Integración de las Tecnologías de la Información y de las...

Institutional Investment Project 1

Institutional Investment Project:

Implementation of a school in Ixmiquilpan, Hidalgo

Final report

Rocío González Villa

Vicente Jerónimo Suárez Zendejas

Universidad del Valle de México


Abstract

This document is the final delivery on an investment project of an educative

institution in the state of Hidalgo, México.

The protocol for contents was defined by the PMI and the protocol for the form

follows the guidelines of the American Psychological Association.

Chapter I includes the environment assessment, analysis made through the

population, demographics, legal and educative analysis of the area. A primary approach of

a SWOT matrix started here.

Chapter II includes different important data about the internal analysis: a competitor

status research, the legal procedures and permits to open the institution, the inventory of

material resources, the organizational chart and functions attached and the first draft of the

Educative Model.

Chapter III starts the development of the strategic phase of the project. Economic

assessment starts on facilities, equipment and materials; the marketing plan also initiates as

well as a deeper implementation of the educative functions. Maybe the most crucial section

is the implementation of the relation: objectives – strategies – interventions, trough a couple

of scorecards to join up of all the elements.

Last Chapter is the forecasting section. Final numbers are developed in relation with

human resources, school enrollment and basic financial figures.

To conclude this abstract we dare to say, the development of this project started as a

strategy for accomplishing academic objectives, but as it advanced, it turned into a dream

looking forward to getting out of the virtual world of a data file, to be part of a new Vision

for the ñañu community. The two of us will make sure this happens.

Key words: Planning, investment, strategy, resources, Hidalgo, Ixmiquilpan.


Contents

Abstract...................................................................................................................................2

Contents..................................................................................................................................3

I. Environment Assessment.....................................................................................................7

1.1 Population and demographics of the area......................................................................7

1.2 Projections of population growth in the area.................................................................9

1.3 Socio economical conditions of the area.....................................................................10

1.4 Number of schools in the area.....................................................................................12

1.5 Average level of education..........................................................................................13

1.6 Ethnic population and its demographics.....................................................................14

1.7 National and regional educational framework............................................................15

1.8 Legal considerations....................................................................................................17

1.9 Analysis.......................................................................................................................18

1.10 Detections of possible threads and opportunities for the project..............................20

II Internal analysis.................................................................................................................25

2.1 Strengths and Weaknesses of some of the possible competitors.................................25

2.2 Your own strengths and weaknesses in this new market............................................29

2.3 Inventory of facilities needed......................................................................................31

2.4 Inventory of equipment needed...................................................................................33

2.4.1 Inventory of language laboratory..........................................................................33

2.4.2 Inventory for science laboratory...........................................................................33

2.4.3 Inventory of computing facilities..........................................................................34

2.5 Inventory of materials needed.....................................................................................35

2.5.1 Inventory books needed........................................................................................35

2.5.2 Inventory of software needed...............................................................................35

2.6 Definition of academic model, and justification.........................................................36

2.6.1 Justification of the model......................................................................................36

2.6.2 Basic definitions of the model..............................................................................37

2.7 Human resources needed to carry out your proposal..................................................39


2.8 Authorizations, and official permits needed................................................................39

2.9 Draft of the different functions to be covered within the organization.......................40

2.9.1 High School Direction..........................................................................................40

2.9.2 Academics Direction............................................................................................41

2.9.3 Research and Culture Direction............................................................................41

2.9.4 Management Direction.........................................................................................41

2.10 SWOT analysis draft.................................................................................................42

III Strategy formulation........................................................................................................48

3.1 Design of the main and generic strategy.....................................................................48

3.2 Master plan for implementation of the start up of the school.....................................51

3.3 Capital Investment.......................................................................................................52

3.4 Implementation of the academic model......................................................................54

3.4.1 Program: Contents/skills development.................................................................54

3.4.2 Student..................................................................................................................55

3.4.3 Faculty..................................................................................................................56

3.5 Possible strategic allies................................................................................................57

3.6 Draft of marketing plan...............................................................................................61

3.6.1 Purpose.................................................................................................................61

3.6.2 Target....................................................................................................................61

3.6.3 Competitor analysis..............................................................................................63

3.6.4 Business strengths.................................................................................................64

3.6.5 Business weaknesses............................................................................................64

3.6.6 Marketing Strategies: product, pricing, distribution, promotion..........................64

3.6.7 Budget...................................................................................................................66

3.6.8 Evaluation.............................................................................................................67

3.6.9 Conclusions...........................................................................................................67

IV Forecasting.......................................................................................................................68

4.1 Final forecast for human resources.............................................................................68

4.2 Final enrollment forecast and projections...................................................................70

4.3 Final financial forecasts...............................................................................................73


4.4 Academic program plans, program matrix and general syllabi...............................75

References.............................................................................................................................77

Appendix I. Curricular Map..................................................................................................79

Appendix II: Reconocimiento de Validez Oficial de Estudios.............................................80

Appendix III. Original SWOT matrix in MS Excel..............................................................85

Appendix IV. Start up plan: Activities and Gantt calendar..................................................86

Appendix V. Administrative positions´ functions................................................................87

Tables and Figures

Table 1. Total population in some places in Hidalgo, 1980 – 2005. Source: INEGI.............8

Table 2. Population growth tendency for 2005 - 2012. Source: CONAPO..........................10

Table 3. Gross Domestic Product per capita of Ixmiquilpan. Source: INEGI......................11

Table 4. Distribution of productive population by sector. Source: Lugo, 2009...................11

Table 5. Ixmiquilpan Educative System 2007-2008. Source: INAFED...............................12

Table 6. Analysis CDI. Source: Created by the members of the project..............................19

Table 7. High schools in Ixmiquilpan. Source: SEP, 2010...................................................25

Table 8. Strengths and Weaknesses of competitors in Ixmiquilpan municipality................29

Table 9. Relación FODA, cuadrantes y aproximación estratégica inicial............................47

Table 10. Relation between objectives and their justification on the analysis-synthesis... . .48

Table 11. Scorecard for objective and strategies No.1.........................................................49

Table 12. Scorecard for objective and strategies No.2.........................................................50

Table 13. Start up plan details...............................................................................................51

Table 14. Draft of general facilities budget..........................................................................52

Table 15. Draft of materials budget......................................................................................53

Table 16. Draft of general equipment budget.......................................................................53

Table 17. Teaching – learning process centered on learning................................................56

Table 18. Marketing plan budget..........................................................................................66

Table 19. Basic profile of the management staff..................................................................68

Table 20. Faculty staf forecating...........................................................................................69


Table 21. 1980-2012 Ixmiquilpan´s population data and projection. Source: Original of the

project....................................................................................................................................71

Figure 1. Location of Ixmiquilpan in Hidalgo State...............................................................8

Figure 2. Total population of El Valle del Mezquital. Source: IDEF.....................................9

Figure 3. Average level of education by state. Source: SEP, 2008.......................................13

Figure 4. Opportunities and threads for the implementation of a school in Ixmiquilpan.....23

Figure 5. Ixmiquilpan´s coat of arms....................................................................................24

Figure 6. Facility’s inventory system and its relations.........................................................31

Figure 7. Dispositional forms and Delors report. Source: Suárez, 2009..............................36

Figure 8. Organizational chart of the High School proposal................................................39

Figure 9. Strategic polygon and Strategic quadrant..............................................................46

Figure 10. Competences scheme. Source:............................................................................55

Figure 11. OECD´s general working procedure...................................................................59

Figure 12. Web based adverstiment of a competitor............................................................63

Figure 13. Considered factors for enrollment projection......................................................70

Figure 14. 1980-2012 Ixmiquilpan’s population. Source: Original of the project...............70

Figure 15. General calculus of the enrollment projection.....................................................72

Figure 16. General forecast of the enrollment projection.....................................................73

Figure 17. Income statement of the project for 4 years........................................................74

Figure 18. Cover of Study Programs at the website of SEP.................................................76


I. Environment Assessment

The objective of this investment project is to make a complete research of a specific

area of México in order to decide the type of educative institution to open for covering the

needs of the community. A requirement to take in account is that two ethnic groups coexist

in the area.

Actopan, Tasquillo and Ixmiquilpan are counties of Hidalgo State, the three of them

conform the region known as El Valle del Mezquital, because their vegetation is made out

basically of mesquites. This working team has decided to develop this project for that area,

specifically for Ixmiquilpan, for several reasons.

1. This is one of the poorest regions of México.

2. We have access to community members who will act as privileged informants.

3. For different reasons, finance would be easier to get for this zone of the country for

educative projects.

1.1 Population and demographics of the area

El Valle del Mezquital has a population around 220 thousand inhabitants; around

50% belongs to the otomíes or ñañús.1 Ixmiquilpan is the most important city of the Valle

del Mezquital, and it is one of the 84 municipalities of Hidalgo, in central-eastern Mexico;

according to INEGI, in 2004, the total population was 75,833 inhabitants, where 40,334

were women and 35499 men (Zúñiga, 2006). 2

Since 1980, the Hidalgo population decreased rapidly because of the introduction of

policies of birth control to reduce the demographic dynamics of México. Because of this, de

reduction was even more notorious in the Valle of Mezquital. This total of 75,833

inhabitants represents 3.39% of the total population of Hidalgo State.

Let us see the next table to understand part of the dynamics of the population.1 Comisión Nacional para el Desarrollo de los Pueblos Indígenas, 2002.2 We may add, since sources for these data are easy to find, that according to the II Conteo

de Población y Vivienda in 2005, there are 73,903 inhabitants. The majority of the

population is concentrated in the municipality head and the main locations as Panales, El

Tephé, Maguey Blanco, Orizabita. The difference between 2004 and 2005 is not

meaningful.


Table 1. Total population in some places in Hidalgo, 1980 – 2005. Source: INEGI.

Municipality 1980 1988 1990 1995 2000 2005

Ixmiquilpan 52,124 67,772 65,934 73,838 75,833 79,903

Huejutla 58,806 69,242 86,028 97,387 108,239 115,786

Tizayuca 16,454 25,462 30,293 39,357 46,344 56,573

Pachuca 135,248 176,649 180,630 220,488 245,208 275,578

The average age of the population is 20 years, showing a great workforce for the

development of the area, and taking in account the inequity of women and the migration to

the USA is another factor to consider in this line. The number of births is 1,732, where 874

are men and 856 women. 3 These number compared with other counties are higher, just

below the municipalities of Huejutla, Pachuca de Soto and Tulancingo. On the other hand,

there is a total of 366 deaths, too many and just below Pachuca and Tulancingo. This means

there are 2 deaths for every 10 births.

Figure 1. Location of Ixmiquilpan in Hidalgo State.

Ixmiquilpan is located at 75 km north of Pachuca, 20° 29’ latitude north and 99° 13’

latitude west; its surface is 563 km2 that is 2.7% of the total surface of Hidalgo State. It is at

3 Ídem.


1,745 m above the sea level. It borders Nicolás Flores and Zimapán to the north; to the

west, El Cardonal, to the south Santiago de Anaya, Progreso and Chilcuautla, to the south

east Alfajayucan, and Tasquillo to the east. Part of the town is located inside the trans

Mexican volcanic axis, 70% are fields and in less proportion, hills, the other 30% is located

in la Sierra Madre Oriental. The main elevations are La Palma, Thito, la Muñeca, Xintza,

Guadril, Temboo, Dexitzo and Daxhie.

