Axis 1: Foundations and Operating Conditions Category 1: Program Goals.

1.1) Program purposes

A) Description.

The purposes of a higher education program are the guide that provides meaning, clarity, order, and cohesion to the elements that
They integrate the program. They are the purpose and the direction of a program. The purposes can be included in a mission, vision, objectives.
general, specific objectives of the program or some similar document.<br>The purposes contribute to the achievement of the objectives
nouns of the own institution; the curriculum and all theoretical and practical activities are aimed at fulfilling the
program purposes. The educational program is evaluated based on compliance with quality standards and whether
It has the conditions to fulfill its purposes.

B) Instructions.

1. Transcribe the specific purposes of the educational program and indicate in which document they are stated. Note: It is not necessary.
include mission, vision, objective or institutional, departmental purposes, etc. (without a maximum number of words).

The curriculum starts from the identification of a basic and essential core of training needs for teachers.
basic education, derived from the purposes and requirements of social, cultural, scientific, and technological transformation that are
live in our country and in the world, allowing them to perform a quality function, and with the firm intention that they continue learning
with autonomy, both from their own experience and through dialogue and exchange with their colleagues and systematic study.

The curriculum aims for the normal education student, upon graduation, to choose relevant ways to connect with
the diverse information generated daily to learn throughout life, which makes it vitally important to lay the foundation
bases for developing a scientific thought and a holistic vision of the educational phenomenon, its conditioning factors and effects, that it
lead to reflect, investigate, and solve problems in a permanent and innovative manner. In this way, the aim is to form a
a basic education teacher who uses scientific, pedagogical, methodological, technical, and instrumental arguments to understand and
to confront the complex demands that teaching presents.

The program aims to train teachers capable of creating inclusive and equitable learning environments.
highly dynamic. It is hoped that they possess the knowledge, skills, attitudes, and values necessary to lead
to carry out a high-quality teaching practice, where they apply the knowledge and pedagogical skills acquired in their training
initial to impact the learning process of their future students.

The purposes of the bachelor's degree in preschool education can be found in agreements 650 and 14/07/18 and are mandatory.
national level, both published in the Official Gazette of the Federation.

2. Specify when and by whom those purposes were approved (without a maximum word limit).

Curriculum Plan 2018: Approval date August 3, 2018, published in the Official Journal of the Federation in the agreement
14-07-18.

Approved by the Secretariat of Public Education of the Federal Government and the General Directorate of Higher Education for
Education Professionals.

Curriculum Plan 2022: Approval date ___ of _________________ 2022, published in the Official Journal of the Federation on
agreement ____________

Approved by the Secretariat of Public Education of the Federal Government and the General Directorate of Higher Education for
Education Professionals.

In the construction of the curricular proposal, teachers and students from the normal schools of the country contributed, along with the administrators,
federal and state educational authorities, experts from the General Directions of Curriculum Development and Continuous Training of
Teachers in Service of the Undersecretariat of Basic Education of the Federal Government's Secretariat of Public Education (SEP),
representatives of the National Union of Education Workers and specialists from various fields related to the
teacher training.

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3. If the program's purposes include research, state them (without a word limit).

4. Explain how compliance with the program's objectives is verified (maximum 300 words).

The fulfillment of the educational program's purposes is verified through the formative processes in which the participants are involved.
students, the academic, cultural activities that promote what is outlined in the objectives of the program, are also found
the evaluations that teachers carry out in academic activities, which correspond to the graduation profile,
In addition, there are the activities they carry out during their practice sessions, which are supervised by the teachers.
in charge of the subjects, of the teachers of the professional practice training path, as well as of the educators
responsible for the groups where the students are completing their internship periods; this is during the first six semesters, of
In the seventh and eighth semester, our students practice more intensively in their professional internships.

Professional internships offer the opportunity to organize learning communities where knowledge is as valuable as
experience of the teacher from the Normal School, as well as the lead teacher from the kindergarten and the normal student, under the assumption
that knowledge and understanding are only mobilized if they are placed in the realm of dialogue, debate, and joint analysis. In this way,
The professional internships will allow for the construction of specific support strategies by the training teachers and the
kindergarten teachers. Through professional practices, ties with the community are also established, as well as
with the different educational agents.

C) Assessment of the drafting team:

1. Do you consider that the objectives of the program are relevant according to the feasibility studies? Argue (maximum 300
words).

The program aims to train teachers capable of creating inclusive and equitable learning environments.
highly dynamic. It is hoped that they will possess the knowledge, skills, attitudes, and values necessary to lead
to carry out a high-quality teaching practice, where they apply the knowledge and pedagogical skills acquired during their training
initial to impact the learning process of their future students.

