ALLIANCE FOR QUALITY EDUCATION. OR THE DECLINE OF THE SIX-YEAR EDUCATION POLICY. Gabriel Hernandez Santamaria. Since its introduction by the leadership of the National Union of Education Workers (SNTE) so-called Alliance for Quality Education was identified as a product of an imposition on the federal government for the presidency of the union body. The more severe signs of a principle which should be vertical or coercive, that is not the product of dialogue between those involved in education, that even passes over the Education Sector Plan 2007-2012, so its real aim is political and non-educational. Moreover international bodies like the Inter-American Development Bank (IDB) and the Organization for Economic Cooperation and Development (OECD) held their appearance, ignoring “these international bodies – not a product of public policy but a proposal association more concerned with maintaining his power to help stop the development national education ..
This double vision has been maintained over the past two years But what really raises the Alliance and what are the concrete results? The Alliance consists of five axes, so I will give them a tour of both its principles and its results: 1. Modernization of schools. This axis consists of the program to strengthen the infrastructure and equipment in order to improve learning conditions, which shares 14,000 to equip classrooms with computer access New Information Technology and Communication Technologies (ICT). To assist It proposes to manage the creation of Social Participation School Councils to create model schools 50,000.
But it does not work well with respect to the use of ICT, paradoxically they have contributed to increasingly emphasize the digital divide is but the big difference between the minority of developed countries that have a technology deployment that is growing rapidly and most countries that sink in underdevelopment and kept fighting for the right to life. The use of information technology, the PC and the Internet in teaching and learning processes can not be interpreted as a technological medium, but rather as an agent of profound change throughout the system, which requires a good projection, planning and political will. Today, learning has gone beyond the classroom walls of the conventional university is a reality that students and teachers to participate in intellectual conversations ignoring geographic barriers. The ICT have created a global sociological change unprecedented and unimagined by defining the characteristics of current and future global society. The development of ICTs has made the reality exceeded all expectations and the explosion is becoming an obvious fact and unstoppable. 1 DEVELOPMENT 1.1 The Information Technologies and Communication Technologies can be called the Information and Communication Technologies (ICT), the set of processes and products derived from the new tools (hardware and software), information media and channels communication connected with the storage, processing and transmission of digitized information. 2 As an example of ICT have cable television, video discs, satellite, fax, computer networks, processing of information by computer, digital switches, fiber optics, lasers, reproduction electrostatic, big screen TV and high definition, mobile phones and new printing processes, whose foundations are telecommunications, computing and technology audiovisual.Las ICT is a phenomenon that has invaded all sectors of life, from work to leisure, teaching and learning processes that take place at different levels of education, the economy because it can generate wealth and network distance beyond geographical and political boundaries. ..
In office automation courses for adults (occupational training, Forcem, training for entrepreneurs ,…) follows a model based on the equation: Office = Microsoft Office ". This model represents a number of drawbacks: educational, economic and ethical. Is there another way of doing things? In my work as an instructor in office had the idea to do an informal survey of my students last year of occupational training. The result of this was that my 16 students available at his home in a PC equipped with Microsoft Office, but only one had legally acquired the license to use the program. In the same way I found that there were only 11 computers for 16 students. When I discussed this problem, the course coordinator told me that the problem was not lack of computers or space, as I assumed, but that the institution did not have enough licenses of Microsoft Office.
There seems to be something that does not work too well in this area. These problems, both illegal copy, as the lack of software resources can be solved very easily, providing office training using free software in general, and OpenOffice.org in particular. Other authors have stated very well the advantages of using free software in education, but these studies have generally been conducted in the field of formal training 1. Here we will try to measure quantitatively and qualitatively the disadvantages to which we referred in the context of adult education office and show the advantages of the alternative being proposed.