Institutional Quality Management Model

Transcription

Annual Report
School Year 2014-2015
Table of Contents
Intervention Model
Mission
4
Strategy
5
EDUCA NETWORK
6
Relevant Participants
8
9
Programs
2
Social and Financial Education
16
Nutritional Education, From Seed to Plate
22
26
Teacher Training Congress
30
EDUCA Virtual Community 2.0
36
Labor Competencies Certification Entity
42
Mati- Tec
44
Educational Research Factory
50
Financial Strengthening
52
Volunteers
53
Donors and Allies
56
Financial Report
58
Annual Report
The emphasis on Building Wonderful Possibilities
through Education is the guiding principle that
drives EDUCA Mexico Foundation, so that through
its programs, it empowers and transforms children,
young people, teachers and parents of the EDUCA
NETWORK into persons who can identify, analyze,
take on, examine and live with intensity each one
of life’s existing relationships with a holistic vision
in significant and innovative educational contexts
that consolidate not only the acquisition and
understanding of knowledge in one intellectual
dimension, but in responsible and conscious selfleadership character formation capable of handling
whatever context with which it comes in contact.
The report presented here shows our work for the
2014-2015 school year. This is the period during
which EDUCA Foundation developed 51 educational
communities that serve 79 schools that cover 12
states of the Mexican Republic. The work consists of
designing, implementing and evaluating programs
to promote the quality and innovation possible
in education. Our work is consolidated thanks to
the social responsibility of our donors and allies,
of the persons and institutions committed to the
educational development of our country that share
our conviction that through education we can Build
Wonderful Possibilities for personal and common
well-being.
Rosa Isela Gluyas Fitch
General Director
EDUCA Mexico Foundation, A.C.
3
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Mission
EDUCA Mexico Foundation, A.C. is an organization of the Civil Society
(OSC) whose mission is to consolidate educational communities through
the design, incubation, implementation, evaluation and transfer of
innovative projects that promote quality in education.
4
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EDUCA Mexico
Foundation Strategy
EDUCA seeks the transformation of educational institutions that
benefit children and young people. This is accomplished through
the Institutional Quality Management Model, Control Tower and the
EDUCA Improvement Plan.
The programs that EDUCA puts into place form a part of the EDUCA
Improvement Plan and impact on the dimensions contained in the
Institutional Quality Management Model.
5
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EDUCA NETWORK
EDUCA has a collaborative agreement with 51 educational institutions
for the purpose of supporting them in their organizational, financial and
educational quality, to strengthen them in the services that they offer.
15,762
Boys, girls and young people
6
1,170
Teachers and directors
Breakdown by Educational Level
14
Basic Beginners
36
Preschool
29
Grade School
15
Junior High School
11
Senior High School
7
Residential Homes
583
Operatives
28,529
Mothers and fathers, parents
79
Campuses (by State)
1
Aguascalientes
15 Jalisco
1
Baja California Sur
1
1
Chiapas
5 Morelos
Michoacán
28 Mexico City
4
Nuevo León
11 Estado de México
7
Querétaro
4
1
San Luis Potosí
Guanajuato
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51
EDUCA NETWORK
Institutions
12
In
States of
the Mexican Republic
7
Institution
Profile
Private, non-profit institutions that serve vulnerable communities in
disadvantaged and marginalized zones, created through the Organized Civil
Society, whose operation is made possible by donations or low recuperation
fees.
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The influence of EDUCA Foundation in the consolidation of the institutions
is based on working with the main participants in the educational process:
students, parents, teachers and directors.
Teachers and Directors
8
Students
Parents
Axis of the Institutional Consolidation
Professionalization Institutional
Management
Educational Quality
Community Development
To develop teaching competencies and
educational Institutional management
to professionalize their efforts and
to provide effective support for the
personal and academic development
of the students.
To
develop
basic
and
socioemotional
competencies
that permit “Building Wonderful
Possibilities” in their life and for
their communities.
To offer knowledge and development
abilities to their children as support
throughout formation as key actors
for their education.
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Institutional Quality
Management Model
t
en
m
e
ag
n
a
M
raisi
und
V. Hu
Man man Res
agem
ourc
e
ent
IV. F
III.
Fin Ad
an min
ce ist
r
ng
ati
on
an
.
VI
d
u
str
ra
Inf
9
re
ctu
SCHOOL
VII. Educational Model
II. Legal Framework
dy
h
t Pat
eme
n
prov
X. Im
I
Bo
A
an
DUC nt Pl
IX. E oveme
r
Imp
r
ve
o
.G
g
nin
VI
I
Ed I. Ev
uc alu
ati at
on ion
al
Qu and
ali
ty
nt
Com
munity Developme
Educa
t
i
o
n
al Q
u
ali
ty
Professionalization a
nd
Ins
tit
ut
io
na
l
EDUCA establishes a continual improvement model in its NETWORK
institutions through evaluation (including self-assesment), strategic
planning and collegiate collaboration to raise the quality of the
educational services offered to vulnerable communities in disadvantaged
and marginalized zones.
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10
EDUCA NETWORK Children at the MIDE.
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Institutional Self-Diagnosis
and the EDUCA Improvement
Plan
EDUCA works to reinforce the educational and professional levels of the
EDUCA NETWORK institutions and the personnel that works in them
through the application of a self-diagnostic instrument that identifies
the level of maturity of the institution in order to determine the existing
gap between the current level and that required according to the
EDUCA educational quality indicators in order to drive and assure the
transformation process of the institutions by implementing the EDUCA
Improvement Plan.
11
X.
IX.
VIII.
III.
II.
I.
Institutions in Unstable Situation
IV.
Institutions in Irregular Situation
V.
Institutions in Stable Phase
VI.
Institutions in Consolidation Phase
DIMENSIONS
VII.
School Year 1
School Year 2
School Year 3
School Year 4
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Teacher at the XII Teacher Formation Congress.
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Institutional Autonomy and
Self-Management
The EDUCA Improvement Plan makes possible the strategic work carried
out by those that direct the educational project of the institutions, with
the assessment and support of EDUCA Foundation by assigning an
educational coach, by providing a skills training program, by development,
follow-up and advice in a virtual mode. What is desired is for the
partipating institutions to be able to move at least one indicator of each
dimension of the Institutional Self-Diagnosis each school year.
Level of Educational
Quality
SCHOOL
&
Institutional
Consolidation
13
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EDUCATIONAL
INNOVATION
EDUCATIONAL
RESEARCH
LABORATORY
EDUCA embarks on a long educational journey toward educational
innovation in which it stops to observe and understand life in the
classrooms, the organization of institutions, teaching practices
and the challenges of the educational community dynamics that
exist within a socially challenging context.
14
The purpose of EDUCA Mexico Foundation, A.C. is to change the
current educational reality by modifying attitudes, empowering
persons, making a difference through its interventions to improve
and consolidate the benefitted EDUCA NETWORK institutions
and the people who undertake the journey, hand-in-hand with
EDUCA, toward educational transformation in Mexico, for the
well-being of its society.
To influence
Generate and Transfer
Public Policy
Knowledge
INVESTIGACIÓN
EDUCATIVA
Download EDUCA’s
Infographics here
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15
Virtual Community 2.0.
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PROGRAMS
During the 2014-2015 school year, the following programs were
implemented:
16
Nutritional Education, From Seed to Plate
XII Teacher Training Congress
Labor Competencies Certification Entity
Mati-Tec
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*Allied with Aflatoun. Child Social and Financial Education
Objective of the Program:
To inspire boys, girls, and adolescents to empower themselves
socially and economically to be agents of change in their lives
and for a more equitable world. This is a social and financial
educational program for children between the ages of 6 and
14. The learning methodology is centered on the child as a
participant: learn–by doing, games, activities.
17
Accomplishments:
o We incorporated the “Silvina Jardón” Primary School.
to be benefitted.
This is the first public school
o In the higher grades of grade school, we found evidence of interest in formal savings
through a bank account.
o In the higher grades of grade school, the students began to experiment with simple
business models.
o We found evidence of the habit of saving in children, in regard to frequency.
o Goals and strategies toward entrepreneurship were proposed, based on the formative
financial education offered by the program, which gives rise to the First Entrepreneurial
Fair for the school year 2015-2016.
o 55 Aflatoun clubs were formed.
o 26 social entrepreneur projects
projects (mixed social-financial).
were started, 10 financial projects and 18 hybrid
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Benefitted Population:
Institution
Children
Teachers/ Facilitators
Coordination
Asociación Maka Weiner, I.A.P
81
6
1
Centro Comunitario Acércate, A.C.
175
6
1
Fundación Doctor José María Álvarez, I.A.P
67
6
1
Servicio, Educación y Desarrollo a la Comunidad, I.A.P
129
5
1
Fundación para la Formación Integral de un México Mejor, I.A.P
503
13
1
Instituto de Excelencia Educativa, I.A.P, Niños y Niñas de la Sierra
189
6
1
Instituto de Educación Integral ,I.A.P
401
12
1
Esc. Primaria “Silvina Jardón” (Public)
211
6
1
1756children, 60 teachers, 8 coordinators and 3178 (aprox.) parents.
18
Visit to a bank branch
Foundation for the Integral Formation of a Better Mexico
(Fundación para la Formación Integral de un México Mejor, I.A.P).
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19
Visit to a banking branch.
Maka Weiner Association, I.A.P.
(Asociación Maka Weiner, I.A.P.)
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EDUCA OLYMPICS
On April 19th, the 1st EDUCA NETWORK Olimpics was held for the purpose of opening up
a space for coming together, for fun and for healthy competition. Team work and effort by
the children resulted in a great experience for the development of their social and emotional
competencies.
Total of benefitted schools
Total of children benefitted
Total of teachers benefitted
Total parents
5
500
30
400
20
EDUCA Competition
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21
Inauguration of the 1st EDUCA Olympics
We invite you to consult the program report of the
Social and Financial Education here:
http://www.educa.org.mx/informe_aflatoun/
Annual Report
Nutritional Education,
From Seed to Plate
*Allied with SAGARPA: Ministry of Agriculture, Cattle
Rural Development, Fishing and Nutrition.
To improve the nutritional state of the boys, girls and adolescents of the EDUCA NETWORK
through the production and consumption of fruit and vegetables grown in school orchards,
while increasing knowledge of the fields and of nature. This program provides spaces and
activities for educational community integration.
22
Accomplishments:
o 1638 children learned about:
The process of growing and harvesting vegetables, the production of organic fertilizer
and pest control in the school orchard.
They carried out care and maintenance activities in their school orchard as part of their
formal curricula.
They ate the vegetables produced in the school orchard.
They identified the health benefits of eating fruits and vegetables, as well as learning the
consequences of food that is not recommended.
o 7 educational institutions were added to those of the previous year, with a total now of 10
benefitted institutions.
o 3 states were added to the list benefitted:
the State of Mexico, Morelos and Nuevo Leon.
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o 2 nutritional workshops were given and 5 lectures regarding the benefits of eating
vegetables to 94 parents.
o A variety of more than 20 vegetables were grown, both of the hot and the cold weather
variety.
o 4 new orchards were set up.
o Instruments were designed and piloted to evaluate the results of the program in the
children and in the parents.
o An evaluation was made on 136 preschool children and 128 parents regarding nutritional
knowledge and lifestyle habits.
23
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Benefitted population:
Orchards
set up
Children
Teachers
Parents
Operative
Personnel
Community
Participants
Fundación Doctor José María Álvarez, I.A.P.
53.5m2
91
7
134
1
0
Clara Moreno y Miramón, I.A.P.
14.4m2
31
4
62
1
0
Damas de Tetelpan, A.C.
80m2
5
0
0
1
5
Renovación, Unión de Fuerzas, Unión de
Esfuerzo, A.C.
8.4m2
52
5
104
1
0
Gota de Leche, A.C.
5.6m2
17
2
34
1
0
Voluntarias Vicentinas de la Santa Cruz del
Pedregal, I.A.P. Plantel Fraternidad
8.3m2
50
3
100
1
0
Pedregal, I.A.P. Santa Teresa
5.4m2
14
3
28
1
0
Fundación Dar, I.A.P.
28.5m2
34
3
68
3
0
Centro Educativo La Buena Tierra, A.C.
7.5m2
36
3
72
1
0
Escuela Bernardo A. Grousset, A.C.
120m2
1,313
3
2,658
1
0
10
1,638
33
3,272
12
5
Institutions
24
TOTAL
Orchards set up
Children
Teachers
Parents
Operative Personnel
Community Participants
10
1638
33
3272
12
5
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25
ps
Nutrition Worksho
We invite you to consult the report of the program
From Seed to Plate here:
http://www.educa.org.mx/informe_semilla_plato/
givers and
for parents, care
nel
operative person
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Institutional Quality Management Model,
Control Tower
To set up a model of continuous improvement in the EDUCA NETWORK
institutions through self-evaluation, strategic planning and collegiate
work that raises the quality of the educational services they offer.
26
To assure the level of the educational services of the EDUCA
NETWORK institutions and the professionalization is one of excellence,
we implemented an Institutional Quality Management Model that
identifies, through a diagnosis, the level of maturity of an existing
educational institution, to determine the gap between the current
and required level, according to the quality indicators of EDUCA. This
program allows the promotion of the transformation process of the
NETWORK institutions, as well as the sharing and replicating of their
best practices among them.
Directors of the institutions that
showed progress
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Accomplishments:
o During the 2014-2015 school year, 7 EDUCA NETWORK institutions showed evidence of
progress in regard to the Control Tower indicators in their first version (2013-2014
school year) and they meditated on their areas of growth.
o At the end of the 2014-2015 school year, and within the context of the XII Teacher Training
Congress organized by EDUCA, 47 EDUCA NETWORK institutions carried out an Institutional
Self-Diagnosis and began constructing the EDUCA Improvement Plan to be implemented
during the school year that runs between August 2015 and July 2016.
o 507 teachers, directors and administrators participated in the EDUCA Improvement
Plan, within the context of the XII Teacher Training Congress.
o The institutional evaluation instrument was validated throughout the 2014-2015 school
year with a group of experts and the criteria for measuring the level of maturity and
institutional quality of the EDUCA NETWORK participants was determined. This was
done so that through the implementation of the EDUCA Improvement Plan high levels
of excellence can be reached, and best practices can be transferred, creating learning
communities and collaborative environments.
Pioneering Institutions in the implementation
of the Institutional Quality Management Model:
1. Ciudad Vicentina, A.C.
2. Servicio, Educación y Desarrollo a la Comunidad, I.A.P.
3. Voces y Visiones de Malinalco, A.C. Ameyalli Comunidad Educativa.
4. Centro Comunitario Acércate, A.C.
5. Niños y Niñas de la Sierra, I.A.P.
6. Voluntarias Vicentinas de la Ciudad de México, A.C. Centro de Santa María Aztahuacán
7. Gota de Leche, A.C.
8. Renovación, Unión de Fuerzas, Unión de Esfuerzos, A.C.
9. Centro Educativo NEMI, A.C.
27
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First meeting for the presentation of the results of the Institutional Quality Management Model,
Control Tower.
Date: 9th and 10th of June, 2014.
Place: Meeting Room, Corporate Offices of the San Pablo Drugstore Chain.
Duration: 16 hours.
Topics:
I. Presentation of progress by each institution.
II. Training in the design of improvement plans.
III. Leadership and social commitment of education directors.
Methodology: The participant speaks for a maximum of 30 minutes on the progress made in
their institution for the 2014-2015 school year regarding the areas of opportunity of the identified
indicators found in the “Control Tower” evaluation and they turn in an evidence folder.
7 institutions Benefitted
28
7 Participant Directors
1.- SEDAC, I.A.P.
Irma Morales
2.- Centro Comunitario Acércate.
Flora Gómez
3.- Centro Educativo NEMI, A.C.
Georgina Iñárritu
4.- Renovación, Unión de Fuerzas, Unión de
Esfuerzos, A.C.
Patricia Palm
5.- Voces y Visiones de Malinalco, A.C.
Susana Barnetche
6.- Voluntarias Vicentinas, A.C. Centro de
Santa María Aztahuacán
Luis Carmona
7.- Niños y Niñas de la Sierra, I.A.P.
2 Trainers
Rosy Gluyas, General Director
Fundación EDUCA México, A.C.
Ziranda González Pineda
SAROZI Consultores, A.C.
Cecilia Picazo
David Montero
The Director of Niños y Niñas de la Sierra, I.A.P.,
presenting the Control Tower progress.
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Course-Workshop
“EDUCA Improvement Plan 2015-2016”.
o The Course-Workshop EDUCA Improvement Plan took place during the XII Teacher
Training Congress titled “Education that Builds Wonderful Bridges” that took place in
the Anahuac University, North Campus, on the 17th of July, 2015.
o The Course-Workshop was given to 507 participants from 56 institutions and was
attended by groups of 20 for 5 hour training sessions.
o 20 Academic professionals from the Mexican Institute for Educational Excellence, A.C.
were in charge of giving the course-workshop.
29
hop
rks
rovement Plan Course-Wo
Teachers in the EDUCA Imp
We invite you to consult the
Control Tower report here:
http://www.educa.org.mx/informe_torre_control/
Annual Report
XII Teacher Training Congress
Education that Builds Wonderful Bridges
Introduction
For 12 years, the Teacher Training Congress has been the training, updating and congregating
space for the teachers and directors that make up the EDUCA NETWORK. This event
symbolizes the epitome of the work carried out during the school year, since we benefitted
at least 60% of the EDUCA NETWORK teachers for the purpose of professionalizing their
performance in their function as teachers themselves. In this sense, the topics discussed are
chosen through detecting needs that is carried out beforehand, in which teachers as well as
directors of the benefitted institutions participate, responding to the educational needs of
the children and young people that increasingly demand higher quality education.
30
To provide the teachers and directors of the EDUCA NETWORK with the theoreticalpractical tools that will allow them to raise the educational quality and academic results of
their students.
Accomplishments:
o Directly Benefitted:
800 teachers, directors, administrative and operative personnel
62 participating institutions
o Indirectly Benefitted:
17,500 children and young people
Annual Report
21 hours of training per person, in either classrooms or in lectures
800 teachers, directors, administrative
and operative personnel
EDUCA NETWORK
teachers: 654
62 participating institutions
43 EDUCA NETWORK
institutions participating
25% preschool level
43% grade school level
8% junior high school
10% senior high school
119 educational institutions outside
the EDUCA NETWORK participating
1% administrators/operatives
13% that work simultaneously in various
levels
31
Teachers from outside the
EDUCA NETWORK: 146
Indirectly benefitted
Average of EDUCA NETWORK children benefitted *
Average of children benefitted from outside the NETWORK**
Total average of benefitted children*
*An attended average of 21 children and young people per teacher is considered.
** An attended average of 25 children and young people per teacher is considered.
13,850
3,650
17,500
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General Attendance by School Level
General attendance by school level from the EDUCA NETWORK: 654
Beginners
4
Preschool
Grade
School
Junior High
School
Senior High
School
Operative
Various
levels
145
298
95
45
8
59
General attendance by school level from outside the EDUCA NETWORK: 146
Beginners
0
Preschool
Grade
School
Junior High
School
Senior High
School
Operative
Various
levels
26
53
8
22
0
37
Attendance of the EDUCA NETWORK teachers from outside the capital city of the country by school level: 302
Beginners
3
Preschool
Grade
School
Junior High
School
Senior High
School
Operative
Various
levels
57
132
32
33
5
40
Attendance of teachers outside the EDUCA NETWORK from outside the capital by school level: 35
32
Beginners
0
Preschool
Grade
School
Junior High
School
Senior High
School
Operative
Various
levels
0
18
0
14
0
3
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Profile of the Participants
Profile of the participants in the XII Teacher Training Congress
Age
• Average 37 years of age
Gender
• 80% female
• 20% male
Marital Status
• 53% single
• 46% married
Schooling
•
•
•
•
12% Master’s
64% Bachelor’s
8% Technical Degree
14% High School
Years working
•
•
•
•
23%, less than 1 year
27%, 1-3 years
16%, 3-5years
33%, more than 5 years
Monthly income
•
•
•
•
45%, less than $5,000 MXN Pesos
43%, $5,000 - $10,000 MXN Pesos
7%, $10,000 - $15,000 MXN Pesos
4%, more than $15,000 MXN Pesos
Participation in the
EDUCA Congress
• 51% had never been to a congress before
• 48% had attended before
33
Annual Report
General Information of the XII Teacher Training Congress: Education that Builds Wonderful Bridges
Dates: 15, 16 and 17 July ‘15
Times: From 9:00 - 18:00
Place: Anahuac University, North
Av. Universidad Anáhuac ·46, Colonia Lomas
Anáhuac, C.P. 52786, Huixquilucan, Estado de
México
General coordinators
Mónica Georgina Cinco Basurto
Nancy Pamela Pérez Villegas
Main Topics:
I. Educational Planning and Evaluation
II. Technology and Learning Strategies
III. Conflict Resolution in the School Environment and Discipline
IV. Certification of Labor Competencies
V. Institutional Quality Management Model, Control Tower (EDUCA Improvement Plan)
Structure of the Congress:
• 2 keynote speeches: “Technology for Educational Innovation” and “Digital Fingerprint”
• 1 Panel Discussion: “Presentation of Social Projects for Fundraising”
• 1 Work Panel with EDUCA NETWORK Directors and Managers: “Indicators of the Institutional Quality Management Model, Control Tower”.
• 23 Simultaneous Workshops each day
• Training and Evaluation in 3 Labor Competency Standards, CONOCER.
• 40 average attendance per workshop
• 21 total training hours per teacher
34
Speakers and panel participants representing Universities, the Organization of Civil Society and
the Private and Entrepreneurial Sector: 2 Keynote Speakers, 5 Panelists, 53 Workshop Directors.
5 Universities:
•
•
•
•
•
Faculty of Higher Education, Acatlan Campus, UNAM
Faculty of Higher Education, Iztacala Campus, UNAM
Monterrey Technological Institute of Higher Studies
Anahuac University, North
Bancomer University
9 Organizations of the Civil Society:
•
•
•
•
•
•
•
•
•
Mexican Institute for Educational Excellence, A.C.
Foundation for the Integral Formation for a Better Mexico, I.A.P.
Educreating, A.C.
Alliance for Education, Health and Community Development, A.C.
Voices and Visions of Malinalco, A.C. Ameyalli
Research and Educational Development for Social Action, A.C.
Movement Foundation, A.C.
Share, A.C.
EDUCA Mexico Foundation Entity for the Evaluation and Certification of Labor Competencies, A.C.
5 Private and Entrepreneurial Sector Organizations:
•
•
•
•
•
SAP
Scotiabank
Mexico Social Promoter
Renault
Telefonica Fundation
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Monica Cinco Basurto
, MA
Director of Institution
s and Programs
Opening Ceremony
Teachers
C
U
at the ED
We invite you to consult the XII Teacher
Training Congress report here:
We invite you to watch the following video of the
XII Teacher Training Congress, EDUCA Mexico
Foundation here:
https://www.youtube.com/watchv=Vj5RrA-uwWU
op
n Worksh
ement Pla
A Improv
http://www.educa.org.mx/informe_congreso/
35
Annual Report
To promote the permanent collaboration model between directors and teachers of
the EDUCA NETWORK through a virtual platform that makes socialization, exchange
of best practices, training on line, challenge resolution among peers, and the design,
implementation, evaluation and transference of innovative educational projects, easier and
in a more collaborative form.
36
Accomplishments:
o During the 2014-2015 school year, we were able to install the JAM platform donated
by the German firm SAP as our base for designing the virtual community.
o We consolidated a layout of 901 active emails of the EDUCA NETWORK teachers
and directors.
o To launch Virtual Community, 2.0, 6 teams of 17 teachers and directors were set
up as the pilot strategy. The goal of these groups was the design of 6 education
challenges and common institutions of the EDUCA NETWORK. Four of the six teams
were able to design a document stating the problem and the justifying grounds, but
mainly, they were able to interact among themselves in a coordinated and continuous
manner thanks to the platform.
o The educational challenges worked out through the platform were presented during
the XII Teacher Training Congress. More than 800 teachers received training in the
platform.
Annual Report
Benefitted Population:
Team
Institution
Teachers
Team 1:
Design of the departmental
evaluation as the measurement
instrument of academic
achievement of the institution.
Gota de Leche, A.C.
María Elena Torres
Líderes del Sigo, A.C.
Liliana Lluviana
Fundación Don Bosco para el
Desarrollo del Estudiante
Morelense, A.C.
Paola Aimé Franco
Centro Educativo Teresiano, A.C.
Jazmín Padilla
Servicio, Educación y Desarrollo
a la Comunidad, I.A.P.
Janeth Justo
Escuela Claudina Thévenet, A.C.
Gabriela Hernández
Palmares, Escuela Técnica, A.C.
Fanny Valdivia
Voces y Visiones de Malinalco, A.C.
Yolanda Sosa
Niños y Niñas de la Sierra, I.A.P.
David Montero
Ciudad de los Niños de Monterrey,
A.B.P.
Jaime Carillo
Colegio Jesús de Urquiaga, I.A.P.
Adriana Reyes
Instituto Pedagógico para
Problemas de Lenguaje, I.A.P.
Maribel Valero
Team 2:
Follow-up of graduates.
Team 3:
Establishing the Office for
Fundraising for NETWORK
schools.
Team 4:
Design of education opportunity
with inclusion and diversity.
37
Annual Report
Team
Institutions
Teachers
Team 5:
Instructional Design of
Evaluation for different
environments. Work with
parents.
Renovación, A.C.
Alejandra Durán
Voluntarias Vicentinas, A.C.
Aztahuacán
Blanca Hernández
Voluntarias Vicentinas de la
Santa Cruz del Pedregal, I.A.P.
Daniela Ubaldo
Fundación DAR, I.A.P.
Jesica Selene Ortega
Centro de Bienestar y Atención
Infantil de Jalisco, A.C.
María de Lourdes
Rodríguez Garcia
Team 6:
Psico-pedagogic proposal for
the formation of intelligent
discipline with values for life.
38
munity
Virtual Com
r
fo
g
in
in
Tra
2.0
Rosa Isela
Gluyas Fitch
General Dir
ector,
Launch of
Virtual Com
munity 2.0
Annual Report
Activities
First session. Presentation of the EDUCA Virtual Community 2.0 and design of the educational
and institutional challenges.
Goals:
o Training in the use of the JAM platform.
o Designing of the educational and institutional educational challenges as set forth in the
EDUCA Mexico Institutional Quality Management Model.
39
Second training session.
Virtual Community 2.0, May 2015, Drop of Milk School
(Escuela Gota de Leche, A.C.)
Annual Report
Description of the first and second training session of the EDUCA Virtual Community 2.0 and design of the
institutional and educational challenges:
Date: February 25th, 2015
Place: Escuela Claudia Thévenet, A.C. and Gota de Leche, A.C.
Duration: 8 hours.
Topics:
I.
II.
III.
IV.
I.
II.
III.
IV.
Presentation of the goals of EDUCA Virtual Community, 2.0.
Collaborative Work Dynamic and formation of teams.
Design of educational and institutional challenges by team.
Training in the use of the JAM platform.
Methodology: EDUCA explained the goals and the reach of the EDUCA Virtual Community 2.0
and made possible a method to promote collaboration and the formation of working teams. Once
the teams were set up, they defined the educational and institutional challenges themselves and
presented them to the entire group. In a second phase, the participants were given training by CBT,
a company operated by the JAM platform, in order to become familiar with its applications and
functions to make possible collaborative work and to be able to begin the creation of the learning
virtual community of the EDUCA Foundation.
17 benefitted institutions
40
Niños y Niñas de la Sierra, IAP,
Gota de Leche, A.C.,
Líderes del Siglo A.C.,
Fundación Don Bosco para el Desarrollo del
Estudiante Morelense, A.C.,
Centro Educativo Teresiano, A.C.,
Servicio, Educación y Desarrollo a la
Comunidad, I.A.P.,
Escuela Claudina Thévenet, A.C.,
Colegio Jesús de Urquiaga, I.A.P.,
Instituto Pedagógico para Problemas de
Lenguaje, I.A.P.,
Palmares, Escuela Técnica, A.C.,
Voluntarias Vicentinas, A.C.
