RCE Borderlands Mexico-USA - 2018

CURRENT PROJECT 9. Technical Vocational Education and Training at CECyTECH EMSaD #31, Distance Learning Preparatory School in Témoris, Chihuahua México
Basic Information
Title of project : 
CURRENT PROJECT 9. Technical Vocational Education and Training at CECyTECH EMSaD #31, Distance Learning Preparatory School in Témoris, Chihuahua México
Submitting RCE: 
RCE Borderlands México-USA
Contributing organization(s) : 
1) CECyTECH EMSaD #31
Calle John F. Kennedy S/N
Témoris, Chih.
33380 México

2) Living Lab/Centro de Diálogo y Transformación Inc.
Priv. de Encino 1905-2
Col. Granjas
Chihuahua, Chih.
31100 México
Focal point(s) and affiliation(s)
Name: 
Ing. Olivia Navarrete Rivera
Organizational Affiliation: 
Colegio de Estudios Científicos y Tecnológicos del Estado de Chihuahua, Educación Media Superior a Distancia # 31
Name: 
Ing. Marisela Gutiérrez González
Organizational Affiliation: 
Colegio de Estudios Científicos y Tecnológicos del Estado de Chihuahua, Educación Media Superior a Distancia # 31
Name: 
Prof. Dr. Carolina López C.
Organizational Affiliation: 
Living Lab/Centro de Diálogo y Transformación Inc.
Format of project: 
Educational System Development, Economic Revitalization, Power Points, Videoconferences, Conferences, Publications
Language of project: 
Spanish
Date of submission:
Monday, October 22, 2018
Additional resources: 
https://www.facebook.com/Living-LabCentro-de-Di%C3%A1logo-y-Transformaci%C3%B3n-Borderlands-M%C3%A9xico-USA-1080731175368081/
Agenda 2030
At what level is the policy operating?: 
International
UN Sustainable Development Goals
At what level is the policy operating?: 
International
Ley General de Educación, Artículo 47
At what level is the policy operating?: 
National
Ley de Desarrollo Rural Sustentable
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Americas
Country: 
Mexico
Location(s): 
Témoris, Guazapares, Chihuahua, México
Address of focal point institution for project: 
Colegio de Estudios Científicos y Tecnológicos
del Estado de Chihuahua, Educación Media y
Superior a Distancia # 31

(CECyTECH EMSaD #31)
Calle John F. Kennedy S/N
Témoris, Chih.
33380 México
Ecosystem(s):
Target Audience:
Socioeconomic and environmental characteristics of the area : 

Témoris is the County seat of Guazapares Municipality in the high Rocky Mountain Range of the state of Chihuahua in northern Mexico. Guazapares covers an area of 2,145.8 km². According to the 2010 Census, the total population was 8,998, up from 8,010 in 2005. The municipality had 492 localities, the largest being Témoris, with 2,053 inhabitants. The region is classified as rural (WP. Accessed 8-11-18).

Description of sustainable development challenge(s) in the area the project addresses: 
Témoris and Guazapares Municipality in general have more talented youth than there are jobs available to retain them in the locality. CECyTECH EMSaD #31 opened in Témoris in 2015 in a physical plant that has been loaned to them. The school is well positioned, and the staff dreams of providing world class Technical Vocational Education and Training to their students. However, job scarcity pushes many young people to leave the area upon graduation in search of employment and other opportunities.

A first challenge is to finance the building of the CECyTECH #31 Campus on one acre of land that has been donated for this purpose. Another is to procure and pay for world class internet service in a location as remote as Témoris.

Further challenges and dreams include making the school self-sustaining and eventually offering the campus as a space to launch a virtual university-- thus bringing full tertiary education to the region.

Economic revitalization and the provision of licit, skilled employment opportunities in the area are also challenges to be faced and overcome.
Contents
Status: 
Ongoing
Period: 
January, 2015
Rationale: 
CECyTECH #31 on its own campus, along with world class internet service for video-education are needed in order to a) provide quality technical and vocational education to youth in Témoris Guazapares and the surrounding areas and, b) to create a skilled workforce, capable of serving in the tech sectors of the state, the national and the international production sectors.
CECyTECH #31 dreams of, and will eventually provide a physical space where students are able to attend UNADM (The Open and Distance University of México) without having to leave their homes.
Transnational mining activities currently exist in the region; thus, CECyTECH #31 plans to develop a mining-related curricular program, and to collaborate in the creation of a mining-related business cluster a) to serve the mines and, b) as a source of licit employment in the region.
CECyTECH #31, Living Lab/Centro de Diálogo y Transformación Inc. and the Guazapares Municipal Government plan to reach out to transnational companies in order to show them the benefits of locating operations in the region, i.e. automobile manufacturers and others desiring to have close access to all regions of the US consumer market
Objectives: 
Through this project we aim to:

