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Is Mexico ready to implement a 21st-century framework at upper secondary school?

Hernández-Fernández, Jimena


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        <foaf:name>Hernández-Fernández, Jimena</foaf:name>
        <foaf:givenName>Jimena</foaf:givenName>
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    <dct:title>Is Mexico ready to implement a 21st-century framework at upper secondary school?</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2021</dct:issued>
    <dcat:keyword>educational reform</dcat:keyword>
    <dcat:keyword>skills</dcat:keyword>
    <dcat:keyword>curriculum</dcat:keyword>
    <dcat:keyword>teachers</dcat:keyword>
    <dcat:keyword>Mexico</dcat:keyword>
    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2021-04-04</dct:issued>
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    <dct:description>&lt;p&gt;&lt;strong&gt;Objective:&lt;/strong&gt; This study aims to explore whether Mexico is ready to implement a 21st century framework at upper secondary school by undertaking an analysis on how the new upper secondary school curriculum in Mexico captures 21st-century skills as well as teacher&amp;rsquo;s perceptions of success. &lt;strong&gt;Method:&lt;/strong&gt; The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers&amp;rsquo; perceptions of success is collected through eight focus groups in 4 States of Mexico. &lt;strong&gt;Results:&lt;/strong&gt; The findings show that the curriculum is short of 21st-century skills strategies. Moreover, although teachers welcome the 21st-century skills, they perceive lack of support and doubt about students&amp;rsquo; capabilities to learn. &lt;strong&gt;Conclusions:&lt;/strong&gt; Although Mexico has progressed in providing a 21st-century skill learning environment through the new curriculum, the educational system remains with the opportunity to revise the curriculum in order to offer a more suitable and adequate framework for the implementation of 21st-century skills.&lt;/p&gt;</dct:description>
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