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Objective: 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’s perceptions of success. Method: 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’ perceptions of success is collected through eight focus groups in 4 States of Mexico. Results: 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’ capabilities to learn. Conclusions: 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.
", "languages": [ { "id": "eng", "title": { "en": "English" } } ], "publication_date": "2021-04-04", "publisher": "Zenodo", "resource_type": { "id": "publication-preprint", "title": { "de": "Preprint", "en": "Preprint" } }, "rights": [ { "description": { "en": "" }, "icon": "cc-by-nc-nd-icon", "id": "cc-by-nc-nd-4.0", "props": { "scheme": "spdx", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode" }, "title": { "en": "Creative Commons Attribution Non Commercial No Derivatives 4.0 International" } } ], "subjects": [ { "subject": "educational reform" }, { "subject": "skills" }, { "subject": "curriculum" }, { "subject": "teachers" }, { "subject": "Mexico" } ], "title": "Is Mexico ready to implement a 21st-century framework at upper secondary school?", "version": "v1-2021-03-10" }, "parent": { "access": { "owned_by": { "user": 63277 } }, "communities": { "default": "faea3b0a-37ff-4660-83b5-e1d0a0b727f2", "entries": [ { "access": { "member_policy": "open", "members_visibility": "public", "record_policy": "open", "review_policy": "open", "visibility": "public" }, "children": { "allow": false }, "created": "2019-11-06T19:04:37.008627+00:00", "custom_fields": {}, "deletion_status": { "is_deleted": false, "status": "P" }, "id": "faea3b0a-37ff-4660-83b5-e1d0a0b727f2", "links": {}, "metadata": { "curation_policy": "", "page": "Educare Electronic Journal is edited and published by Center for Research and Teaching in Education (CIDE, by its acronym in Spanish) from Universidad Nacional, Costa Rica (National University, Costa Rica). It is an international, academic, electronic Journal. The journal is published quarterly: the first number covers January to April and is published on January the 1st; the second one, covers May to August, and is published on May the 1st. The third number is published on September the 1st and covers September to December.
\r\n\r\nEducare’s aim is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, Educare offers a space for exchange, dissemination and promotion of Education.
\r\n\r\nts thematic coverage is education in all its disciplines and applications. The Journal's target audience is constituted by the national and international community of researchers, students, degree and postgraduate careers and all the public that is interested in the diversity of disciplines of education.
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