1.2 Projections of population growth in the area

As we said before Ixmiquilpan is the heart of the Valle del Mezquital, possessing

different social and economical features identifying itself as a peculiar place. So it is quite

important to know its tendencies in several aspects.

Figure 2. Total population of El Valle del Mezquital. Source: IDEF.

According to the graphic in figure 1, the other main counties have a growing

tendency in their population, but Ixmiquilpan presents a relative instability on the amount

of population (Lugo, 2009). It is explained through the migration of part of the population


in the productive age and their families who go to other municipalities, states or even

foreign countries. Now to fulfill with the requirement of this point we add the next table.

Table 2. Population growth tendency for 2005 - 2012. Source: CONAPO.

2005 2006 2007 2008 2009 2010 2011 2012

74,666 73,943 72,225 70,560 68,948 67,389 65,882 64,426

These are important data to consider in the analysis of the proposal.

1.3 Socio economical conditions of the area

The dry weather and the historic development centered mainly on an indigenous

population, has positioned this area as one of the poorest and low economic growth of

México. Anyway, the necessity of the inhabitants developed a rational and innovative

exploitation of their resources. This zone is the main alimentary source of the region

resulting in the existence of small groups of entrepreneurs and an educative advance of the

young population.

The socio economical history of Ixmiquilpan is long, so after revising it carefully we

decided to initiate the considerations saying… from the 1940’s to the 1960’s the town of

Ixmiquilpan improved its infrastructure considerably with the installation of the public

health clinic, expansion of the main park, a sports center, a municipal library, the

remodeling of the Hidalgo Theatre, the establishment of the Ñañhu or Otomi Cultural

Museum and installation of radio and television broadcast. Not only did this improve the

socioeconomic status of those living here, the population quintupled. In the decade of the

70s, when many urbanization projects, such as the municipal market, paved streets and

streetlights had been accomplished, another project from this time was the remodeling of

the main plaza.

Now, for updating all of these data we have. The Gross Domestic Product is

obtained from the production of milpas, stables, factories, mines and the activity of

economic service units as the government, schools, professionals, transportation means and


some others (Lugo, 2009). All of this can be summarized in the GDP per capita. This

indicator is fundamental; It is the average production of each one of the residents in a year.

Table 3. Gross Domestic Product per capita of Ixmiquilpan. Source: INEGI.

Municipio GDP per capita

Ixmiquilpan 4,477

Huejutla 3,106

Tizayuca 6,678

Pachuca 9,289

As observed, it is about to get into the state average (Hidalgo, 4690), however, the

economic extremes, Pachuca and Tizayuca, overcome amply Ixmiquilpan. The productive

population (those who are economically active, receiving a salary or not) have a singular

configuration in the distribution of the main economic activities. In table 4 we will realize a

great number of workers, 36%, is concentrated in agriculture and cattle activities; a 19% of

the population work on commerce activities, and 12% is on the construction business.

Table 4. Distribution of productive population by sector. Source: Lugo, 2009.

Sector Economic activities Population %

Primary Agriculture, cattle, fishing, hunting. 7,464 36%

Secondary Construction. 2,417 12%

Secondary Manufacturing industry. 1,880 9%

Tertiary Commerce. 3,840 19%

Tertiary Professional services. 228 1%

Tertiary Educative services. 2,077 10%

Some of the conclusions of these data are: the economic activities to consolidate are

tourism, commerce, and of course agriculture. But, there is another situation to take care of:

the migration of workers to the USA.


Because of personal necessities and the demand of skilful workers, there is a great

number of people migrating to work outside of México, 20.81% of families in Ixmiquilpan

have migrants members. Ixmiquilpan has the third place in this category in Hidalgo State,

only Pachuca and Zimapán are above this number according to CONAPO; but it has the

first place in El Valle del Mezquital. This is translated as many people in the productive age

level are outside the municipality.

1.4 Number of schools in the area

In relation with the infrastructure of the county on this educative point, there are 271

schools, 3 libraries, 42 laboratories, 68 workshops, and 724 installations including a

principal office, stores for kids, a warehouse and administrative areas.

Table 5. Ixmiquilpan Educative System 2007-2008. Source: INAFED.

Level Schools Students Teachers

College 2 1,102 114

High school 9 4,317 216

Adult training 4 3,381 81

Jr. high school 31 5,992 310

Elementary school 111 11,554 648

Pre elementary school 109 3,936 198

Other 4 101 43

Special needs 1 788 49

Total 271 31,171 1,659

1.5 Average level of education

For the educative sector, the municipality counts with kinder garden, kinder garden

for indigenous, elementary school, indigenous elementary school, and training for adults,

junior high school, high school and college levels.


It is important to point out the fundamental roll 8 shelters for indigenous scholars

play; they allow access to education for kids between 4 and 18 years, since they offer meals

and home, aside of the education itself.

In the area of special education, there is a psycho pedagogic center, where kids from

second to sixth grade of the elementary school level, with learning handicaps are assisted.

The terminal efficiency in the kinder garden level and elementary school are 94.6% and

91.2% average respectively, as long as in junior high school and high school are 76.0% and

34.2% respectively. Now to complement this information we mention, the average level of

education of Hidalgo State is 7.7 years, just above elementary school and it is 8th place from

the bottom of the chart and it is below the national average (SEP, 2008).

Figure 3. Average level of education by state. Source: SEP, 2008.

1.6 Ethnic population and its demographics

The first group to get into El Valle del Mezquital was a group of otomies, the

hñahñus (Ñañús). They named the area zectccani, the place of verdolagas. They were

subjugated by the Toltecs and by the Aztecs; they were not only sort of slave but soldiers as


allies of the Aztecs, this way, they got some autonomy. This notion of autonomy would

continue into the Colonial period when communities such as Orizabita and San Juanico

called themselves republics (Innovaciones Bemetre, n/d).

After the Conquest, Pedro Rodríguez, sent by Pedro de Alvarado as a scout, arrived

to the area. The Augustinian accompanying the Spaniards founded the town of Ixmiquilpan,

with the founding of the church and monastery of San Miguel Arcangel in 1550, where a

series of paintings representing the Otomi fusion with the Toltec, Aztec and Spanish

cultural heritage.

There are too many events and situations along the Independence, the Mexican

Revolution and similar incidents, but the main point now is the relation with the ethnic

group. So we move to 1951, when a presidential decree4 named, the Patrimonio Indígena

del Valle de Mezquital promoted the economy and the education of the Otomies in the

region. One of its first projects was to build the Justo Sierra Secondary School in the town.

Prior to this school’s construction, youths had to travel to Pachuca or event Mexico City for

a secondary education.5

Recovering some of the main ideas we establish: the cultural heritage has been recuperate

for the otomies, with the variation in the ethnic group Ñañú, conformed by hñä, speak and

hñü, nose, meaning the nasal language or the ones who speak two languages. The voice

ñäñü, upon certain authors comes from Otou, mythical ancient individual (Moreno, 2006).

Along the history, the ñañús based their economy in three fundamental activities:

agriculture, cattle raising and mining; but since the Independence times this ethnic group

has created an industry around the maguey, until the decade of the 80s when going to the

USA became the main activity for men in the region.

Nowadays, the ñañús have developed a new maguey industry, processing aguamiel,

and pulque; and using ixtle to produce ayates, strings, mecapales and elements of

decoration highly appreciated even for exportation.

4 President Miguel Alemán Velázquez.5 Ídem.


1.7 National and regional educational framework

On the national arena, we may revise the Development National Plan, but it more

practical to revise the Educative Sector Program. First of all, we recuperate the main

objectives that are connected with our project. They are six, but we only attend at

objectives 1, 2, 4 and 5. They are according to SEP, 2007:

Objetivo 1: Elevar la calidad de la educación para que los estudiantes

mejoren su nivel de logro educativo, cuenten con medios para tener acceso a

un mayor bienestar y contribuyan al desarrollo nacional.

Objetivo 2: Ampliar las oportunidades educativas para reducir desigualdades

entre grupos sociales, cerrar brechas e impulsar la equidad.

Objetivo 4: Ofrecer una educación integral que equilibre la formación en

valores ciudadanos, el desarrollo de competencias y la adquisición de

conocimientos, a través de actividades regulares del aula, la práctica docente

y el ambiente institucional, para fortalecer la convivencia democrática e

intercultural.

Objetivo 5: Ofrecer servicios educativos de calidad para formar personas con

alto sentido de responsabilidad social, que participen de manera productiva y

competitiva en el mercado laboral.6

For the regional educative framework we found out there is a web site of Ixmiquilpan´s

government7 containing a framework for all of the activities to do in the next three years.

We may say education seems no to be a very important factor for development,

although it is recognized as one in the regional plan of the municipal presidency.

Taking in main consideration the ñañú tradition, education goes from parents to

sons and daughters via the ñañú language. This language is in danger of extinction and

6 So these ideas will be very helpful to define the educative model and specific data for the

identity of the new institution to create. We guess it is not time to do it now. 7 http://ixmiquilpan.hidalgo.gob.mx/

http://ixmiquilpan.hidalgo.gob.mx/


deformation due to transcultural processes born mainly from migration phenomena. The

young ñañús don´t speak their native language anymore. Moreno (2006) says:

Encontramos en algunas familias la enseñanza simultánea del español y el

hñahñu a niños que están aprendiendo a hablar. Aunado a esto, grupos de

profesores bilingües realizan el esfuerzo de rescatar la lengua a través de

cursos y talleres dirigidos a personas que se interesen no sólo en hablarla

sino en escribirla, porque a decir de los maestros “es un problema que no

sepan escribirla, porque se va a perder más fácil nuestra lengua”.

Nevertheless, recently, ñañú migrants living in the USA have developed a patriotic

Mexican-Ñañú feeling, generating the organization of support groups to newcomers to

those communities, giving new impulse to the use and application of the autochthonous

language. In the elementary bilingual schools, teachers motivate kids to write stories,

puzzles or anecdotes of the ñañú community. They also organize encounters with other

schools in the same terms. The national Mexican anthem is taught and sung in ñañú at

public schools.

Don Aurelio Jerónimo Ramón asks “What do the children come to school for? To learn

Spanish without leaving the continuity of learning ñañú”. This sort of education started in

1968 by SEP official establishment (Pérez, 2001).


La palabra indígena significa originario de un lugar; en México se le da el

nombre de indígena a aquel que pertenece a una etnia. En la escuela, la

contradicción es que sus contenidos son en español y la comunidad ñañu

tiene que aprender español para acceder a está la globalidad, a esta sociedad

genérica que es nuestro país, lo que ahora y antes se ha pretendido hacer es

una cuestión folclórica, con el planteamiento de la educación bilingüe-

bicultural.8

Education is a factor for development and observance for different institutions from the

ñañú communities as the Patrimonio Indígena del Valle del Mezquital, PIVM; the Consejo

Supremo Hñahñu, CSH; as well as government organisms; political parties, unions as

Cooperativa Flor del Valle, which promotes the handcrafts of the region and some

nonprofit organizations.

The schools in the Valle del Mezquital reunite almost all of the ñañús in school age

for the elementary level, and the ingress to junior high and high schools is motivated

without ethnic discrimination. However, in the secondary level, the ñañú language is not

present in the formal education, because of the complexity of the learning elements.

Anyway there has been a meaningful advance in the educative level of the ñañú culture and

in general of the region through the creation of the Universidad Tecnológica del Valle del

Mezquital.

1.8 Legal considerations

Talking about the legal considerations for this project, we make just the initial

approach. We have to contemplate federal and local requirements.

