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    Sustainability and Quality of Life in Marginalized Areas: An Impact Evaluation of a Community Center in Santa Fe, Mexico
    (MDPI, 2024)
    ;
    The aim of this paper is to present the results of an impact evaluation of a community center in health, capacity building, and digital access, which form an approximation of quality of life, in the population of Santa Fe town in Mexico City, from 2022 to 2024. The methodology is quantitative, using an impact index and the differences in differences (DD) technique. The data were obtained from primary sources with surveys undertaken via questionnaires. The center is operated by a private university and funded by private firms. The results show a positive impact of 0.287127 out of 1 on the weighted impact index, which allows us to consider this program successful in improving the quality of life of the target population. Through impact evaluation, the effectiveness of interventions and opportunities for improvement are identified, fostering collaboration among local actors, including community members, state-run public programs, and community centers. This collaborative effort improves the quality of life, creating a sustainable community wherein each actor addresses specific needs. Impact evaluation plays a crucial role in measuring sustainability because it is a continuous improvement process that, when combined with other actions, enhances the community’s overall well-being. ©2024 MDPI, The authors.
      16  47
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    Propuesta metodológica para evaluar modelos académicos en instituciones educativas
    (Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
    Quintero Macías, Carlos Antonio
    ;
    Peña Vargas, Carmen Silvia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The present article aims to present a methodological proposal to evaluate academic mo-dels, as well as to present the general results of its implementation in an educational insti-tution. For its preparation, educational and academic evaluation models were analyzed, as well as the review of institutional documents and the application of interviews and focus groups to managers and teachers. The main contribution of the article is the evaluation pro-posal, which can be used to analyze educational and academic models of other educational institutions, preferably of a higher level. The final part shows the results of the empirical application of the methodology in a university center, through which the theoretical and conceptual structure of the model was analyzed, its real implementation with different ac-tors, as well as the results that have been obtained over the years, seen through the impacts of its graduates and institutional indicators. In such a way that the methodological proposal can be applied to analyze one or all educational aspects that are presented in the institutions.
      5  60
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    Desarrollo profesional docente en escuelas de educación primaria: un estudio diagnóstico desde una perspectiva internacional
    (Universidad Panamericana, Escuela de Pedagogía, 2017-07-10)
    Elizondo-García, Josemaría
    ;
    Gallardo, Katherina
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Training and professional development of teachers are strategies that education systems must strengthen in order to face the new educa-tional challenges. To promote their improvement it is necessary to know the schools and teachers conditions in which these are implemented. A descriptive research about some aspects related to the professional development of teachers in Colima, Mexico is presented, in compa-rison with other teachers at an international scale. Questionnaires based on TALIS were applied to 842 teachers of public elementary schools focused on the variables of professional training, induction, mentoring and teacher assessment. Considering an international perspective, the results show professional development and trai-ning are more attended in Mexico. However, induction, mentoring and assessment are some areas of opportunity for this country. The urgent need to revise the offer of teacher training is appreciated, so this can be adapted to the cultural context and the particular needs of teachers.
      2  43