For this reason, the courses that comprise the curriculum of the degree integrate knowledge, methodologies, and practices or
problems organized specifically to contribute to the development of the competencies established in the graduation profile. They involve a
set of actions that activate a pedagogical relationship over a certain period, and that have a central intention
promote the comprehensive learning of the student.

For this reason, based on what has been described, we conclude that the purposes of the program are in line with the needs of society, although it should be noted
mention that the school does not have a feasibility study because the curricula are issued by the Secretary of
Public Education through the General Directorate of Higher Education for Professionals in Education.

2. Do you consider the objectives of the program to be achievable? Argue (maximum 300 words).

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D) Evidence. Attach in PDF format:

Official documents with the purposes of the program.

Examples of internal and external communication media with the purposes of the program (for example, brochures, posters, leaflets,
website, etc.

E) Additional information that must be available in electronic version during the CPAE visit:

Add to the list any additional evidence you consider relevant.

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Axis 1: Fundamentals and operating conditions Category 1: Program Objectives.

Indicator/trait: 1.2) Justification of the need for the program

A) Description.

The foundation is the updated set of data, studies, and information that explains why it is relevant to offer this program.
educational; this foundation based on feasibility studies, relevance analysis, and social impact of the program will allow
that the expected results are obtained. The opening of an educational program responds to local, state, regional, and
nationals. Variables such as the population of the federative entity and the locality where the dependency is located, the activity
predominant economic situation of the region and the locality, the demand and supply of higher education in the state and in the locality, among
Others can determine the demand for applicants to take it.

B) Instructions.

1. Include a summary of the rationale for the creation of the program. Indicate the date when it was created or updated.
(maximum 500 words).

The curriculum is based on the most recent trends in teacher training; in the various theoretical-methodological perspectives.
of the disciplines that are the subject of teaching in basic education and those that explain the educational process; in the challenges that
it faces the training of teachers in Normal Schools, as institutions of higher education; in the nature and development of
current and emerging pedagogical practices, in the face of the new problems that teachers encounter as a result of the multiple
changes that in social, cultural, economic, technological, and educational aspects our society experiences and notably impact
educational service, in institutions and in the education professionals themselves. It is also supported by normative frameworks and
pedagogical approaches established in the Educational Model for Mandatory Education. Educate for freedom and creativity.

Normal Education is conceived as part of a model aimed at developing competencies, in accordance with priorities of
local and regional economic development, which impacts better welfare conditions, according to their competencies, productive demand and
governmental, quality and relevance.

In the municipality of Mexicali, there is a population of more than 1 million 60 thousand inhabitants, according to estimates made by
the National Population Council (CONAPO), and it is worth noting that in that municipality there are only two normal schools of
preschool education, one from the state system and ours from the federalized system, which ultimately has the largest student population.
It responds, with the enrollment in recent years of two groups in the initial semesters, thus having a good demand for the service.
borrowed.

The Curriculum Plan is structured around three curricular orientations: Learning-centered approach, Competency-based approach
competencies and curricular, academic, and administrative flexibility that align with the approaches proposed in the Model
Educational. These provide coherence to the curricular structure, outline the methodological elements of its development, and lead to the
training of teachers for the achievement of educational purposes.

C) Evaluation of the producing team:

1. Do you consider that the program is relevant in local, regional, or national contexts, as the case may be? Argue (maximum 300
words).

In the municipality of Mexicali, there is a population of more than 1 million 60 thousand inhabitants, according to estimates made by
the National Population Council (CONAPO), and it should be noted that in this municipality there are only two normal schools of
preschool education, one from the state system and ours from the federalized system, which ultimately has the largest student population
It caters to the enrollment in recent years of two groups in the initial semesters, thus having a good demand for the service.
borrowed.

Respond on behalf of the Executive Board.

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D) Evidence. Attach in PDF format:

Official document for the foundation of the educational program.

E) Additional information that must be available, in electronic version, during the CPAE visit:

Add to the list any additional evidence you consider relevant.

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Axis 1: Fundamentals and Operating Conditions Category 1: Program purposes.

Indicator/trait: 1.3) Plan for the development and improvement of the program

A) Description.

It is the set of justified goals and actions (short, medium, or long term) that allow the program to improve in aspects such as:
facilities, curriculum, faculty, human and material resources, equipment, enrollment, etc.

B) Instructions.

1. List and justify the most important future actions directed towards the development and improvement of this program (without a maximum word limit).

1. Describe how actions for development and improvement are disseminated among those who operate the program (maximum 300 words).

C) Assessment of the producing team:

1. Do you believe that the actions for the development and improvement of the program are feasible within the proposed timelines? Please provide reasoning (maximum 300
words).

1. Does the coordination of the program have an influence on the actions for development and improvement proposed? Argue (maximum 300
words).

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D) Evidence. Attach in PDF format:

Documentation of monitoring and evaluation of compliance.