1. The Cámara Nacional de Comercio recommends with the requirement called uso

de suelo, which takes from 22 to 60 days.

2. Then we have to initiate the organization in the Registro Federal de Contribuyentes

of the Servicio de Administración Tributaria, by getting the RFC identification.

3. In the municipality we have to declare the opening of the organization.

8 Ídem.


These are the basic or general requirements. In the Secretaría de Educación Pública of the

state we have to revise the requirements needed to open a school of the type we decide once

we have advance enough on the diagnosis. Most of these will be done at the Dirección de

Educación y Cultura de Ixmiquilpan.9

1.9 Analysis

All of the information above works as a referential framework to analyze the

situation and make a decision of the type of school to open, among so many other actions.

We have decided to analyze all that information via the theoretic principles of the

operationalization of constructs, according to Hernandez (2001) and Babbie (2000)

This tool, based on the mentioned authors helps us to get order in the project and to assure

all of the facts have been taking in account. For the next phases of the project, it will keep

being the guide for the development. It is called the analysis ODI. We are preparing the

whole project to be measured and evaluated, so that in the execution stage can be controlled

and so the original objectives are accomplished.

The dimensioning process consists in dividing the main construct in its fundamental

parts and providing the conceptual definition of each one; these are the dimensions. The

number of the dimensions depends on the complexity of the construct; 4 to 6 is a

convenient number. After that, each dimension is decomposed into items, these are the

operational definitions of the construct, and it means that it is through the items that the

actual measure is performed. The amount of item again depends on the complexity and the

number consideration is just the same, 4 to 6. By the way, the conceptual definition must be

referenced.

All of the definitions are given by the nature of the project and under the knowledge and

experience of the planning committee. The fourth dimension is almost empty in the item

zone; if one pays attention to its definition; one would realize its importance will jump on

the scene in the next parts of the project.

9 http://ixmiquilpan.hidalgo.gob.mx/index.php?option=content&task=view&id=77

http://ixmiquilpan.hidalgo.gob.mx/index.php?option=content&task=view&id=77


Table 6. Analysis CDI. Source: Created by the members of the project.

Construct: IDP, Implementation of a school in Ixmiquilpan, Hidalgo

Dimensions Definition Items

1. Social.

Any factor coming from

culture, society, the

community affecting the

project.

Dynamics of the population.

Average age.

Existence of the ethnic group.

Irregular settlements.

Identity of the ñañús.

2. Economic.

Any factor coming from

financial matters affecting

the project

Touristic attractions.

Commercial and service activities.

Road system,

GDP per capita.

3. Educative.

Factors for input and output

of the process to

implement. The main

elements for feedback.

Existence of a university.

Basic competences required.

Junior high school level.

Number of High schools.

Average level of education.

4. Resources.

All the economic, material

and human resources for

implementing the educative

- managerial process.

The strategic plan of the municipal

presidency.

Now, to detail and discuss the nature of the items; and therefore take advantage of the OCI

analysis, we recall the methodological principles of the Secretaría de la Función Pública,

SFP which match the results adequately. We will create two lists: (1) Encouraging forces

for the project where opportunities may appear and (2) Restrictive forces for the project

which may become threatens.


1.10 Detections of possible threads and opportunities for the project

We develop this spot following the methodology created by SPF (2010), Suárez

(2008) and the material in Power Point provided by Dr. Imarú Arias, conductor of the

seminar. The identification of threads and opportunities is half of the task in constructing a

SWOT matrix analysis; so with the created framework and the results achieved via the OCI

analysis, the conformation of the matrix is consequent.

The encouraging forces for the project may be:

1. There are some specific touristic attractions making Ixmiquilpan and Tasquillo

(D2). May help in getting finance once the school is established.

2. There are intense commercial and service activities with a wide area of influence on

the region (D2). Possible exploitation of the scale economy.

3. The dynamics of the population might be a restrictive forces for the project, but we

see in table 5, 11,554 students will become through the time junior high school

students, if, a kind of that is school is to be opened (D1). We think there is no

dominant provider of the service in this level, even though there is a number one for

sure.

4. In the same line we know the average age is around the 20 years, so a high school

or a school for adult training might be possible (D1). Since there are only 9 high

schools, we deduce the barriers to entry are not so solid.

5. Since a university exists in the area already and it seems to give good results for the

community, from the levels before, students should be better prepared (D3). The

opportunity resides in creating an educative model that matches the prerequisites of

the university and make our students the best nominees for ingress.

6. From point 1.3 we recover, the economic activities to consolidate are tourism,

commerce and agriculture. These activities require basic competences given in high

school level, if, and only if they are to be performed in modern conditions (D3).

There is a chance for success for a high school facility who offers terminal careers

at this level, aside of the chance to keep to college level.


7. For the junior high school level, the existence of 31 schools for a growing

population in the next years is rather an inviting situation (D3). If decision in made

for this level, educative technology may be the key for success for our school.

8. For the case of high schools the opportunity is higher, there are only 9 of them in

the area (D3). This confirms the idea of little barriers, although some research on

competitors should be done, and that we will do later.

9. The existence of the ethnic group taken in account is a magnificent opportunity to

work for minorities, for the recovery on ancient México as deep as it could be.

Some of them will be willing to cooperate and support projects like ours, because of

personal conviction or needs to be covered, for this generation or for their children

(D1).

The restrictive forces for the project may be:

1. The Hidalgo State has a conflictive road system, transportation is not so fluid among

the inner part of municipality and inter municipality either. There is premature

obsolescence of the physical conditions of the roads and access in general (D2).

This may cause some troubles in accessing further communities to the service we

will offer.

2. The suburbs have irregular settlements, residential units of high density (D2). The

influence of these factor form the economic field ends in social problems in the

development of the scholar life.

3. The GDP per capita is not really good news for investors. That of course, depends

on the strategy to approach to the educative organization to open (D2). Great trouble

for the definition of utilities, costs and the relation between them. We knew it since

the beginning; the Valle del Mezquital is a very poor zone in all México.

4. We can deduce the average level of education for Ixmiquilpan, at least, is less than

the national average of 8.3 years. It is below, 7.7 years of education. (D3). This

splits the chance to open a junior high school for young people but also for adults.

Anyway, we can see strong forces of multidimensional forms attack the advance of

education.


5. As far as we could analyze the strategic plan of the municipal presidency, they

recognize the importance of the investment in education to get better chances of

economic, social and cultural development, but the strategies and tactics are so

vague that no support for our projects is easy to suppose (D4). Lack of actual

support for the project coming from the government agencies.

6. Some facts on this document say some of the identity of the ñañús has started to

lose. Important concern for the development of an educative project (D1). Lose of

native cultural identity.

With these results we can go to the next procedure to make a final approach to make a

decision.

1. What are the level of impact and the probability that each factor happens to be?

2. The severity of the impact is the capability in relation with the project in question. Scale:

a. 1: Minor or null impact.

b. 10: Mayor or meaningful impact.

3. Probability that the factor becomes real. Scale:

a. 1: Improbable.

b. 10: Factor will materialize for sure.

4. Multiply probability by impact upon these assumptions, 60% for impact and 40%

for probability to get the strategic factor.

5. Get the percentage on each strategic factor on the total weight.

6. Rearrange the events in descendent order.


Figure 4. Opportunities and threads for the implementation of a school in Ixmiquilpan.

SWOT Matrix Internal

Strengths Dimension Opportunities Impact Probability Strategic Factor

%

1 9. It is a magnificent opportunity to work for minorities.

10 10 10.0 15%

1 4. Barriers to entry are not so solid in the high school level.

9 9 9.0 14%

36. Chance for success for a high school facility who offers terminal careers and the chance to go to college level.

9 9 9.0 14%

22. Intense commercial and service activities lead to possible exploitation of the scale economy. 9 7 8.2 12%

1 3. The dynamics of the population lead us to say there is no dominant provider yet.

9 6 7.8 12%

3 7. For this level, educative technology may be the key for success for our school.

8 7 7.6 12%

35. Creating an educative model that matches the prerequisites of the university makes our students the best nominees.

7 8 7.4 11%

2 1. Touristic attractions may help in getting finance once the school is established.

8 5 6.8 10%

65.8 100%

Weaknesses Dimension Threatens Impact Probability Strategic Factor

%

3 4. Strong forces of multidimensional forms attack the advance of education.

9 9 9.0 19%

2 2. Social problems in the development of the scholar life.

9 8 8.6 18%

1 6. Lose of native cultural identity. 9 7 8.2 17%

2 1. Troubles in accessing further communities to the service we will offer.

8 8 8.0 17%

4 5. Lack of actual support for the project coming from the government agencies.

7 7 7.0 15%

2 3. Great trouble for the definition of utilities, costs and the relation between them.

7 6 6.6 14%

47.4 100%

External

Posit

ive

sens

eN

egat

ive

sens

e

We conclude (phase of synthesis) the next statements:

There is a fragmented industry structure in Ixmiquilpan, in some facets; there

is an emerging educative structure.

We accumulate 67% with the first 5 opportunities and 78% until the 6th. The

judgment according the 80/20 of Pareto´s chart is to avoid giving any resource to


opportunities 7, 5 and 1, at least 5 and 1. About threatens, 71% is accumulated with

the first 4 events, and then we might forget events, 5 and 3.

Soon in coming deliveries, we will have to concentrate in the strategies to

confront the opportunities and threatens identified so far.

Because of opportunities 4 and 6, we may decide to open a school in the high

school level with some of the characteristic required by the community.

According to Henderson (1989) and Eisenhardt (2002), the conditions of the

context represented for Ixmiquilpan are in constant and accelerated change. Globalization,

in a way (going to USA to work for example) and forces coming from México´s own

troubles have created a singular place in Hidalgo. We may do something for creating better

conditions for those communities in the near future.

We will continue this project. Now watch the coat of arms of Ixmiquilpan.

Figure 5. Ixmiquilpan´s coat of arms.


II Internal analysis

2.1 Strengths and Weaknesses of some of the possible competitors

We found in Ixmiquilpan, according to the initial search, 9 schools in this level, now

that we have gone deeper, the amount is 10 schools. One of official origin, five with official

influence but some independency, a civil association supported by the Secretaría de

Educación Pública and three private schools. Their basic data are:

Table 7. High schools in Ixmiquilpan. Source: SEP, 2010.

Name Type

1. Centro de Bachillerato Tecnológico Agropecuario No. 67. Federal.

2. Centro de Educación Media Superior a Distancia Gundho. Decentralized.

3. CECYTEH Ixmiquilpan. Decentralized.

4. Dr. José Ma. Luis Mora. SEP-AC supported.

5. Escuela Preparatoria del Valle. Private.

6. Guadalupe Victoria. Private.

7. Lic. Jesús Ángeles Contreras. Private.

8. Bachillerato del Estado de Hidalgo Plantel Julián Villagrán. Decentralized.

9. Centro de Educación Media Superior a Distancia Orizabita. Decentralized.

10. Bachillerato del Estado de Hidalgo Plantel El Mirador. Decentralized.

About these schools we know this information:

1. Centro de Bachillerato Tecnológico Agropecuario Num. 67. Kilometro 66.4

carretera Pachuca- Cd. Valles. Col. El Tephe. (01) (759) 7234361.

http://www.cbta67.edu.mx/. Juan Hernández Hernández, Director.

2. Educación Media Superior a Distancia Gundho. (01) (771) 5277936. No website.

José Manuel Zamora Coello, Director.

3. CECYTEH Ixmiquilpan. Colegio de Estudios Científicos y Tecnológicos del

Estado de Hidalgo. Av. Alamos No. 100, Barrio del Maye, Ixmiquilpan, Hidalgo. 01 (759)

http://www.cbta67.edu.mx/


72 34382. http://ixmiquilpan.cecyteh.edu.mx/index_cecyteh.html. Hilda Sánchez Rojo,

Director.

4. School Dr. José Ma. Luis Mora. Av. Lic. Adolfo López Mateos S/N, xmiquilpan,

Hidalgo. 01 (759) 7230266 01 (759) 7230266. http://mexico.pueblosamerica.com/c/dr-jose-

ma-luis-3. Luis Hernández García, Director.

5. Escuela Preparatoria del Valle. Fresno No. 21, Ixmiquilpan, Hidalgo. 01 (759)

7230402 01 (759) 7230402. No website. Sue Galarza Martínez, Director

6. School Guadalupe Victoria.Mariano Sánchez No. 13, Ixmiquilpan, Hidalgo. 01

(759) 7230641 01 (759) 7230641. No website. Cesar Araujo Mata, Director.

7. School Lic. Jesús Ángeles Contreras. Paseo del Roble S/N, Ixmiquilpan, Hidalgo.

01 (759) 7232531 01 (759) 7232531. No website. Adelfa Zuñiga Fuentes. Director.

8. Bachillerato del Estado de Hidalgo Plantel Julián Villagrán. Carretera México-

Laredo Kilometro 55 S/N Col. Julián Villagrán. (01) (759) 7273171.

http://www.telebachillerato-hgo.edu.mx/. Miguel Ángel Pérez Quijano, Director.

9. Centro de Educación Media Superior a Distancia Orizabita. Avenida Miguel

Hidalgo Num. 78. Col. Orizabita. No website. Luis Alfonso García Violante, Driector.

10. Bachillerato del Estado de Hidalgo Plantel El Mirador.Barrio El Mirador Col.

San Pedro Capula. http://www.telebachillerato-hgo.edu.mx/. Araceli López Covarrubias,

Director.

To know the main features about them, we decided to conduct a search in two ways: a

virtual search via the www with two queries: educación de calidad en Hidalgo and the

name of each of the schools; then, the second approach was to interview two privileged

residents10 of the area, who knows about the educative situation of Ixmiquilpan.11 The

visited websites are: below:

1. Del Colegio de Bachilleres del Estado de Hidalgo.

http://transparencia.hidalgo.gob.mx/ecm/groups/transparencia/documents/

transparencia/hgo_0002504.pdf

10 Interview to Diana Alvarez, Manager of Representaciones de Comunicación Social,

Pemex and Norma Trejo Villa, owner of teh drugstore “La Gloria”.11 Mrs. Karla Viviana Fernández Trejo.

http://transparencia.hidalgo.gob.mx/ecm/groups/transparencia/documents/transparencia/hgo_0002504.pdf

http://transparencia.hidalgo.gob.mx/ecm/groups/transparencia/documents/transparencia/hgo_0002504.pdf

http://www.telebachillerato-hgo.edu.mx/


http://mexico.pueblosamerica.com/c/dr-jose-ma-luis-3

http://mexico.pueblosamerica.com/c/dr-jose-ma-luis-3

http://ixmiquilpan.cecyteh.edu.mx/index_cecyteh.html


2. Programa de Desarrollo Institucional de Desarrollo 2005-2009. COBAEH. SEP.

http://www.cobaeh.edu.mx/download/PID.pdf

3. Bachilleratos del Estado de Hidalgo. http://www.telebachillerato-hgo.edu.mx/

4. Mayor calidad educativa.

http://www.oem.com.mx/elsoldehidalgo/notas/n555721.htm

5. La Alianza por la Calidad Educativa transforma la vida de millones de mexicanos.

http://www.presidencia.gob.mx/prensa/comunicados/?contenido=39957

6. El Gobierno del Estado de Hidalgo y Microsoft México suman esfuerzos a favor de

la educación.

http://rds.yahoo.com/_ylt=A0geus6XQ5xLKk4B7S1XNyoA;_ylu=X3oDMTBzOD

A0MDcwBHNlYwNzcgRwb3MDMjQEY29sbwNhYzIEdnRpZAM-/

SIG=13v81igvd/EXP=1268618519/**http%3a//download.microsoft.com/

download/a/2/c/a2cec89c-1cd8-4c3f-9599-22fc8ac364c6/

CasodeExitoHidalgoPiL.pdf

7. Pérdida de indentidad. http://www.observatorio.org/colaboraciones/2005/PERDIDA

%20DE%20IDENTIDAD%20-%20Elsa%20Maria%20Viveros%2010%20oct

%2005.pdf

8. As well as the existing websites of the schools.

And the questionnaire items are, too.

1. Which are the main highs schools in the region?

2. What makes you think they are the ones?

3. About the unmentioned schools, what is the reason to omit them?

About the mentioned ones…

4. What do you know about their advantages and disadvantages?

5. How would you grade the quality of the outcomes?

6. About Ixmiquilpan´s high school teachers, what´ is their fame?

7. What is your opinion about their facilities?

8. Would you say the population in general is satisfied with the educative services

received nowadays?

http://www.observatorio.org/colaboraciones/2005/PERDIDA%20DE%20IDENTIDAD%20-%20Elsa%20Maria%20Viveros%2010%20oct%2005.pdf



http://rds.yahoo.com/_ylt=A0geus6XQ5xLKk4B7S1XNyoA;_ylu=X3oDMTBzODA0MDcwBHNlYwNzcgRwb3MDMjQEY29sbwNhYzIEdnRpZAM-/SIG=13v81igvd/EXP=1268618519/**http%3A//download.microsoft.com/download/a/2/c/a2cec89c-1cd8-4c3f-9599-22fc8ac364c6/CasodeExitoHidalgoPiL.pdf



http://www.presidencia.gob.mx/prensa/comunicados/?contenido=39957

http://www.oem.com.mx/elsoldehidalgo/notas/n555721.htm


http://www.cobaeh.edu.mx/download/PID.pdf


9. What is possible to get better in the high school level in Ixmiquilpan?

The answers give are summarized this way and presented in the original language.

1. Which are the main highs schools in the region?

CECYTE, CEBETA, COBAEH, y 1 preparatoria por cooperación y 2

particulares.

2. What makes you think they are the ones?

Porque tienen cierto reconocimiento en el municipio.

3. About the unmentioned schools, what is the reason to omit them?

Las mencionadas son las únicas que hay.

4. What do you know about their advantages and disadvantages?

Los 3 primeros bachilleres mencionados son sin costo alguno y el egresado

sale como técnico, ya que la mayoría no cuenta con solvencia económica suficiente para

seguir con la universidad, sus desventajas serian que luego el cupo está lleno y muchos

no quedan.

5. How would you grade the quality of the outcomes?

En escala de 1 a 10 con uno 8.

6. About Ixmiquilpan´s high school teachers, what´ is their fame?

Por lo regular todos los docentes son catedráticos de fuera.

7. What is your opinion about their facilities?

Son de buena calidad las instalaciones pero son bastante retiradas del centro

de Ixmiquilpan.

8. Would you say the population in general is satisfied with the educative services

received nowadays?

Para la mayoría es suficiente ya que no hay más opciones.

9. What is possible to get better in the high school level in Ixmiquilpan?

Hacer de estos bachilleres más accesibles y con mayor cupo de estudiantes.

After analyzing all of the information we conclude the next results.


Table 8. Strengths and Weaknesses of competitors in Ixmiquilpan municipality.

SWOT Matrix External

Strengths Impact Probability Strategic Factor %

6. Important companies as Microsoft made alliances with different actors of the government 9 9 9.0 16%

1. From the offerings of the organizations, students will receive an integral education. 10 6 8.4 15%

5. The federal and the state governments help with specific funds and actions the education in marginal areas as Ixmiquilpan. 10 6 8.4 15%

2. Most of the models are competence based or directed through competences. 9 7 8.2 14%

4. Faculty staff posses conscience and commitment to their Mission.10 5 8.0 14%

7. The speech given in official documents takes in account the latest educative profiles and theories. 8 8 8.0 14%

3. It is devoted 400% more time than in the rest of the country for teacher’s training. 8 5 6.8 12%

56.8 100%

Weaknesses Impact Probability Strategic Factor %

4. Lack of interest of the administrators and the curriculum development to recover de identity of the ñañu. 10 9 9.6 22%

1. The official schools as entities of the Mexican government reflect the same generalized problems as the bureaucratic model. 9 9 9.0 21%

3. Several of the schools show an organizational structure not suitable for the business processes proper of the education quest. 9 8 8.6 20%

5. The official and decentralized schools posses administration paper-defined models, created under the conditions of the State government. 8 9 8.4 19%

2. Half of the schools have a limited technological advance for the administration of services and procedures. 8 8 8.0 18%

43.6 100%Th

reat

ens

Opp

ortu

nitie

s

Internal

Posi

tive

sens

eN

egat

ive

sens

e

2.2 Your own strengths and weaknesses in this new market

Even though this process might seem to be linear, it is not. For example, these lists

were created once; points 2.6 and 2.7 were ready. Just after setting the model, and its

objectives and the human capital we may need is that the strengths and weaknesses of the

proposal arise. In this stage we only identify and describe them, since in stage 2.10 a

complete scheme will appear to close the second chapter of the project.


Project’s strengths: We understand as a strength any factor, situation or event that

helps us to accomplish our objectives and goals.

1. The vision of the planning, operation an evaluation of the project is systemic,

gathering all the implications of that meaning.

2. The creators of the model posses a deep commitment with the change for better

paradigms for México, Ixmiquilpan and the ñañus.

3. Implementation of the project will be supported on successful educative approaches.

4. Implementation of the project will be supported on successful management

approaches.

5. Personnel to be hired will fit the Mission and Vision of the school.

6. Leadership will be held on these features: systemic vision, humanistic approach to

work on staff and students, transdisciplinary conception of knowledge, planetary

perception of the environment.

7. Facilities, equipment and materials suitable for the thinking model.

8. Stakeholders belong to the educative arena, allowing the current gap between the

instructional and the administrative interests closes.

Project’s weaknesses. We understand as a weakness any factor, situation or event

that obstacles the accomplishment of the objectives and goals. In this case is very difficult

to foretell this sort of trouble since we have initiated operations, therefore they become just

possible risks in all the stages of the development of the project. This is that possible list:

1. Failure on the human capital procedures may take us to further problems.

2. Lack of understanding of the dynamics of the region.

3. Concentration of the financial resources may not be sufficient.

4. Lose of leadership form the top of middle positions.

5. Generalized poor commitment of the Mexican high school level students.

6. Appearance of faculty staff with no conviction about the historic educative Mission

given to schools.

7. Idealistic planning which results in a disconnected operation and evaluation of the

administrative and/or educative models.


2.3 Inventory of facilities needed

There is not a single scheme to perform a unique inventory of needed facilities.

Moreover, the facilities inventory system is much closed related with other systems, as we

show in the following diagram:

Figure 6. Facility’s inventory system and its relations.

So, the following is a draft to be included in the inventory of facilities needed:

1. Classrooms: General purpose classrooms, lecture halls, recitation rooms, seminar

rooms, and other spaces used primarily for scheduled non laboratory instruction. In order to

design our school, we need at least 6 classrooms (one for each level).

