The International Education Policy and Its Role in Shaping Education

Abstract: This article focuses on the review of international education policy, particularly in Latin American institutions of high-school level and higher education, where we find that teaching professionals entered that career by personal inclination or as a job option, but not because they had been “taught to teach” and thus reproducing their experiences as students. We analyze the situation that prevails in Michoacán, specifically in the University Michoacana de San Nicolás de Hidalgo (UMSNH), realizing the need to equip teachers with pedagogical tools to improve their practice from a Teaching and Learning Process (TLP) stand point. We find similarities in the sense that in the Educational Teaching Process (ETP) an empirical pedagogy is practiced in a high percentage, a problem pointed out by Álvarez de Zayas, who notes that the solution can be found in applying a pedagogical theory that systematizes, structures and hierarchizes concepts, laws and principles, that optimizes and makes efficient the direction of the ETP, whose validity depends on the presence of the four laws of didactics: 1) The objectives are the guidelines, 2) The relationships are established between objective, content, teaching and learning method, 3) The derivation and integration of the ETP and 4) The relationship constructed between instruction and education. 

Key words: education policy; educational teaching process; education quality; teaching and learning strategies

JEL code: I230