Pilot Evaluation of the Mexican Model of Dual TVET in the State of Mexico

Since the first public announcement of the Mexican Model of Dual TVET (MMFD) in June 2013, more than 5,000 apprentices have enrolled in the programme and around 2,000 already graduated. The Ministry of Education (SEP and CONALEP), the Chambers of Commerce (i.e. COPARMEX) and the German Cooperation Agencies (i.e. CAMEXA) have been collaborating with state authorities, families, schools and companies to turn this initial idea into a significant and sustainable initiative. Although the numbers are still small, it seemed necessary to undertake a pilot evaluation study of the implementation and impact of this program on its participants to inform those responsible for this policy. We decided to focus our study on the State of Mexico because of the higher number of apprentices in this state and because of the access that the CONALEP authorities gave us to the informants. The report that you are about to read is structured in four main sections. In the first one we reviewed the international evidence on the experiences of policy transfer of Dual TVET. Transferring international good practice sin TVET is always a complex process that requires careful attention to the experiences and lessons from those that tried to do it before. In the second section, we present the main characteristics of the Mexican Model of Dual TVET and the specificities of its implementation in the State of Mexico. In a federal country like Mexico, it is important to understand that national policies may largely vary across states in terms of design and implementation. The third section outlines the methodology of the study, which is inspired by the realist evaluation principles. Realist evaluation, not only tries to measure the impact of interventions on beneficiaries, but also to understand the causal mechanisms that explain why this policy is more effective in certain contexts and with certain beneficiary populations than in others. In the final section, the results of the interviews and the survey with 25 apprentices that completed their studies under the MMFD in the State of Mexico are presented. Obviously, the reduced sample of the study limits the representativeness of our findings but it will offer some expected and unexpected results that should not be ignored by those involved in this policy in the State of Mexico and nationally

Analysing participatory video through the capability approach. A case study in Quart de Poblet (Valencia, Spain)

The aim of this paper is to analyse participatory video as a participatory action research method through the lenses of the capability approach. In order to do this, we used a participatory video experience that took place in the municipality of Quart de Poblet (Valencia, Spain) from February to March 2014. The participants were 11 young people between 16 and 24 years of age, severely affected by the economic crisis that has hit Spain in recent years. To develop our analysis, we introduced the participatory video as a technique and a process within the participatory action research methods. Then, we analysed the participatory process to verify the extent to which it had contributed to expanding the capabilities and agency of the participants. The evidence revealed a significant expansion of the awareness capability and, in some cases, of the capability for voice. In contrast, the capability to aspire and the agency of the participants were not expanded, due to contextual factors and the limitations of the process itself

Pilot Evaluation of the Mexican Model of Dual TVET in the State of Mexico

Since the first public announcement of the Mexican Model of Dual TVET (MMFD) in June 2013, more than 5,000 apprentices have enrolled in the programme and around 2,000 already graduated. The Ministry of Education (SEP and CONALEP), the Chambers of Commerce (i.e. COPARMEX) and the German Cooperation Agencies (i.e. CAMEXA) have been collaborating with state authorities, families, schools and companies to turn this initial idea into a significant and sustainable initiative. Although the numbers are still small, it seemed necessary to undertake a pilot evaluation study of the implementation and impact of this program on its participants to inform those responsible for this policy. We decided to focus our study on the State of Mexico because of the higher number of apprentices in this state and because of the access that the CONALEP authorities gave us to the informants. The report that you are about to read is structured in four main sections. In the first one we reviewed the international evidence on the experiences of policy transfer of Dual TVET. Transferring international good practice sin TVET is always a complex process that requires careful attention to the experiences and lessons from those that tried to do it before. In the second section, we present the main characteristics of the Mexican Model of Dual TVET and the specificities of its implementation in the State of Mexico. In a federal country like Mexico, it is important to understand that national policies may largely vary across states in terms of design and implementation. The third section outlines the methodology of the study, which is inspired by the realist evaluation principles. Realist evaluation, not only tries to measure the impact of interventions on beneficiaries, but also to understand the causal mechanisms that explain why this policy is more effective in certain contexts and with certain beneficiary populations than in others. In the final section, the results of the interviews and the survey with 25 apprentices that completed their studies under the MMFD in the State of Mexico are presented. Obviously, the reduced sample of the study limits the representativeness of our findings but it will offer some expected and unexpected results that should not be ignored by those involved in this policy in the State of Mexico and nationally