2. Laboratory Facilities: Rooms or spaces characterized by special purpose

equipment or a specific configuration that ties instructional or research activities to a

particular discipline or a closely related group of disciplines. In order to design our school,

we need at least 3 laboratories: one for languages (English and French), one for sciences

(physics, chemistry, biology), and one for computing (and this last one must not be

confused with the computer room).

3. Office Facilities: Offices and conference rooms specifically assigned to each of

the various academic, administrative, and service functions. We need at least one academic,

one administrative and one service rooms and a faculty room.


4. Study Facilities: Study rooms, stacks, open-stack reading rooms, and library

processing spaces. We need at least one library of 120 square meters, with 10 individual

mini-rooms to private study and coaching by professors.

5. Special Use Facilities: Military training rooms, athletic and physical education

spaces, media production rooms, clinics, demonstration areas, field buildings, animal

quarters, greenhouses, and other room categories that are sufficiently specialized in their

primary activity or function to merit a unique room code. In the opening of the school, we

need a sports training room of 140 square meters, with the basic sport equipment.

6. General Use Facilities: Assembly rooms, exhibition space, food facilities,

lounges, merchandising facilities, recreational facilities, meeting rooms, child and adult

care rooms, and other facilities that are characterized by a broader availability to faculty,

students, staff, or the public than are special use areas. We need at least one assembly room

with a surface of 40 square meters, to meet with parents.

7. Support Facilities: Computing facilities, shops, central storage areas, vehicle

storage areas, and central service space that provide centralized support for the activities of

a campus.

8. Health Care Facilities: Facilities used to provide patient care (human and

animal).

9. Unclassified Facilities: Inactive or unfinished areas, or areas in the process of

conversion. Not considered.

10. Circulation Area: Nonassignable spaces required for physical access to floors or

subdivisions of space within the building, whether directly bounded by partitions or not. To

be designed in the layout of the school.

11. Building Service Area: Nonassignable spaces used to support its cleaning and

public hygiene functions. To be designed in the layout of the school.

12. Mechanical Area: Nonassignable spaces of a building designed to house

mechanical equipment and utility services, and shaft areas. To be designed in the layout of

the school.


2.4 Inventory of equipment needed

2.4.1 Inventory of language laboratory.

3 DVD’s, 3 TV’s, 3 tape recorders, 3 English and 3 French complete courses and

Internet Access to download specific material to learn English and French.

2.4.2 Inventory for science laboratory.

Beakers: They are used for routine mixing & heating where a larger opening is

more convenient than a narrow mouth & the greater accuracy of a graduated cylinder is not

required. Although it can be used for measuring, a chemistry beaker is only about 10%

accurate & should not be used for precision measurement.

Graduated cylinders: are useful for measuring out liquids or for calibrating beakers

and erlenmeyer flasks. They are useful for doing displacement/density measurements as

well as basic volume measuring.

Erlenmeyer flasks: They can be used for general measuring or even juice containers.

An erlenmeyer flask can be sealed with parafilm or rubber or cork stoppers. They are of

similar accuracy to science lab beakers but less than graduated cylinders.

Watchglasses - Beaker Covers: Watch glasses have all kinds of uses. They that can

be used as beaker lids, to hold small invertebrates for viewing under a microscope or to

dissolve crystals & powders.

Boiling (Florence) Flasks: The boiling flasks shown in the picture have round

bottoms and need a 4 fingered support clamp and bosshead. The flat bottom versions are

identical except that the bottom is flat and can stand upright without support.

Support Stands, Rings and Clamps: These are metal labwares that help support the

various glass equipment.

Dissecting Instrument Kit: This basic dissecting kit is intended for elementary and

middle school use for studying fish, worms, insects and invertebrates.

Forceps: The two fine tipped splinter forceps are shown to the left and the medium

point forceps are shown to the right. Thumb dressing forceps are similar to the medium

points but are slightly larger. Tissue forceps (not shown) have teeth on them for an extra

firm hold; they are sometimes known as mouse or rat-tooth forceps.


Supplementary equipment:

Alcohol meters.

Beverage Analysis instruments.

CO2 meter.

Density and sound velocity meters.

Density meters.

Dilution and dosage system.

High pressure digestion.

Microwave sample preparation instruments.

Microwave synthesis instruments.

Oxygen meters.

pH meters.

Polarimeters.

Refractometers.

Surface characterization instruments.

Thermometers.

Viscometers.

2.4.3 Inventory of computing facilities.

40 laptops with at least the following characteristics:

Processor: Intel® Pentium™ SU4100 (1.3GHz/800MHz FSB/2MB cache).

Operating System: Genuine Windows® 7 Home Premium, 64bit, English.

LCD Panel: 11.6" High Definition WLED Display (1366x768).

Memory: 2GB,DDR2, 800MHZ,1 DIMM

Hard Drive: 250GB2 SATA Hard Drive (5400RPM)

Video Card: Intel® GS45 Integrated Graphics, WLAN

Wireless Networking Cards: WLAN 802.11a/b/g – Half mini-Card

Battery: 56WHr Lithium-Ion Battery (6-cell)

Camera: Integrated 1.3M Pixel Webcam


2.5 Inventory of materials needed

2.5.1 Inventory books needed

Two of each one.

Math 1: Algebra, Baldor.

Math 2: Geometry and trigonometry, Baldor.

Math 3: Analytic Geometry, Lehmann.

Math 4: Differential and Integral Calculus, Granville.

Math 5: Differential and Integral Calculus, Granville.

Math 6: Statistics, Hoel.

Physics: Physics, Beuche.

Chemistry: General chemistry, Chopin.

Biology: Biology, Strauss.

General books of Spanish, Mexican history, etc.

At the very first, we are urged to download e-books from the Web, to fulfill thess

requirements.

2.5.2 Inventory of software needed.

45 licenses (40 for the computer room and 5 for administrative issues) of Windows

7 Home Premium and Microsoft Office 2007.

Free software:

Free interactive software to learn math.

Free interactive software to learn physics.

Free interactive software to learn chemistry.

Free interactive software to learn biology.

Free interactive software to learn English.

Free interactive software to learn French.

Free interactive software to learn miscellaneous assignments: history, grammar,

etc.


2.6 Definition of academic model, and justification

We must add this is the primary draft of the model; a lot is to be done yet.

2.6.1 Justification of the model.

According to UNESCO, education for all, means that the ñañu region of our

country should have access to a global education, but after all, this education needs to

originate ordinary Mexican people to create a paradigm to translate de ñañu cultural life

style into a national identity. The way to achieve it, is through formal education.

The high school level for the Valle del Mezquital has to offer education under the

precepts of the Secretaría de Educación Pública; include plans and programs (syllabus), to

contribute in the formation of the students in a civic conscience and a citizenship

sensibility, both of the inspired on values as the human rights, a democratic society, gender

equity, and no discrimination practices (SEP, 2007).

These ideas justify the balance between all the aspects of knowledge. The academic

model considers the four pillars of education: learning to know, learning to do, learning to

live together, and learning to be (Delors, 1996).

Figure 7. Dispositional forms and Delors report. Source: Suárez, 2009.


The education life is based on these pillars: Learn to know, combining a broad and

general culture with the ability to depend on knowledge in a small number of subjects. That

also means, the students can take advantage of the possibilities of education through life

and develop different competences for personal and society success. Students need to learn

how to do the framework of the various social experiences or work that the community

offers. The ulterior objective is to do stronger the social context, through the learning to

live together, in order to develop understanding of globalization and the perception of

forms of interdependence.

The students of the high school level at the Valle del Mezquital can develop

common projects and have the skills for dealing and negotiation with mutual understanding

in a peace environment. As a formal educative system, the priority is the acquisition of

knowledge, and the values that must live in a society, including some aspects of no

discrimination, observing the respect for the ñañu language, but also to increase the

Spanish practice and considering English lessons as well.12

2.6.2 Basic definitions of the model.

The academic model is based on Constructivism, where the role of the student is

active in the teaching – learning process. The education according to this model has to

impulse the cognitivism of the student, promoting his/her autonomy intellectual and moral

(Hernández, 1998). As Piaget used to say “the main objective of the education is to create

men, capable to do innovative things, not only to repeat what the generations before have

done, but creative, inventive and discovering men; the second objective of the education is

to form minds that can criticize and verify and do not accept everything that is offered to

him/her” (Piaget & Heller, 1968). The teacher is a promoter of the development and the

autonomy of the students; the professor teaches based in a meaningful learning, and is

considered as a facilitator of learning (Hernández, 1998).

This academic model will also have some characteristics of the social and cultural

paradigm by Vigotsky, who treats the development processes as part of the educative

12 Since a number of men migrates to the United States looking for a better jobs; causing a

change in traditions at the Valle del Mezquital.


platform, interrelating the students birth, their school life, their life as parents, as

transmitters of culture. In the social and cultural paradigm, the students get conscious about

the environment and the community, to have a preparation to serve the society; so, the

education is interactive, trying to reproduce the knowledge in the classroom with the

purpose to reflect it outside, in the real world.

The proposal of the model is to form reflexive students, with competences in

different areas of knowledge, according to the necessities of the region and its future in the

context of México.

The objectives of the model are:

Cause a fundamental cultural transformation in the scholars, considering

science, humanities and technical aspects, as a point of departure to construct

new personal and professional paradigms.

Lead the students to apprehend knowledge (theoretical principles); acquire

methodologies, methods and techniques (methodological principles) to grant

access to a higher level of studies; through a constructivist and socio-cultural

approach (epistemic principles).

Develop competences (knowledge, skills, behaviors or attitudes, and values) in

the students for facing their future as members of a changing world, a changing

country and a changing community seeking the welfare of all of them.

Establish a platform for multilingual competence: Ñañu, Spanish and English.

Inform/form students with a technical career to work in different productive

activities in the region, in order to be useful to the community and themselves in

lesser time (Lateral educative egress).

The temporal modality of our high school proposal is semester oriented, to be studied in 6

periods. The number of the students in the classroom is 25 top, since mycroteaching is a

teaching – learning techniques of the model. The schedule is morning and afternoon.

About the syllabus we recover the basic idea showed above… this proposal has to

follow the precepts of the Secretaría de Educación Pública; official plans and programs,

until certain extension. They are in Appendix 1. For optional issues and other subject

matters and the epistemic approach, we will follow our already explained precepts.


2.7 Human resources needed to carry out your proposal

Figure 8. Organizational chart of the High School proposal.

2.8 Authorizations, and official permits needed

This is the basic procedure to obtain the official permits for the entire project. To

talk about the facilities and the equipment is already embraced in the procedures.

The goal is to obtain the RVOE, that is the Reconocimiento de Validez Oficial de

Estudios para Bachillerato General. This is the administrative act with which private

investors may enroll in educative activities in the Sistema Educativo Nacional, according to

the law. For obtaining the RVOE permit, people must:

I. Accredited personnel with the suitable preparation to instruct education

in the middle superior level according to the academic profiles give by

this agreement.

II. Facilities satisfying the hygienic, security and didactical conditions

referred by this agreement.

Direction

Research & Culture

Community projects

Ñañu Culture

Continuous Improvement

Academics

Syllabus design

Syllabus operation & evaluation

Laboratory operation

Students´ services

Library

Management

Planning & Evaluation

Accounting & Finance

Human Resources

Support services

Marketing

Assistant


III. Study plans and programs reuniting the established requirements in this

agreement and were considered or determined correct by the federal

educative authority.

IV. The requirements appointed by the 450 Ministry Agreement where

guidelines are established to regulate the services, individuals offer I the

different educative options in the middle superior level, publishes in the

Diario Oficial de la Federación on September 16, 2008.

