Educación a distancia como solución al rezago estudiantil en la Educación Media Superior

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Distance education: a solution to educational backwardness in high school • Verónica Laura Martínez Godínez


Mexico, in 2009, was placed in one of the lowest categories on the scale for educational quality administered by the OCDE.  That same year a measure of illiteracy in Mexican 15-years old and above revealed that in Chiapas, Oaxaca, Campeche, Tabasco and Quintana Roo, the levels of illiteracy are in the very high, high and medium scale.  Chiapas has the worst performance with 21.33% of illiterate population. Oaxaca occupies the third place with 19.33%.  At a national level, during the school year 2006 – 07, 5’979,256 students concluded junior high but only 3,301,555 entered high school. This means that 55% did not continue their education, although the General Law of Education establishes that everyone has the right to receive quality education. 

The Federal Government has put actions into practice which should favor equity and better the quality and relevance of high school education. For example, new educational institutions, diversification of high school programs, strengthening of educational modes of delivery and more scholarship programs (Programa Desarrollo Humano Oportunidades). Distance institutions and distance programs could be key factors: they are low cost, they reach  isolated rural communities, they are accessible for persons with special needs, they could serve parents of families whose work  schedules do not allow face to face attendance as well as students without access to classroom education due to a lack of space.

Key words: educational backwardness, equity, on-line education.