° Enable a virtual classroom for conferences with TVET experts from around the world
° Seek to ensure high quality rapid, reliable internet access
° Locate and pay a simultaneous interpreter for virtual conferences with global TVET experts
° Offer interactive workshop where students have contextualized kinesthetic practice that prepares them as highly qualified workers for local employment sources
° Highlight the geographical advantages of Guazapares Municipality due to its proximity to the whole of the United States
° Seek to attract transnational production sites to the Guazapares region, as its strategic location allows for easy access to inputs and easy delivery of manufactured products to the East and the West of the United States
° Ensure that CECyTECH-EMSaD #31’s students meet world class standards as human beings and as experts in their respective areas of specialization
° Learn from world class experts; learn about world cultures. Hear the success stories of rural youth around the world, and be given the opportunity to compete for an internship in the international headquarters of transnational corporations having operations in Chihuahua state
° Instill responsibility, honesty and excellence in the students
° Provide employment and exchange opportunities for the students locally, in Chihuahua state, in México and internationally
° Promote the CECyTECH EMSaD # 31 Campus as a training center for, not only for its students, but for the people of the region
° Offer certifications such as ISO and CONOCER at the CECyTECH #31 Campus
° Enable a virtual university on the new CECyTECH-EMSaD # 31 Campus
° Develop CECyTECH-EMSaD # 31 into a model school whose successes can be replicated at the national level
° Specialize in areas required in the mining industry, which is prevalent in the region
° Work with the mines, the municipal government, CECyTECH-EMSAD #31 and RCE BMU to create a cluster in the municipality based around mining
Activities and/or practices employed: 
Opening in August of 2015, CECyTECH EMSaD #31 has graduated 48 students at the time of writing in November 2018. We currently have a population of 110 students. Due to the school’s success, the physical plant is now inadequate to meet the needs of the growing EMSAD #31 Institution. We are currently constructing a new campus on a one acre plot of land. One classroom has been built and the remaining seven classrooms, five workshops, administrative offices, laboratories, bathrooms, sports facilities, cafeteria, computer lab, parking lot and multi-purpose open-air space are currently being constructed. The speed with which we are able to erect the new campus depends on funding available.° Technical and
Vocational Education and Training are currently offered in Computer Science and Graphic Design.
Areas of Education and Training to be offered in the future include:
° Metallurgy
° Mining Training
° Manufacturing
° Automotive Industries
° Mechanics
° Electronics
° Robotics
Size of academic audience: 
There are approximately 3,500 high school-aged youth in Témoris Guazapares and the surrounding municipalities.
Results: 
° Complete the construction of a high quality, well-equipped campus for CECyTECH #31 in Témoris, Chihuahua
° Offer quality education and employment opportunities for youth in Témoris Guazapares and the surrounding municipalities
° Train local youth as a highly-skilled workforce for the mining industry currently active in the region
° Revitalize the local economy
° Open a virtual university on the coming CECyTECH #31 Campus
° Attract transnational production sites to the region by offereing a) a highly skilled and ethical workforce and, b) strategic proximity to the Western and the Eastern reaches of the US consumer market
Lessons learned: 
° Our youth are brilliant. They want to receive a high-quality education and to contribute to the larger local good.
° Lack of opportunities often lead the youth to leave in search of education and opportunities, or to join groups dedicated to illicit economic activities in the region.
° It is possible to revitalize and develop our local economy
° The spirit, the dream and the vision of the teachers, the parents and the youth of Témoris Guazapares will prevail, and the aforementioned objectives will be reached and even surpassed!
Key messages: 
° We can do it. We will do it!
° Our youth will be offered world-class education
° Our local economy will be revitalized and grown
° Youth and others will find good employment opportunities in Témoris
° University education will be brought to Témoris by establishing an Open and Distance Learning University of México at the new CECyTECH #31 Campus
° Our vision will prevail!
Relationship to other RCE activities: 
The CECyTECH #31 and the Guazapares Indigenous Education Project are closely linked.
Funding: 
° Government of the State of Chihuahua pays teachers’ salaries
° Government of the State of Chihuahua helps to fund the construction of the new CECyTECH EMSaD #31 campus
° CECyTECH-EMSaD # 31 has its own sources of income through student enrollment.
° We anticipate the success of the virtual university, the training centers and the certification programs, i.e. ISO and CONOCER; this would bring in additional income.
° Monetary support is, at times, available upon request from the Municipal Government for specific projects.
° We anticipate having income sources, i.e. CSR funding, from transnational production sites to be attracted to set up operations in Guazapares Municipality.
° We plan to rent space at the CECyTECH-EMSaD #31 installations for the COEUR Mines to offer entry-level training to new employees in a classroom setting.

Pictures:

File Name Caption for picture Photo Credit
Image icon 1..jpg (86.92 KB) Group 101 students in the Research Methodology Tutorial. The students are designing research projects. Mtra. Esmeralda Chávez Grajeda
Image icon 2..jpg (83.6 KB) Group 101 students presenting their projects in the Communication Sciences class Mtra. Segua Abigail Aguilar Solano
Image icon 3..jpg (137.37 KB) Group 501 students presenting to the student body about the projects they created for the XXV National Week for Science and Technology Mtra. Esmeralda Chávez Grajeda
Image icon 4..jpg (98.23 KB) Students learning about the educational opportunities and the course catalogues for vocational careers and universities Mtra. Esmeralda Chávez Grajeda
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct