed to "respond to the demands of today's world, "as we see in that context that the reform.
From
late 70's, the world began to promote a series of economic and social measures, which were conducted more deeply in underdeveloped countries like Mexico, neoliberalism (savage capitalism) deepened and began a period of attacks against the rights of the working class and youth had conquered in the past: the privatization of public enterprises and services, labor flexibility, cut public spending (education, health, housing, etc..) wage cuts and in performance, attacks on pension all this under the banner of the thinning of the state, no state intervention in the economy, liberalization and economic openness.
Many of these accomplishments as public education, collective labor contracts, union rights, were obtained based on the struggle of the working class and youth.
no coincidence that the governments of Margaret Thatcher in England, Videla in Argentina, Pinochet in Chile and Miguel de la Madrid and Salinas in Mexico, led to the need of the bourgeoisie to keep the rates of return maintained the desmantelemiento the so-called welfare state, which already was an obstacle to continue to maintain the rate of profit of the bourgeoisie.
During
Welfare State public education had a tremendous boom, the construction of new campuses, increased student enrollment, etc. but it would be a mistake to say it was because of the willingness of governments and the bourgeoisie of these developments, was a direct product of the struggle of the working class and youth to ensure that workers' children entering school from basic to university, but for the 70's this was unsustainable for the bourgeoisie and their governments.
In the educational field called neoliberalism meant the abandonment of education in the budget field, the restriction on entry into middle and upper level, decentralization basic education, the implementation of fees, charges and fees in schools and of course reform plans and programs of study to suit the needs of the neoliberal model and the market opening.
In the area of \u200b\u200bbudgeting, governments have initiated the call diversification of funding education, whose aim is no longer only the State provide the resources for public education, but has more intervening actors: entrepreneurs by private investment, parents and students through tuition and fees, trying to implement in all educational services and that these charges will increasing.
The application of a series of screening tests has meant that thousands of young people can not enter the high school and college, the so-called single examination has served to guide young people to schools of their choice but to the government to serve the interests of the bourgeoisie needed, selection examinations in universities reject thousands of students each year, in 2009 it is said that about 150 thousand students can not enter the UNAM and the IPN 100 000 .
commonly authorities argue that the fundamental objective is "to achieve educational quality" by "competition and constant evaluation, "whose purpose is the formation of" human resource or human capital. "
We are not opposed to educational quality, in fact we must strive to students that the education imparted to us is quality, but this is achieved initially through the public school has the resources to invest in infrastructure and equipment of schools, academic and pedagogical preparation of teachers and in supporting low-income students.
The new logic is to invest in so-called pilot schools and / or quality, which are given their budget "Academic merit, are encouraged and promoted to teachers by submitting them to the individual competition, as the drivers of reform that quality is achieved through competition for students. The results of these measures: it has made a total neglect an important sector of schools, teacher promotion has only benefited those closest to the union bureaucracy and competition among students has led thousands of young people are excluded from education .
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