PROED

We improve the quality of education received by children in public primary and middle schools in Mexico, with the implementation of our own Integral School Model.

PROED implements the Comprehensive School Model (CSM), an innovative and participatory approach that strengthens the education system in public elementary schools through the collaboration of all the members of the school community: students, teachers, principals, and families, through the implementation of eight lines of action. Our Integral School Model encompasses everything from promoting meaningful learning to supporting technological advancement, pedagogical updates, leadership training, socio-emotional development, and the promotion of civic participation. With close and constant support, we identify needs, establish goals, and work together with experts to generate tangible changes in schools. This comprehensive approach seeks to improve learning, infrastructure, and the quality of school life, creating environments conducive to student development. We invite you to be part of this transformation, contributing to improve early education for more than 94% of Mexico´s children. Join us now, and together, let's make every school a better place to learn!

Since 1997, Proeducación, I.A.P. has made a significant impact on Mexico's educational community. In 2024, the organization supported 146 public schools across 11 states, reaching over 33,653 individuals. This includes 28,726 students1,684 teachers, and 3,243 parents who directly benefited from the organization's support. Proeducación's work is rooted in its School Strengthening Model, which provides comprehensive support to the entire school community. This model enhances the quality of education in public elementary schools, positively impacting not only students but also teachers and families, who play a crucial role in the educational process. The scope and diversity of beneficiaries demonstrate Proeducación's far-reaching impact on improving public education in Mexico, contributing to positive change in the quality of life and opportunities for rural and urban school communities. When we accompany a school, we start with an initial 6 year stage called "learning Together", we begin and end each school year with an evaluation to see which school´s needs must be met first. Every school has different challenges. Through our allies we implement programs within each line of action to the whole school community. To measure MEI results in schools, we developed for each school actor a series of attributes. At the same time, these attributes are disaggregated into more specific aspects that are organized in accordance with our 8 lines of action. The attributes and aspects are identified and constructed with an external evaluator through a careful revision in quality of education enhancement and good education practices. We designed five instruments, one for each respondent evaluation questions and a section for data recompilations. All reagents use a Likert Scale consisting of 5 levels, where 5 is the most wanted level: 1. very negative (absence of this specific aspect), 2. negative, 3. neutral, 4. positive, 5. Very positive (consolidated aspect). This scale is converted into a percentage to facilitate its comprehension. For the accounting of results, we use weighted mean of the data, which gives more representation to the respondents in each case, and more value to the results. To evaluate our achievements each school cycle, during the month of May, we apply our evaluation in the schools that we accompany. The results are used to identify, advancements and goals. For the design of the statistical sample we use a scheme of mixed sampling. These are the average results of all schools who implemented our Integral School Model in all three stages during the 2023/2024 school year. They are divided in lines of action. Permanent Learning 79.4% of teachers attend the specific needs their students present. 78.9% of teachers involve parents in student learning process. 76.1% of parents support the school formation their children receive. 71.9% of students have high learning expectations. 71.6% of parents value themselves more as educators. Reading Enhancement 67.8% of students like to read 58.1% of students communicate with fluidity and domain of the Spanish language. 57.4% of students have reading comprehension abilities. 57.0% of teachers promote writing excellence in their students 54.4% of schools have a well-equipped and functioning library. Technological Support 43.8% of students support their TIC learning practices. 60.1% of students have adequate digital competences. 53.2% of teachers promote the use of technology for student learning process. 38.6% of our schools has a technological classroom that is well equipped. Environment 75.2% of students participate in taking care of the environment. 54.3 of the school communities participate in environment care. Participation and Citizenship 78.5% of students participate in school matters that are of their own interest. 72.4% of students know how to work in teams. 69.5% of teachers promote student participation. 69.4% of parents participate in projects and school activities 67.3% of school directors promote school community participation. Prevention and Human Development 81.2% of families promote respect in their households. 77.2% of schools promote and support respect and healthy connivance at school. 74.5% of teachers feel recognized for their work 73.0% of students value and know how to take care of themselves. 66.7% of students coexist at school in a respectful, harmonious environment. Nutrition 50.4% of schools have healthy snack areas. 71.5% of students have an active life. 74.4% of students have a healthy nutrition. 72.6% of families promote healthy habits.

The primary beneficiaries are students attending marginalized public elementary schools, facing various social challenges and limited resources. Teachers are often overburdened, with many working double shifts, not having time to understand their students' individual circumstances and stay up-to-date with professional development. Family structures in their communities are of approximately 3 children per household, and 6 family members per household. More than 1/3 of all the households is led by a single parent. Most of the time, parents earn the minimum wage and mothers work at home, some of them mown small business related to their trade. The head of each household has two jobs most of the time, which impedes them from being present in their children´s day to day lives. Teachers and School Directors have an average degree in education, their ages are between 30 and 50 years old. Their jobs implicate long hours because most of them work in morning and nigh time school. These long hours and double shifts do not allow them to get to know their students reality and to be up to date in teaching practices. As we can see nor teachers, nor families have enough information and tools to create a protectionist and participative environment in students’ lives, which creates big challenges in school – home collaboration. In 2024, the organization supported 146 public schools across 11 states, reaching over 33,653 individuals. This includes 28,726 students, 1,684 teachers, and 3,243 parents who directly benefited from the organization's support The number of students is calculated based on each school's enrollment. The count of teachers includes the entire staff at each school, encompassing principals, support personnel, classroom teachers, and subject-matter instructors, based on data provided by the schools themselves. Based on our initial diagnostic findings in the schools, compared with data from the National Institute of Statistics and Geography (Inegi), the National Council for the Evaluation of Social Development Policy (Coneval), and the National Survey of Household Income and Expenditure (ENIGH) 2020, we've identified the beneficiary population as falling within the first to third income deciles. This determination is based on each family member's income, multiplied by three (months) and then divided by the number of people living in the household.