Education stages: University studies
Period: September 2013-June 2014
Service: Educational Self-Assessment, Educational Strategy Plan and Educational Projects Manager
Participating teachers:
Website: http://www.uiem.edu.mx/

Data sheet:

  • Location: San Felipe del Progreso (Mexico)
  • Unit: Work Group for the Institutionalizing of Educational Practices
  • Title/Objective: Development of skills in Foundation Level education syllabuses, social organization of classes and cooperative learning
  • Period: September 2013-June 2014

Introductory description of the centre:

This university promotes innovation in teaching methods and integrates a worldview of the indigenous ethnic groups inside Mexico, including the Mazahua, Otomi, Matlazincas, Nahua and Tlahuicas, with the clear intention of preserving the cultural heritage of these indigenous peoples. The mission of this nascent school is to train intellectuals and professionals who are committed to the development of their peoples and regions, and whose activities contribute to promoting a process of renewed appreciation and revitalization of indigenous languages and cultures. This is done so at the end of their studies, students do not emigrate, but rather remain and practice their profession for the benefit of their communities. Students take core subjects in the first two terms, with an emphasis on the teaching, or strengthening, of indigenous languages, Spanish and English, scientific reason and information technology. A fundamental strength of these schools is the existence of a research centre on language and culture. This allows, among other things, for the systematization of the extensive indigenous knowledge available. The Intercultural University offers an all-encompassing education to its students that includes knowledge taught in the classroom; cultural activities; sports; arts education; debates; as well as meetings and discussions on topical issues.

Work process and development of the course methodology:

These steps are followed:

  • The centre provides its educational objectives.
  • Based on these objectives, the technical team establishes what the ideal educational intervention model or educational profile of the applicable stage should be. It also defines the organizational characteristics of the centre and the professional development of the teachers.
  • The teaching staff respond to a factual analysis questionnaire, with the answers illustrating what can be expected at the centre at this time.
  • Based on the present situation of the centre, educational improvement projects are established, which are necessary to attain the desired educational standard.
  • The centre then prioritizes these projects based on what is likely to be the most effective and successful, related to the teaching-learning process.
  • The technical team prepares the Educational Strategy Plan and the centre presents it to the faculty for approval.

Results achieved:

The centre acquired its Educational Strategy Plan (ESP). In the ESP, activities to improve time in the classroom were identified as well as the corresponding connection with the centre’s organization and professional development of the teaching staff, in the short, medium and long term.