Complexity and Systematization of Evaluation of Education Higher in Mexico

Abstract

Conditions such as the development crisis of the 1980s in Latin America; the massification of higher education; increased participation and call for transparency of civil society institutions and organisms linked to public services such as education; the advance of democratic regimes and the diffusion of the culture of quality, impact on tertiary education institutions producing the need to establish educational management models based on assessment models capable of ensuring the consistency of the educational programs offered by institutions of higher education with the demands of the productive, social and cultural environment. Mexico was no exception and since the Decade of the eighties of the century XX governmental initiatives, are boosted as well as civil society organizations that sought to establish evaluation models and in some cases accreditation of institutions or programmes of higher education. The problem is that there has been a large number of institutions and requirements of assessment on the one hand to meet the social, cultural and educational complex of the country, but on the other hand generate urgency to systematize models applied to date to avoid losing the possibility of teaching with relevance and quality by only dealing with assessing. The approach proposed in this article is to evaluate to educate and not educate to evaluate.