Any private individual whishing to apply for a RVOE, should consult the

requirements given in the next pamphlets:13

Reconocimiento de Validez Oficial de Estudios (RVOE).

Apertura de un nuevo plantel.

Propuesta de planes y programas de estudio.

Apego al plan y programas de estudio establecido por la Dirección General del

Bachillerato.

2.9 Draft of the different functions to be covered within the organization

2.9.1 High School Direction.

a. Establish a participative, systemic and holistic organizational model.

b. Lead the activities to the growth of the community, the students and the

collaborators in order to accomplish personal, organizational and community

objectives.

c. Act as a facilitator for the whole educative system.

d. Get extra financial resources from public and private sources in and outside.

e. Create the Vision of the institution and the means to achieve in time and space.

Agreement 450 is so important for this project that we make an original

transcription of it in Appendix II.

13 These are the original names or denominations, no translation needed.


2.9.2 Academics Direction.

a. Syllabus design: redesign of instructional programs, curriculum development,

special programs, and technology program.

b. Syllabus operation (Instruction): operation of the instructional programs in the basic

and social science; arts and humanities according the quality standards established

by the board of directors of the school.

c. Laboratory operation: Follow on the operation, maintenance and evaluation of the

three laboratories according to the established guidelines for achieving the

instructional and practical objectives of the curriculum.

d. Students’ services: counseling services, health services, student records, relations

and procedures with the government instances.

e. Library (Media Services): Identifying necessary or required materials, purchase,

classification, maintenance, promotion.

2.9.3 Research and Culture Direction.

a. Community projects: research program in general and research projects for the

recovery and restate of the ñañu culture and the economical improvement of the

region.

b. Ñañu Culture Affairs: media services, communication, indigenous alumni, ñañu

language program.

c. Continuous Improvement: school improvement in general, certification of

processes, website maintenance, volunteer services.

2.9.4 Management Direction.

a. Planning and Evaluation: strategic planning, balance scorecard monitoring.

b. Accounting and finances: financial projections, purchasing, revenues, accounts

payable, auditing, banking, payroll.

c. Human Resources: personnel recruitment/selection, salary discussions/

compensation, employee relations, board policies, substitute program, employee

benefits, personnel information, staff supervision & evaluation and school calendar,

staff development.


d. Support services: maintenance, small construction, cleaning services, health

services, general security

e. Marketing: planning, execution and evaluation of advertising and services´

promotion.

2.10 SWOT analysis draft

Now we add the two halves of our SWOT analysis to know the strategic position of

the project. The external analysis was performed in chapter I and the internal in II, even it

was just a couple of lists, now we will add a more detailed analysis. The complete table is

in appendix III, here we split it for a better visualization. This is the internal matrix.

Internal

DIM Strengths Impact Probability Strategic Factor %

2

8. Stakeholders belong to the educative arena, allowing the current gap between the instructional and the administrative interests narrows.

10 10 10.0 14%

3 1. The vision of the planning, operation an evaluation of the project is systemic. 10 9 9.6 14%

3 6. Leadership will be held on excellent features. 10 9 9.6 14%

4 5. Personnel to be hired will fit the Mission and Vision of the school. 10 8 9.2 13%

1 2. Model creation possesses commitment with the change for better paradigms. 8 9 8.4 12%

3 3. Project implementation will be supported on successful educative approaches. 8 9 8.4 12%

3 4. Project implementation will be supported on successful management approaches. 7 9 7.8 11%

4 7. Facilities, equipment and materials suitable for the planned model. 7 8 7.4 11%

Total 70.4 100% Average 8.8


DIM Weaknesses Impact Probability Strategic Factor %

3 5. Generalized poor commitment of the Mexican high school level students. 10 9 9.6 16%

2 3. Concentration of the financial resources may not be sufficient. 10 8 9.2 15%

46. Appearance of faculty staff with no conviction about the historic educative Mission given to schools.

10 8 9.2 15%

1 2. Lack of understanding of the dynamics of the region. 9 8 8.6 14%

41. Failure on the human capital procedures may take us to further problems.

9 7 8.2 13%

3

7. Idealistic planning which results in a disconnected operation and evaluation of the administrative and/or educative models.

9 7 8.2 13%

3 4. Lose of leadership from the top to middle positions. 10 5 8.0 13%


The same ideas showed in the previous chapter are applied here, but, we will add

something new to this draft: the strategic polygon. But before let us see the external part,

already know in the project. We will sacrifice some space for a better visualization of the

tables. This is calculated with the difference between the positive factors minus the

negative factors, we mean, strengths minus weaknesses and opportunities minus threatens.

The results will be.

Strategic Balance.

Strengths 8.8 Weaknesses 8.7 Difference graphed in Y axis 0.1

Opportunities 8.2 Threatens 7.9 Difference graphed in X axis 0.3


External

DIM Opportunities Impact Probability Strategic Factor %

19. It is a magnificent opportunity to work for minorities.

10 10 10.0 15%

1 4. Barriers to entry are not so solid in the high school level.

9 9 9.0 14%

3

6. Chance for success for a high school facility who offers terminal careers and the chance to go to college level.

9 9 9.0 14%

2

2. Intense commercial and service activities lead to possible exploitation of the scale economy.

9 7 8.2 12%

13. The dynamics of the population lead us to say there is no dominant provider yet.

9 6 7.8 12%

37. For this level, educative technology may be the key for success for our school.

8 7 7.6 12%

3


7 8 7.4 11%

21. Tourist attractions may help in getting finance once the school is established.

8 5 6.8 10%


By the way, we did not write down any title to these tables, we guess it was not

necessary. The meaning is obvious and it is practical for the analysis and synthesis.


DIM Threatens Impact Probability Strategic Factor %

34. Strong forces of multidimensional forms attack the advance of education.

9 9 9.0 19%

2 2. Social problems in the development of the scholar life.

9 8 8.6 18%

1 6. Lose of native cultural identity. 9 7 8.2 17%

21. Troubles in accessing further communities to the service we will offer.

8 8 8.0 17%

45. Lack of actual support for the project coming from the government agencies.

7 7 7.0 15%

23. Great trouble for the definition of revenues, costs and the relation between them.

7 6 6.6 14%


Now we will graph the four averages obtained from each facto in each one of the

four axis of an XY diagram, always keeping in mind, positive factors are opposite to

negative, and one axis is for the external analysis and the other to the internal. The result

appears in the next diagram.


Figure 9. Strategic polygon and Strategic quadrant.

According to the note of the seminar conducted by Dr. Arias, it is time to set up

priorities, the synthesis of the analysis phase. This is it:

1. The polygon shows balance among the factors. Situation that is not good or

convenient at all. The differences between the couples are scarcely perceptible.

2. The values among the strengths are not radical, the top is 14% and the minimal is

11%, just 3 point of difference. So we must consider the potential of almost all of

the forces.

3. Most of them are natural, since the initiators are committed to a quality education,

but they are not perennial as strengths 2, 3 and 4.

4. The main one is radical and unique “Stakeholders belong to the educative arena,

allowing the current gap between the instructional and the administrative interests

narrows”.

5. So the differences between the internal forces make us be in an unsteady

environment. The majority of the weaknesses is just temporal. They should be

reevaluated in time. Most of them are proper of Mexican organizations, which is

rather sad.

7.9

8.7

8.8

8.20

2

4

6

8

10Strengths

Opportunities

Weaknesses

Threatens

0.3, 0.1


6. About the external analysis there is little to say since we already synthesized it

before in the previous chapter.

7. We add, the differences are marked and graphed in a XY scheme, obtaining a

strategic point in the first quadrant, it is 0.3, 0.1, meaning we are in hypothetical

strategic paradise (Suárez, 2008).

8. Dr. Arias asked which are the hypothesis underlying the SWOT analysis; well, here

they are. The question, the hypothesis answers is… Depending on the external

analysis of the situation and the resource-based view (RBV), what is the strategic

approach to make? Depending on the results, there are four ways or hypothesis to

answer the question. But first, we may change the factor´s order, which is very

important. FODA in Spanish gives us the next diagram.

Table 9. Relación FODA, cuadrantes y aproximación estratégica inicial.

Fortalezas Debilidades

Oportunidades Estrategias FO

Quadrant I

Estrategias DO

Quadrant IV

Amenazas Estrategias FA

Quadrant II

Estrategias DA

Quadrant III

9. Then the resulting combination is:

a. Strategies SO: strategies looking the exploitation of strengths of the organization

to take advantage of the opportunities.

b. Strategies WO: strategies to reduce the weaknesses of the organization to

improve the advantage of the opportunities.

c. Strategies ST: strategies using the strengths of the organization to reduce the

impact of threatens.

d. Strategies WT: strategies looking the reduction of threatens.

10. For this project we are in sector 1, strategies SO, but the differential is so little that

we will rather not take it in account. On the other hand, we have studied different

approaches to choose better strategy proposals from this seminar.


III Strategy formulation

3.1 Design of the main and generic strategy

We establish two objectives and correlate them with the priorities obtained from the

diagnosis and specific details of that process. We may mention first of all, we start these

procedures thinking over strategies looking the exploitation of strengths of our future

organization to take advantage of the opportunities.

Another major consideration is that weaknesses and threatens by themselves are not

propellers of the objectives; they are rather risks to be taken in account for the evaluation of

the model and the accomplishment of the objectives, anyhow some will appear on the table.

Table 10. Relation between objectives and their justification on the analysis-synthesis.

Strategic objectives Justification

1. We will build up an educative organization

looking forward to solving diagnosed

necessities and problems of the municipality.

Strategies SO, P2, P7, S8, S1, S3, S4,

W2, O9, O6, T4, T6.

2. We will currently align all of the elements of

the organizational model (resources and

processes) to the identity of the organization.

Strategies SO, P3, P4, S1, S2, W1,

W6, O4.

Now we make use of a scorecard as a tool to present and balance the main elements of the

strategy formulation, aside of starting reflecting the achievement of the second objective.


Table 11. Scorecard for objective and strategies No.1

Strategic objective No. 1

Build up an educative organization, a civil association,

looking forward to solving diagnosed necessities and

problems of the region.

Strategy

Planning, operations and evaluation of the school will be

effective processes resulting in low costs, in order to

generate economic value.

Indicator Goal Intervention

Fee index10% below average in the

region for 2011

Start-up project of the

school.

Educative model

operation.

Administrative model

operation.

Number of students

150 for first generation.

300 for second generation.

400 for third generation.

Scholar success indicators

1, 2

Drop out indicator < 7%.

Failing indicator < 7%.

Financial indicators NPV, ROI, IRR.14

Regional perception of the

organization

Perception in favor with σ

> 3 for 2011.

StrategyCreate meaningful alliances for receiving financial support

from government and private entities.


Financial percentage

20% for 2011.

30% for 2012.

50% for 2013.


school.

Financial Program.

14 Not yet defined.


As you can realize, this team decided to follow, both initial strategies, given by the

specialized literature: cost leadership and product differentiation. We also establish the

confluence of economic value under the quest of social value; due to the fact this is an

educative organization created by people interested, first in education, then in revenues;

thus we are certain through the achievement of the educative Mission the rest will come by

itself.

Table 12. Scorecard for objective and strategies No.2

Strategic objective No. 2

Alignment of all the elements of the organizational model

(resources and processes) to the educative identity of the

organization.

Strategy

Generate social value for the region by offering an

educational service to be a recognized input of the college

level in the region.