Aztahuacán,
Fundación para la Asistencia Educativa, I.A.P.,
Pedregal I.A.P.,
Centro de Bienestar y Asistencia Infantil de
Jalisco, A.C.,
Fundación Dar, I.AP.,
Centro Educativo NEMI, A.C, y
Voluntarias Vicentinas, A.C. Aztahuacán.
17 participating
teachers
David Montero,
María Elena Torres,
Liliana Morelos,
Paola Aimé Franco,
Jazmín Padilla,
Janeth Justo,
Gabriela Hernández,
Adriana Reyes,
Maribel Valero,
Fanny Valdivia,
Alejandra Durán,
Blanca Hernández,
Gaudencia Flores,
Daniela Urbalejo,
María de Lourdes
Rodríguez García,
Jésica Selene Ortega y
Patricia Palm.
3 trainers
EDUCA Mexico Foundation
Rosa Isela Gluyas,
General Director
Nashielly Yarzabal Coronel,
Program Coordinator
CBT Systems
Claudia Caro
Annual Report
On-line Work Session for the Design of Projects
After the in-person training sessions, the teams:
o Uploaded their personal profile onto the platform.
o Began on-line collaborative work sessions to develop projects and discuss their scope.
In man-hours, at least 8 hours per participant was invested on line discussing proposals.
In all sessions, the person responsible for the EDUCA Program was present to monitor,
recognize the range and move the collaboration ahead.
Presentation of Results
4 teams with significant progress made on their projects presented their results during the
General Session of the XII Teacher Training Congress, “Education that Builds Wonderful
Bridges”, held in July 2015.
Program Conclusions
At EDUCA we are convinced that the success of the program depends on consolidating
the logistic and technologic challenges (in terms of connection and equipment) so that
the teachers can realize the benefits of the functions that the platform offers, can become
motivated to make use of the tool to make their teaching tasks easier, and as a means for
sharing among peers those solutions to the day-to-day challenges that they face in their
schools. In this sense, to face the challenges of the 2015-2016 school year, EDUCA Foundation
has designed a strategy for solving the challenges that arise when implementing the EDUCA
Virtual Community 2.0.
We invite you to consult the
EDUCA Virtual Community 2.0 report here:
http://www.educa.org.mx/informe_comunidad_virtual/index.html
41
Annual Report
Labor Competencies
Certification Entity
EDUCA Mexico Foundation, A.C. is the first organization of the civil society that is accredited
as an Entity for the Certification and Evaluation of Competencies recognized by the Federal
Government and the Ministry of Education.
EDUCA trains, evaluates and certifies competencies of people in different educational sectors
to promote productivity and competition in Mexico.
.
42
Accomplishments:
Competency Standards
Certificates
EC 0076, Evaluation of candidates’
competencies based on Standards
of Competencies
24 certificates
EC 0217, Human Capital formation
Training, in person group mode
2 certificates
Institutions
Centro Comunitario Teresiano, A.C.
Palmares, Escuela Técnica, A.C.
Claudina Thévenet, A.C.
Claudina Thévenet, A.C.
EC 0107, Digital text processor
management
TOTAL
36 certificates
Centro de Bienestar y Asistencia
Infantil de Jalisco, A.C.
62 Persons Certified
Certificates presented at the XII Teacher Training Congress.
Annual Report
Total trained
population
Total
population
evaluated
Total
population
certified
Teachers
154
146
111
Students
159
159
76
313
305
187
Type of Population
TOTAL
43
We invite you to watch the following video: Entity
for the Evaluation and Certification of Labor
Competencies here:
https://www.youtube.com/
watch?v=kWw4hb57xFE&feature=youtu.bed EDUCA?
Annual Report
Mati-Tec
*In alliance with the Monterrey Technological Institute
and Telefonica Foundation
To generate change in the teaching-learning process in grade school children, through the
use of innovative teaching resources and with the use of mobile devices that allow access
both inside and outside the school, thus promoting active learning.
44
Accomplishments:
o
6 schools of the EDUCA NETWORK
participated, for a total of 566 students of
4th, 5th, and 6th grades of primary school.
. student
er, A.C
aka Wein
M
n
ió
c
ia
Asoc
-Tec
with Mati
working
Annual Report
Benefitted population
INSTITUTIONS
GRADE
GROUP
STUDENTS
Asociación Maka Weiner, I.A.P.
BENEFITTED
POPULATION
45
4o.
A
17
5o.
A
11
6o.
A
17
175
4o.
A
31
4o.
B
36
5o.
A
28
5o.
B
25
6o.
A
28
6o.
B
27
Fundación Don Bosco para el Desarrollo del Estudiante Morelense, A.C.
4o.
A
32
4o.
B
34
5o.
A
33
5o.
B
30
6o.
A
34
6o.
B
31
Fundación Dr. José María Álvarez, I.A.P.
194
75
4o.
A
21
5o.
A
24
6o.
A
30
Gota de Leche, A.C.
44
4o.
A
20
5o.
A
12
6o.
A
12
Voces y Visiones de Malinalco, A.C. Ameyalli Comunidad Educativa
4o.
A
14
5o.
A
9
6o.
A
10
33
45
Annual Report
2014-2015 School Year Activities
o Teacher training:
30 teachers and directors of the participating schools were trained to present the Mati-Tec
and implementation methodology.
o Implementation:
The program was developed between the 28th of April and the 19th of June, 2015 for a total
of 8 effective weeks for implementation and two weeks for evaluation. One week for the
Pre-Test and another for the Post-Test.
Also, 2 visits per school were carried out for the purpose of follow-up and to make qualitative
evaluations directed by the students and teachers.
46
o Evaluations. Main Results
Results of the Pre-Test
In the Math Pre-Test, the average of correctly answered questions was 13 of 30.
We present a summary of the Pre-Test results by school, subject and grade. It is worth
noting that the highest grade possible is 100, equal to a grade of 10. Therefore, if a school
tests at 35 point, it is the equivalent of a grade of 3.5 in the evaluation.
