La acreditación de la calidad de los programas de formación docente, educación y pedagogía

This paper analyzes the implementation of accreditation and quality assurance policy in the academic programs (PA) of teacher training, education and pedagogy in Mexico. The educational programs supply was reviewed through documentary analysis, as well as the quality registry of the Consejo para la Acreditación de la Educación Superior (Copaes) reports and the EGEL (Examen General de Egreso de la Licenciatura) registry of high academic performance programs, which are some of the policies mechanisms implemented. The findings show a broad institutional diversification and a significant imbalance between the supply and the programs that have been accredited for their quality, in addition to certain discrepancies between the accreditation mechanisms; from these findings questions emerge about the policy effectiveness and about what has been valued as quality in education, so it is necessary to create assessment alternatives. In conclusion, there is little certainty about the effectiveness of accreditation and quality assurance policies; what can be measured has been assessed, leaving aside more relevant issues that contribute to institutional change and educational improvement.