Scholar success indicator 3Average performance

indicator > 85/100.


school.

Academic Program

operation and feedback.Faculty performance

appraisal results.

Excellence status…

>80% of staff for 2011.

>95% for staff for 2012.

>99% beyond.

The interventions play the roll of a tactic or operational plans. It that stage is where strategy

implementation takes place. We handle a taxonomy where tactics are carried out through

projects and program; the main difference between them is given in the time dimension.

Projects begin and end during the run of the strategic approach, programs last for the whole

planning and operation cycle and even they may survive to the period. We also detail, these

indicator belong to the classification of strategic indicators, since they measure and

evaluate the relation among strategic objectives, strategies and interventions.


3.2 Master plan for implementation of the start up of the school

Table 13. Start up plan details.

Task Last

s

Pred

.

Responsible

1. Finish marketing analysis 15d Planning committee

2. Start plan for strategic alliances 7d Management Director

3. Establish alliances and sponsors for the

terrain

90d 2 Management Director

4. Find a location for the school 15d Planning committee

5. Find the facility for the school 15d 4,2 Planning committee

6. Sign contract for facilities 4d 5 Planning committee

7. Start legal procedures a permits for the

school

30d 6 Acc&Fin Chief

8. Major facilities implementation 60d 6 SuppServ Chief

9. Minor facilities implementation 60d 8 SuppServ Chief

10. Approval of equipment and material budget 7d 8 Planning committee

11. Basic acquisition of equipment 15d 10 Management Director

12. Rest of equipment and material acquisition 30d 11 Management Director

13. Implementation of the Administrative Model 0d 8 Management Director

14. Create Organization manual 15d 13 Management Director

15. Construction of indicators, catalogue and

BSC

7d 14 Planning committee

16. Human Resources recruitment 7d 14 HR Chief

17. HR selection and induction 15d 16 HR Chief

18. Design/Finish Academic Model 30d 6 Academic Chief

19. Faculty staff recruitment 15d 18 Academic Chief

20. Faculty staff selection 15d 19 Academic Chief

21. Faculty Induction Process 20d 20 Academic Chief


22. MKT promotion 60d 6 Planning committee

23. Registration of new students opens 60d 8 Planning committee

To construct the start up plans of the project, we will follow the basic principles of

the development of tactical plans or projects´ development. For each case we define an

activity and number, the one(s) in charge of the responsibility, average time to perform the

action,15 resources required. We reunited in one plan, four segments which were born from

the scorecards: the Academic Model, the Administrative Model and the Financial Program.

We use Microsoft Project for this purpose. Check Appendix V. These are the details:

3.3 Capital Investment

Table 14. Draft of general facilities budget.

Item Features Cost (pesos) Unit

Facility. 10,000 m2 145 m2

Classrooms.16 70 m2 2,208,360 5,258 m2

Laboratories. 60 949,440

Offices. 40 210,320

Library. 120 630,960

10 study rooms. 50,000

Gym. 140 736,120

Equipment. 235,856

Media prod room. 83,560

Field building. 57,980

Animal quarter. 23,678

Green house. 38,987

Assembly room. 40 210,320

Computer facilities. 100 525,800

Medical service room. 20 105,160

15 So far, we will not tie the project to specific date but periods of time.16 http://www.bideco.com.mx/tecnico/indices/m2const.html)

http://www.bideco.com.mx/tecnico/indices/m2const.html


Circulation areas. 100,000

Service area. 50,000

Mechanical area. 30,000


Table 15. Draft of materials budget.

Inventory of books needed. 35,980

Inventory of software needed.17 49,500

Table 16. Draft of general equipment budget.

Language

laboratory18

3 Flat screens. 8,097

3 DVD players. 2,100

3 Tape recorders. 7,260

6 courses. 7,000

Science laboratory19

Beakers. 8,100

Graduated cylinders. 6,300

Erlenmeyer flasks. 16,800

Watch glasses - Beaker Covers. 4,500

Boiling (Florence) Flasks. 2,200

Support Stands, Rings and Clamps. 8,300

Dissecting Instrument Kit. 4,000

Forceps. 2,900

Supplementary equipment.20 123,500

Computing facilities 40 laptops with given specifications.21 303,960

17 Special price for academic purposes.18 http://www.elektra.com.mx.19 http://www.sonystyle.com.mx.20 Alcohol meters, Beverage Analysis instruments, CO2 meter, Density and sound velocity

meters, Density meters, Dilution and dosage system, High pressure digestion, Microwave

sample preparation instruments, Microwave synthesis instruments, Oxygen meters, pH

meters, Polarimeters, Refractometers, Surface characterization instruments, Thermometers,

Viscometers.21 Unit cost 7,599 at

http://www1.la.dell.com/mx/es/domesticos/Laptops/inspiron-11z/pd.aspx?refid=inspiron-

http://www1.la.dell.com/mx/es/domesticos/Laptops/inspiron-11z/pd.aspx?refid=inspiron-11z&cs=mxdhs1&s=dhs

http://www.sonystyle.com.mx/

http://www.elektra.com.mx/


3.4 Implementation of the academic model.

3.4.1 Program: Contents/skills development

About contents we will tie the school curriculum to the regulations of the Secretaría

de Educación Pública. The subject matters already appear in appendix II.

Now we define the exit profile of the student, recovering some consideration made

above (point 2.6.2).

Cause a fundamental cultural transformation in the scholars, considering

science, humanities and technical aspects, as a point of departure to construct

new personal and professional paradigms.

Lead the students to apprehend knowledge (theoretical principles); acquire

methodologies, methods and techniques (methodological principles) to grant

access to a higher level of studies; through a constructivist and socio-cultural

approach (epistemic principles).

Develop competences (knowledge, skills, behaviors or attitudes) in the students

for facing their future as members of a changing world, a changing country and

a changing community seeking the welfare of all of them.

Establish a platform for multilingual competence: Ñañu, Spanish and English.

Inform/form students with a technical career to work in different productive

activities in the region, in order to be useful to the community and themselves in

lesser time (Lateral educative egress).

The competences to form are tied to the OECD, UNESCO and similar institutions´

considerations. They are generic and functional for the high school level.

11z&cs=mxdhs1&s=dhs)




The term competence has two meanings; one from Greek agon, agonist, meaning

confrontation, competition, locating the concept in the Olympics issues. The second comes

from Latin, competere, that in the XVI century meant belonging to you, to your

responsibility. The Tuning project establishes competences as a dynamic combination of

qualities, capacities and attitudes.

Figure 10. Competences scheme. Source:

3.4.2 Student.

a. Candidate/Student profile. Any student who has got the junior high school

certificate has the chance to enter this school. This seems to be an easy procedure, and it is

so, because the population requires it, according to the conclusions of the diagnosis.

b. Activities and projects. The cross-sectional activities to keep developing the

competences beyond the scholastic subject matters are divided into sports, artistic and

social service activities.

c. Knowledge/development/creation. These skills, students must develop by

themselves in order to integrate and generate knowledge, will be offered by specific

seminars and a specific set of activities included in different subjects. This is also a cross-

sectional axis.


3.4.3 Faculty.

Due to the fact that most of the teachers working for the Ñañú educative community

come from outside, cities like Pachuca for example; we have to make a promotion for

insiders and outsiders as well. First of all we need to hire young graduate professors from

Pachuca and close neighborhoods; and mature professors with less compromises that

average people who may be willing to move to Ixmiquilpan.

In any case, we must remember our constructivist point of view which establishes

the following characteristics as the minimum ones, every teacher should posses as Frida

Díaz Barriga (1998) says, “the function of a teacher is not reduced just to the transmission

of information or to the facilitation of learning, instead, the teacher becomes a mediator of

the encounter on the students with knowledge. In this process the teacher orients the

constructivist mental activity of his students via didactical help adjusted to their

competence”.

Table 17. Teaching – learning process centered on learning.

Teacher´s roll Student´s roll

Design learning activities.

Teach to learn.

Evaluate.

Development of activities.

Constructs his/her own knowledge.

Auto evaluation.

Therefore the roll of the teacher varies as tutor, expositor, guide, facilitator and

mediator. The docent performs actions as:

1. Motivate learning, employing problems and situation of real life as didactical

material.

2. Use communicative instructions that are correct, clear and concise.

3. Facilitate learning; do not give all of the information the student needs, but the

orientation where he/she may find it.

4. Evaluate learning in collaborative way.


3.5 Possible strategic allies

Due to the very peculiar characteristics of the Nañús and considering, there is a real

necessity to bring up this new school, we consider that via the President of the three

involved municipalities, we may conform strategic alliances, at least at the very beginning

to some other private schools.

However, for reasons as competitiveness among schools, the principal strategies

could be defined in a framework with public schools, which don’t represent direct

competition with the new school.22

Moreover, a very important alliance would be given with a mixed bureau of the

society of parents and the economic sector; represented by the artisans, farmers and others,

in order to:

1. Pre-define the real necessities of high-school graduates in order to be helpful for

their communities;

2. Have a very close compromise between the scholastic and economic activities,

in such a way the this bureau forms an interface between the two segments

3. Supervise, in a way, the quality and academic activities of school in order to

assure that the very initial compromises defined through the Vision and the

Mission of the school, are carried away effectively.

A third strategic alliance would be with the government of the municipalities. That is, with

the compromise of the presidency of the municipalities; and due to our experience, it is

extremely important the local government gets involved, so that they can aid and help (in

order to have an advantage in time and money) in several important issues like:

construction permissions, legal permits, security and similar concerns; but most of all, the

action to find and donate a terrain for the school.

22 At least in the initial stages, later, in the opposite, the huge demand of education in public

schools could decline.


A national private organization called COPARMEX, Confederación Patronal de la

República Mexicana, could be vital as a strategic partner. As a matter of fact, COPARMEX

seeks the support of their associated firms, following the goal of having a better place to

teach, learn and have the active participation of young people, workers, households,

educative institutions, government and the society in general.

Indeed, they have articulated a strategic plan in order to have: (1) an open and

competitive economy; (2) and efficient bank system to promote development and

competitive credit; (3)) a capitalized, modern, fair and competitive agricultural sector; (4) a

government without own firms and without a rector, but a promoter of the economy; (5) an

education with quality, promoting intrinsic values, (6) a maximum deregulation of the

economic activity; (7)) inflation competitive rates with COPARMEX’s main commercial

partners; (8) a promoting union system for the firm’s productivity; (9) competitive firms in

a global context; (10) growing and diversified exportations as well as a fair commercial

balance; (11) a painful electoral competence in a participative democracy; (12) to have a

fair and competitive social and economical infrastructure; (13) to have a solid formal

economy which struggles with the dark economy; (14) to have a fair public security with a

competent and honest police; (15) to have independence in the political powers; (16) to

have a healthy environment, clean firms, and an effective laws in ecologic issues; (17) to

have a stable monetary policy as well an independent central bank; (18) to have a simple,

stable and competitive fiscal system; (19) to have competence between optional systems of

social security; (20) to have a consisting and generalized purchasing power and (21) a plain

development of a solid entrepreneurial culture.

