Evaluation of the impact of the Physical Educational Infrastructure in education
Abstract
This research aimed to evaluate the conditions and current state of the educational physical infrastructure (INFE) and its effect on education at the preschool level. For this, a case study was carried out that included public kindergartens located in the central region of the Mexican Republic. The questions asked were the following: what is the relationship between INFE and the education that is taught within it? How much does the current state of INFE impact on the effectiveness of education? And what role does INFE regulatory compliance play in this relationship and impact on education? The study developed was of a mixed type, since quantitative, qualitative and multidisciplinary techniques were used. The instruments used were the selection of the representative sample through a random process, non-participatory observation, physical data collection, photographic support and analysis of regulatory compliance based on what the General Education Law (LGE, 2019), the construction regulations of each of the evaluated states, the official Mexican standards of mandatory and voluntary observance, as well as the guidelines of the Ministry of Public Education (SEP, 1921), Civil Protection Manuals and reports from the Organization for Economic Cooperation and Development (OECD, 1961). The results indicate that the physical condition and location of educational centers have a direct impact on student performance, so the adequate supervision by the authorities and the users themselves (teachers, administrators and staff), who must identify the risks and conditions in which education services are provided at the preschool level in Mexico. Likewise, the continuous improvement of the quality of the INFE should be promoted to consolidate the right to education of all boys and girls in this country.
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