Policy change in the educational reform in Mexico: an approximation from public policy studies

Abstract

The purpose of this article is to describe and analyze from the approach of policy studies and particularly under the analytical gaze of policy regime, which favored the passage of the Education Reform in Mexico in 2012 and what changes in education policy are that they detonated at the level of basic education and to challenge decisional logic of the Mexican educational system; with a dual purpose: to identify the first lessons of the change process and show the analytical potential policy regime as an analytical scaffolding. From the policy regime, it is assumed that the political context of policies favors the change of policies and consequently the resolution of the problem in question. Given the legacy of political decisions in the Mexican education system, it is argued that, without political change, it is impossible to make non-incremental changes on educational policies. Hence the empirical relevance acquired by the Pact for Mexico as the political dimension of change and educational policies of evaluation and professional teacher service as the technical dimension of educational policy decisions aimed at improving education.

Keywords

• Political change
• Policy change
• Education policy
• Policy regime