The best results were observed at the Jesus de Urquiaga School, I.A.P., which contrasts
sharply with the other schools in the Program.
Annual Report
MATH
PRE-TEST
SPANISH
LENGUAGE
PRE-TEST
AVERAGE
Fundación Don Bosco para el Desarrollo del
Estudiante Morelense, A.C.
32
39
35
Voces y Visiones de Malinalco, A.C. Ameyalli
Comunidad Educativa
37
34
36
Asociación Maka Weiner, I.A.P.
38
43
41
Fundación Dr. José María Álvarez, I.A.P.
41
46
44
Gota de Leche, A.C.
46
55
51
70
73
72
INSTITUTION
47
Post-Test Results
On average, the schools participating in Mati-Tec raised their results by 34.41% above their
Pre-Test scores.
o Qualitative Evaluation
Along with the quantitative evaluation, we must add another important fact: the enjoyment
and perception on the part of the students regarding the benefits of the program. In this
respect, we can point to general comments made during the visits and interviews that
allow us to observe what it was about Mati-Tec that they liked most and which are the main
challenges they faced.
Annual Report
STRENGHTS OF THE PROGRAM
AREAS OF OPPORTUNITY
Children like learning and playing with cell
phones.
The majority of teachers had nowhere to store the
cell phones and nowhere to connect them making
their use difficult and reducing the amount of time
used.
The images and colors encourage the
children to use Mati-Tec.
The animations use letters that are too small
and cannot be seen. The application should be
monitored and adjusted.
The content follows the SEP Program
(Ministry of Education).
There are some modifications to the SEP program.
For example, the exercises called ENLACE are now
PLANEA. By studying the changes, Mati-Tec can
keep up-to-date.
The teachers are enthused because the
evaluations help them know the progress of
the students.
It is important to adjust the activites to the schedules
of the teachers, to be perceived as an aid, not as
an added task that takes extra time. Likewise, the
faster the results of the Test are known, the more
attractive it is for teachers because they have more
time to intervene in class according to the results
of the students.
Pre-paid balance
The majority of the students did not use up their
air time, for fear of using up their balance. Teachers
can be encouraged to use this tool in various
activities and take full advantage of cell phones.
3G internet access
If several students log on at the same time, the
Program either slows down or freezes. It is important
to schedule the use: what schools at what time can
update their information and log on to make the
connection more efficient. The importance of this
lies in the fact that children easily lose motivation
if they do not see their efforts turned into results
rather quickly.
48
There is interest in joining Mati-Tec in
competition for obtaining the highest scores.
To be present as observers when the Pre- and Post
Tests are given to guarantee the transparency of
the results.
Create an environment of competition and not
rivalry among students, groups and schools.
Annual Report
o Closing of the Program
The Mati-Tec program closing ceremony took place on July 3rd at the Monterrey Technologic
Institute of Higher Learning ITESM, Mexico City Campus.
The students with the greatest participation in Mati-Tec were given prizes by grade and by
institution. The teacher Socorro Cañas Perez from the Doctor Jose Maria Alvarez Foundation,
I.A.P. was commended for her distinguished performance in the program. Eduardo Yael
Martinez Diaz, a 4th grade student at the Maka Weiner Association, I.A.P. school was called
to the front podium for receiving the highest scores in the EDUCA NETWORK system.
We invite you to watch the following
video here:
https://www.youtube.com/watch?v=H5DuwsOOtLE
49
Annual Report
(Fábrica Pedagógica)
50
To promote research and the implementation of strategies and innovative educational projects
whose purpose is to directly impact the academic performance of the EDUCA NETWORK
children and to raise the curricular quality of the EDUCA Institutional Programs.
Annual Report
Accomplishments:
o Benefitted Population by research projects:
üCIESAS, Third Sector, SOLLIV Consulting and SAROZI Consultants are allied with the EDUCA
Foundation researching the Aflatoun Program: 1756 children and their families. Diagnostic
made of financial education and sociodemographic survey.
ü“What Works for Development, QFD” was allied with the EDUCA Foundation researching
the “From Seed to Plate” Program: 136 children in third year of pre-school. Base line
reading on eating habits.
üThe Monterrey Technological Institute and independent researchers are allied with the
EDUCA Foundation researching the Vitual Community 2.0 Program: 20 teachers forming 6
teams to solve institutional and educational challenges.
üThe Monterrey Technological Institute is allied with the EDUCA Foundation researching
the Mati-tec program: 566 students of 4th, 5th, and 6th grades of primary school, and
6 institutions. Improvement in the development of logic-mathematic and reading-writing
skills through the use of mobile devices.
Methodology of implementation of the Educational
Research Factory
o The research and implementation of projects is promoted through invitations to present
projects for collaboration between EDUCA NETWORK teachers and directors.
o Qualitative and quantitative evaluation of EDUCA´s programs.
o National and International agreements with universities and research centers to develop
educational research projects based on EDUCA’s programs or topics related to the
Institutional Quality Management Model.
51
Annual Report
(Fortalecimiento Financiero)
Objetive of the Program:
To create and develop an on-going income flow of funds through fundraising via credit
or debit bank cards that will decrease liquidity problems and lack of financial support of
institutions, to guarantee operating costs and the maintenance of educational services.
52
Methodology of implementation
Plan: A general purse that delivers $1 x $1 for each new peso brought in from institutions.
20
EDUCA NETWORK institutions that divided up a purse
of
$164,000 MXN
during
October-November 2014
Annual Report
Volunteers
EDUCA Mexico Foundation recognizes the growing interest on the part of the entrepreneurial
world in participating in giving support to social programs, increasing awareness within
its circle of collaborators regarding the meaning and significance of Corporate Social
Responsibility.
It is for this reason and with the intention of promoting volunteer action in the corporate
environment that EDUCA Foundation has established a program of volunteers by implementing
a strategy that emphasizes the covering of learning needs of the NETWORK. It seeks to sow
the seeds of Citizen Social Responsibility in each of its accompanying collaborators.
53
Accomplishments:
6
51
Companies
702
Benefitted institutions
Volunteers
Annual Report
54
Company
# of
Volunteers
DIETRIX
20
EDUCA Congress 2015
EDUCA NETWORK
VARIOUS
GROUPS
35
Supporting the logistics
of the EDUCA financial
campaign breakfasts
EDUCA NETWORK
KRONOS
5
Toy distribution
Casa Hogar Margarita
RENAULT
15
Painting of the
Classrooms
V.V. de Santa Teresa del
Pedregal
EDUCA Olympics
Voluntarias Vicentinas de
Sta. Teresa y Casa Hogar
Margarita
Toy distribution
EDUCA NETWORK
SAN PABLO
2
30
Activity
Benefitted institution
Annual Report
Company
SAP
# of
Volunteers
Activity
20
Roof and fence;
Donation of an industrial
blender, waterproofing
and Clara Moreno
computer installation.
V.V. de Santa Teresa del
Pedregal
20
Painting of the entire
building, computer
installation, solving
problems with humidity
Clara Moreno
60
Painting of the whole
building, installation of
computers, problem
solving relating to
humidity and electricity
100
Waterproofing, electric
wiring, blinds. Donation
of food basket, cleaning
products and an
industrial refrigerator
V.V. de Aztahuacán
280
Christmas presents
Educación Teresiana, A.C.
2015 Congress
EDUCA NETWORK
EDUCA Olympics
EDUCA NETWORK
Banking Branch visit
Asociación Maka Weiner;
Fundación para la
Formación Integral de
un México mejor; Centro
Comunitario Acércate;
Fundación Doctor José
María Álvarez, Fundación
Doctor José María Álvarez.
15
5
SCOTIABANK
95
Benefitted Institution
FAE
55
Annual Report
Donors and Strategic Allies
Fundación
Encuentra tu Camino
56
Annual Report
!
u
o
y
k
n
a
h
T
57
Annual Report
Financial Report
Audited Income period ending December 31, 2014
Total Income
$ 32,175,224
Income in cash
$ 30,570,581
95%
5%
Income in kind
$ 1,604,643
58
Breakdown of Cash Income
$30,570,581
Interest:$58,072
MajorDonors:
$10,693,579
Other:$136,450
Recurring
Dona-ons:
$19,740,551
* 5,540 Recurring Donors
Saleofproducts
andservices:
$78,378
Annual Report
Audited Expenses period ending December 31, 2014
Total Expenses $28,165,795
5% 1%
$14,619,730
$11,882,149
42%
52%
$1,332,988
$330,928
Financial expenses
59
We invite you to examine the
Full Financial Report here:
http://www.educa.org.mx/informe_anual2016/
edos_financieros.pdf
u for
o
y
k
Than support!
yo ur
Annual Report
Two decades ago, EDUCA Mexico Foundation was a dream that
was begun by a group of young university students, who were
concerned about the education of the most vulnerable children
of the country. This good will project has impacted 20,000
children who have participated in our programs. During this
time, we have graduated almost 7 generations of preschoolers, 3
generations of grade schoolers, and several of junior and senior
high school level. Today, EDUCA builds, through education,
wonderful possibilities for children, adolescents, their parents,
teachers, directors and all who make up the 79 educational
facilities we support because we are convinced that it is only
through quality educational projects that we can open up
bridges that allow children and their families to see beyond
their immediate surroundings, which are often not encouraging.
60
This accomplishment would not have been possible without
the persons, institutions, and allies who, throughout these
years, have supported us with their vision, their labor, and their
commitment, making EDUCA the social project that drives
educational transformation today in our country.
At 20 years from its inception, I want to thank all of you for
Building Wonderful Possibilities with EDUCA Mexico Foundation.
Íñigo Orvañanos Corcuera
President, Governing Board
EDUCA Mexico Foundation, A.C.
Annual Report
2015 EDUCA Directory
EDUCA Board
Íñigo Orvañanos Corcuera
Gilda Darlas Henriquez
Raquel Ransanz Arias
Alfredo Blásquez Albarrán
Arturo Molina Gutiérrez
Jose Antonio Turueño Senosian
Jaime Palomino Echave
José Casas-Alastriste Parlange
Juan Carlos Hernández Ramírez
Juan José Serrano Mendoza
Senior Management
Rosa Isela Gluyas Fitch, General Director and Director of the Entity for Certification
of Competencies
Institutions and Programs
Mónica Georgina Cinco Basurto Director of Institutions and Programs
Maria Enriqueta Rodríguez Cepeda Program Coordinator
Patricia Hernández Pedraza Program Coordinator
Nancy Pamela Pérez Villegas Program Coordinator
Nashielly Yarzabal Coronel Program Coordinator
Entity for the Certification of Labor Competencies
Sara Isabel Naranjo Meneses Coordinator of Entity Operations and Logistics
Fundraising
Perla Hidalgo Vargas Director of Fundraising
Patricia Pérez-Borja Siegrist Fundraising
Andrea Flamand y Moedano Fundraising
Yanet Rivera Pita Coordinator of Attention to Donors and Administration
Pilar Sánchez Rodríguez Attention to Donors
Laura Villaseñor Cadena Attention to Donors
Administration and Finances
Carmen Macías Roque Administration and Human Resource Manager
Ivette Jiménez Castañeda Accounting and Finance Manager
Cristina Vargas Orihuela Administrative Assistant
Translated by: M. Teresa Horn, MD
Graphic Design: Arturo Brito-Barajas
61

Institutional Quality Management Model

Transcription

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