E) Additional information that must be available electronically during the CPAE visit:

If it exists, development plan of the program.

Any additional evidence that you consider relevant

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Axis 1: Fundamentals and Operating Conditions Category 1: Program Objectives.

Indicator/trait: 1.4) Graduate profile

A) Description.

The graduation profile establishes the knowledge, skills, attitudes, values, and all the attributes that the student will have developed upon
conclude the program. It serves as a reference to assess the scope of the curriculum and verify its relevance; it sets the standard for engagement.
with the productive sector, as it specifies the professional competencies that graduates will possess for responsible insertion in
the society.

B) Instructions.

1. Transcribe the graduation profile of the program (without a word limit).

The graduation profile is the reference element for the construction and design of the Study Plan. It expresses what the graduate
will be able to achieve at the end of the educational program. It highlights the knowledge, skills, attitudes, and values involved in the
performances specific to the teaching profession. It is comprised of generic and professional competencies, as well as their units or
elements.

The competencies have been organized based on the five dimensions stated in the document, which allow for...
to specify the level of scope according to the area of professional development and will lead to the definition of a specific profile for
to perform in preschool education. Therefore, the new teacher will have the essential competencies for their incorporation
at the professional service.

Dimensions

A teacher who knows their students understands how they learn and what they need to learn.
A teacher who organizes and evaluates educational work, and performs a pertinent didactic intervention.
A teacher who sees themselves as a professional who continually improves to support students in their learning.
A teacher who assumes the legal and ethical responsibilities inherent to their profession for the well-being of the students.
A teacher who participates in the effective functioning of the school and fosters its connection with the community to ensure that
all students successfully complete their education.

Generic competences

Generic competencies address the type of knowledge, dispositions, and attitudes that every graduate of the various degrees should possess.
for the initial training of teachers must be developed throughout their life; these allow them to self-regulate as a professional aware of
the social, scientific, technological, and cultural changes. Therefore, they have a cross-cutting nature and are explicitly and implicitly
integrated into professional competencies, so they are incorporated into the courses and curricular content of the Study Plan.

Solve problems and make decisions using your critical and creative thinking.
Learn independently and show initiative to self-regulate and strengthen personal development.
Collaborate with various actors to generate innovative projects with social and educational impact.
Use information and communication technologies critically.
He/She applies his/her linguistic and communicative skills in various contexts.

Professional competencies

Professional competencies synthesize and integrate the type of knowledge, skills, attitudes, and values necessary to perform the
teaching profession at different educational levels. They are delimited by the scope of psychopedagogical, socio-educational, and
professional. They will allow the graduate to address situations and solve problems within the school context, the curriculum of basic education,
the learning of the students, of the institutional aims associated with the improvement of quality, as well as the demands and
needs of the school and the communities where their professional practice is registered.

Detect the learning processes of your students to promote their cognitive and socio-emotional development.

It addresses the training needs of students according to their development and learning processes, based on the
new pedagogical approaches.
Establish relationships between the principles, disciplinary concepts, and contents of the curriculum and study programs in terms of achieving success.
of their students' learning, ensuring coherence and continuity between the different grades and educational levels.

Apply the curriculum and study programs to achieve educational goals and contribute to the full development of abilities.

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his students.

Use relevant and updated methodologies to promote students' learning in different fields and areas.
areas proposed by the curriculum, considering the contexts and their development.
Incorporate suitable resources and teaching materials to facilitate learning according to the understanding of the processes.
of the cognitive and socio-emotional development of the students.

Design plans applying your curriculum, psychopedagogical, disciplinary, didactic, and technological knowledge to foster
inclusive learning spaces that respond to the needs of all students within the framework of the curriculum and study programs.

Develop diagnoses of the interests, motivations, and educational needs of the students to organize the activities of
learning, as well as the relevant curricular and didactic adaptations.
Select strategies that promote the intellectual, physical, social, and emotional development of students to ensure achievement.
the learnings.
Build scenarios and learning experiences using various methodological and technological resources to promote
inclusive education.

Use evaluation to intervene in the different areas and moments of the educational task to improve the learning of your
students.

Evaluate the learning of your students through the application of different theories, methods, and instruments considering the areas.
fields and areas of knowledge, as well as the corresponding knowledge to the degree and educational level.
Develop proposals to improve the outcomes of your teaching and the learning of your students.

He integrates educational research resources to enrich his professional practice, expressing his interest in knowledge,
science and the improvement of education.

Use technological means and available scientific information sources to stay updated regarding the
various fields of knowledge that intervene in their teaching work.
Use the research results to deepen the understanding and learning processes of your students.
Use the methodological and technical resources of research to explain, understand educational situations and improve them.
teaching.

Act ethically in the face of the diverse situations that arise in professional practice.

He/she directs his/her professional actions with ethical and value-oriented sense and adopts the various principles and rules that ensure a better
institutional and social coexistence, for the benefit of students and the school community.
Prevents and resolves conflicts, as well as emerging situations based on human rights, the principles derived from the
educational regulations and the inherent values of the teaching profession.
Decide on the teaching strategies to minimize or eliminate barriers to learning and participation, ensuring a
inclusive education.

Collaborate with the school community, parents, authorities, and teachers in decision-making and in the development of alternatives.
to solve socio-educational problems.

Design and apply different diagnostics to identify problems that affect work in the school and in the classroom.
Distinguish the factors and aspects associated with school management that contribute to improving learning and the quality of service.
educational.
Participate in institutional evaluation processes and use the results in school planning and management to improve quality.
of the education offered by the institution.

Generic competencies and professional competencies are articulated in a set of courses aimed at achieving the graduation profile.
of the Study Plan that are included in the curriculum framework.

C) Assessment of the development team:

1. Is the graduation profile consistent with the goals of the program? Argue (maximum 300 words).

The graduation profile serves as the reference element, expressed in competencies that describe what the graduate will be able to achieve.
at the end of the educational program and indicates the knowledge, skills, attitudes, and values involved in the performances specific to
his profession. It includes generic and professional competencies, as well as their units or elements.

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Generic competencies express common performances that graduates of higher education programs must demonstrate,
they have a transversal character and develop through the personal experience and education of each individual.

Professional competencies express performances that future basic education teachers must demonstrate, they have a character
specific and are formed by integrating knowledge, skills, attitudes, and values necessary to practice the teaching profession and
develop practices in real scenarios.

The courses that comprise the curriculum of the degree integrate knowledge, methodologies, and practices or problems.
specifically organized to contribute to the development of the competencies established in the graduation profile. They involve a set of
actions that activate a pedagogical relationship during a certain period, and whose central intention is to foster the
comprehensive student learning.

For this reason, based on what has been described, we conclude that there is indeed a great congruence between the mission, the vision, the objectives and/or purposes of the
programs included in the curriculum.

2. Does the graduation profile respond to the current demands of the discipline or professional practice? Please argue (maximum 300 words).

Normal schools must be prepared to work within the framework of the pedagogical approach of basic education, which
proposes a rethinking of the contents in learning Spanish, as a second language and language learning.
mathematician, as well as the acquisition of knowledge that allows one to face the challenges of the 21st century, for this reason the
Plans and programs of normal schools were updated by the corresponding authority recently, their purpose is the
guarantee the quality of education.

In order to meet the requirements of basic education, the General Directorate of Higher Education for Professionals of the
Education (DGESPE) organized the process of updating the curriculum of the study plans of normal schools. For the process
Various strategies were considered to ensure the participation of different stakeholders, among which the Consultation Forums stand out.
National Review of the Educational Model of Normal Schools organized in 2014, visits to Normal Schools, in the
Interviews were conducted with different members of the normalist community, regional and national meetings were held with those responsible.
from normal education in the entities, consultations and forums. The process of updating the Study Plans was organized into four
phases: Evaluation of the 2012 Study Plans; Review of the context and the professional practice of the teacher; Review of the profile of
outcome and redefinition of generic and professional competencies; and, Adjustment and development of the curricular structure.

Therefore, we consider whether there is congruence between the graduation profile and the requirements of exercising the teaching profession.

D) Evidence. Attach in PDF format:

Graduation profile document.

E) Additional information that must be available in electronic version during the visit of the CPAE:

Any additional evidence that you consider relevant.

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Axis 1: Fundamentals and operating conditions Category 1: Program Objectives.

Standards for the Program Purposes Category

Select the corresponding option. Opt Ade Suf Ins NA

In the appreciation of the drafting team, the compliance with these standards is?

1.1) Purposes of the program a) The educational program must have

clear purposes.
b) The purposes of the educational program must
be relevant in accordance with the studies
feasibility.
c) The purposes of the educational program must
to be achievable.
d) The educational program must comply with the
purposes for which it was created.

1.2) Justification of the need for a) The educational program must have a
program updated feasibility study.
1.3) Plan for the development and improvement of a) The educational program must have objectives,
program goals, actions or feasible strategies for your
continuous improvement.

b) The actions for continuous improvement of

educational programs must be known by the
authorities and those who operate it.
1.4) Graduation profile a) The graduation profile must specify
clearly all the attributes that it must
develop the student throughout their trajectory
school
b) The graduation profile must be consistent with
the purposes of the educational program.
c) The exit profile must be in line with the
current demands of the discipline or exercise
professional.

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Axis 1: Fundamentals and operating conditions Category 1: Program Purposes.

Identified strengths for the program's purposes category

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Axis 1: Fundamentals and operating conditions Category 1: Program Purposes.

Identified issue for the program Purpose category

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