For the international context, we have to mention the following organizations, which could

be very important strategic allies to the project:

The so-called Inter-American Development Bank is a United Nations Institution

which could be a very important ally. As a matter of fact, the IDB was established in 1959

to support the process of economic and social development in Latin America and the

Caribbean, and it is the main source of multilateral financing in the region. The IDB Group

provides solutions to development challenges by partnering with governments, companies

and civil society organizations, thus reaching its clients ranging from central governments


to city authorities and businesses. The IDB lends money and provides grants. With a triple-

A rating, the Bank borrows in international markets at competitive rates. Hence, it can

structure loans at competitive conditions for its clients, in its 26 borrowing member

countries. In addition, it also offers research, advice and technical assistance to support key

areas like education, poverty reduction and agriculture. The Bank is also active on cross-

border issues like trade, infrastructure and energy. To ensure the Bank’s accountability,

transparency and effectiveness in its activities, the IDB has the Office of Evaluation and

Oversiht (OVE), the Office of Institutional Integrity (OII), and the Independent

Consultation and Investigation Mechanism in place to ensure sufficient oversight for its

projects.

Another important international entity, which eventually could form an important strategic

ally, is the Organization for Economic Cooperation and Development (OECD), which uses

its wealth of information on a broad range of topics to help governments foster prosperity

and fight poverty through economic growth and financial stability.

Figure 11. OECD´s general working procedure.


OECD helps ensure the environmental implications of economic and social development

are taken into account. OECD's work is based on continued monitoring of events in

member countries as well as outside the OECD area, and includes regular projections of

short and medium-term economic developments. The OECD Secretariat collects and

analyses data, then, a committee discusses policy regarding this information; the Council

makes decisions, and then, governments implement recommendations. See the diagram

above.

Another international organization is the United Nations Educational, Scientific and

Cultural Organization, UNESCO. It has a special budget to help and promote education in

developing countries (like Mexico) and also for the particularly poorest regions of such

countries (like the three municipalities of Hidalgo, case of study of this paper).

As a matter of fact, the Programme and Budget of the Organization are approved

every two years by the General Conference. Besides, UNESCO’s Programme and Budget

for 2010-2011 translates the policy directions and focus provided by the Medium-Term

Strategy for 2008-2013 into concrete thematic and policy-style approaches for the five

Programme Sectors of UNESCO (Education, Natural Sciences, Social and Human

Sciences, Culture, Communication and Information).

A final international organization is the World Economic Forum, WEF, which is an

independent, international organization incorporated as a Swiss not-for-profit foundation.

They are striving towards a world-class corporate governance system where values

are as important as basic rules. Their motto is entrepreneurship in the global public

interest. They believe economic progress without social development is not sustainable,

while social development without economic progress is not feasible. Their vision for the

World Economic Forum is threefold. It aims to be the foremost organization which builds

and energizes leading global communities; the creative force shaping global, regional and

industry strategies; the catalyst of choice for its communities when undertaking global

initiatives to improve the state of the world. The WEF stands by recognizing and

responding to two new developments: (1) the world’s key challenges cannot be met by

governments, business or civil society alone; (2) in a world characterized by complexity,


fragility and ever greater synchronicity, strategic insights cannot be passively acquired.

They are best developed through continuous interaction with peers and with the

most knowledgeable people in the field. To carry out its mission, the World Economic

Forum has developed an integrated value chain by involving world leaders in communities,

inspiring them with strategic insights and enabling them through initiatives.

Finally, different kinds of educational, social, anthropological, researchers and so forth also

could be strategic partners, in order to get some sort of resources; for example CONACYT,

SEP, etc. That is, very prestigious researchers from different national and international

organizations could be valuable help to get a quite diversity of resources; like state-of-the-

art information to implement the most efficient scholastic practices, contacts with several

key educational authorities, etc. Another example might be, researches from UNAM,

UVM, COLMEX, etc., have a very close relationship with novel sources of information,

with educational and governmental authorities, etc.

3.6 Draft of marketing plan

3.6.1 Purpose.

The purposes, this project pursues, are already defined but with the MKT approach

there is some other specificity:

Serve the community through the formation of students in the high school level,

especially the Ñañu community.

Get a prestigious position in the market of El Valle del Mezquital.

Enrollment of 150 students for the 02/10 period of operations.

3.6.2 Target.

As a civil association, the school is focused to assist the educative necessities of the

community whose AMAI denomination as a target is: “E” level.23

23 López, H. (2009).


In order to make some references for the share in the educative market in the state of

Hidalgo, the Valle del Mezquital we have:

It is a small part in map of this region of the Mexican Republic and only represents

the 6% of citizens.

The number of citizens in Hidalgo is 2,345,514.

The number of citizens in Ixmiquilpan is 73,903.

The number of citizens in Actopan is 45,518.

The number of citizens in Tasquillo is 15,429.

The total of citizens in Valle del Mezquital is 134,850.

The students from Valle del Mezquital who have characteristics to attend to High

School are 48,277 (INEGI, 2006).

From all the population in Hidalgo, 27 of 1,000 people migrate to USA.

13% citizens are analphabets.

School Level is 7.4 (first grade of Junior School).

Indigenous language speakers, age 5 year plus: 15%, 2 of them do not speak

Spanish.

From each 100 people, older than 15, 12 have not obtained any level of school.

15 have not finished the elementary school.

18 have finished elementary level.

4 have not finished junior school.

24 have finished junior school.

6 have not finished high school.

11 finished high school.

These comments mean, the potential of including a High School that can attend the “E”

level necessities of the community of Valle del Mezquital, becomes a possibility of

development for the region.


3.6.3 Competitor analysis.

This analysis has already been made, but the MKT approach may give new

information and conclusions, too. Let recall the direct competitors; 1. Centro de Educación

Media Superior a Distancia Gundho (decentralized), 2. CECYT Ixmiquilpan

(decentralized), 3. Dr. José Ma. Luís Mora (SEP-AC supported), 4. Centro de Bachillerato

Tecnológico Agropecuario No. 67 (federal), 5. Bachillerato del Estado de Hidalgo, Plantel

Julián Villagrán (decentralized), 6. Centro de Educación Media Superior a Distancia

Orizabita (decentralized), 7. Bachillerato del Estado de Hidalgo Plantel El Mirador

(decentralized) and the indirect competitors: 1. Escuela Preparatoria del Valle (prívate), 2.

Guadalupe Victoria (private), 3. Lic. Jesús Angeles Contreras (private). See anexe

Directory of High Schools in Hidalgo.

Figure 12. Web based adverstiment of a competitor.

For all of them and through the virtual and actual research we obtain data to

construct the next table, already shown in table 8, so this is just a shortcut for that

conclusion.


3.6.4 Business strengths.

Educative Model based in competences.

Micro-teaching as teaching strategy.

Each group is going to be integrated by 25 students.

Be a trilingual Institution.

Include a Teacher’s Training Program.

Educate according to the natural resources environment.

Establish relations among the Institution and regional companies where the students

can practice.

3.6.5 Business weaknesses.

The recruitment of teachers.

The area localization.

Concentration of the financial resources may not be sufficient.

The educative level of the new students.

3.6.6 Marketing Strategies: product, pricing, distribution, promotion.

The positioning in the market is: Institution with a commitment with the

community. The marketing niche is composed by graduates of Junior School in the whole

region. The High School of Valle del Mezquital is a place where the students can receive

the high level education, according to the precepts established in the philosophy. Also, the

Institution offers benefits to the Ñañu community and Valle del Mezquital neighbors.

a. Product: The educative services based in the trilingual high school level,

developing competences in the students, who can offer a profile accord to the necessities of

the Region to the economic sector. The attributes of product are: benefits on keeping the

traditions of the Region, language, culture, regional-national-transcultural festivities;

education based in competences; a teaching staff trained in pedagogical aspects based in

competences; the certain to realize practices in companies of the Region.


b. Pricing: As an Institution sponsored by SEP and being a civil association, there’s

no price to ask for, but, every student has to sign a commitment to create or participate in

different projects to generate financial, technological or material resources for the

Institution. Anyway, it is necessary to calculate the cost of the education of each student

from enrollment to graduation.

c. Distribution. This item is not strictly necessary to known like that. It is the

reference of the location of the High School of Valle del Mezquital and the infrastructure to

give the educative services to the students and the community.

d. Promotion: The strategies in this part of mix marketing are:

Public Relations, as a link among the High School and all the sectors of the Region

as: government, enterprises, opinion leaders, religious institution, competence,

supplier schools (junior schools), Ñañu community, mass media, non government

organisms, UNESCO, etc.

Publicity, as strategy of no payment advertising, based in a communication

program.

Direct Promotion in the school through guided visits.

Advertising, mass media planning, mainly based in different sponsors.

Branding in every forum of the Region and the State of Hidalgo.

In all the strategies, tactics are going to be developed, considering these premises: What

will we do? When will we do it? Where will we do it? How will we do it? How much will

it cost? Who is going to be responsible for? Some tactics to follow are next:

Look for some sponsors: PEMEX, through the new Refinery in Tula, is going to be

the most important source of work in the State and as a support to the community

development can offer significant donatives and be a sponsor in the communication and

advertising program, even as a supplier of technology and equipment.

Cruz Azul, in Tula is a cement work company. One of the biggest companies in the

State of Hidalgo. It has social responsibility and represents the precepts and the philosophy

of love, passion, loyalty and social peace.


Ciudad Sahagun companies. This is an important industrial region of the State,

because over there, the wagons of the subway are constructed mainly; thus, this city

represents an important area to get some sponsors.

Media Planning. The branding is going to be based in a social marketing, in one

direction to traditional mass media: radio, cinema, television, printed press as newspapers

and magazines; in second term in exterior advertisement such as billboards, maps, banners,

taxi tops, buses’ advertisement; in third place, printed advertisement as: yearbooks, posters,

brochures; mailing, trade fairs, exposures, promotion articles; and, at last in latest

technologies advertisement: Internet, own website, Youtube, Google.

Also, the Student Services Coordination has to impulse the use of TIC’s, for

example: Facebook, Twitter, blogs, Wikis, Youtube, and different kind of social nets.

Another tactic based in the last term can be the buzzing, as an ulterior and avant-

garde of doing marketing and branding.

3.6.7 Budget

Cost of the resources: material, technology and payroll, as part of the product and

cost of the strategy of promotion.

Table 18. Marketing plan budget.

Bimestre 1 Bimestre 2 Bimestre 3 Bimestre 4 Bimestre 5 Bimestre 6 Total

Traditional

Mass Media$8,745 $8,745 $8,745 $8,745 $8,745 $8,745 52,470

Exterior

Advertisement$4,085 $4,085 $4,085 $4,085 $4,085 $4,085 24,510

Graphics $2,945 $2,945 $2,945 $2,945 $2,945 $2,945 17,670

On line MKT $1,550 $1,550 $1,550 $1,550 $1,550 $1,550 9,300

Total 17,325 17,325 17,325 17,325 17,325 17,325 103,950


3.6.8 Evaluation

These will be the right indicators to evaluate the evolution of the MKT plan:

1. Visitors (potential students) vs. Enrollment (new students).

2. Drop-out rate (template).

3. Monitoring the mass media planning.

4. Interrelation between the advertisements and the enrollment.

3.6.9 Conclusions.

This project tries to understand the community through the optimizing of the media

to penetrate the market on purpose to assist the target. The marketing strategy is based in

branding, not only to have access to the target, but to create demand for the institution. This

tactic means engage and interaction among the institution and different sectors of the

society. The position in the market and the share are going to measure results, based in the

enrollment. This marketing plan resumes one objective: create marketing strategy and best

educative practice.


IV Forecasting

The original order of the protocol was financial, human resources and enrollment

forecasting proposal; we decided to change the order, since the financial forecast needs to

know data from the enrollment and the human resources forecasts.

4.1 Final forecast for human resources

These are the professional profiles of the administrative staff. The complete

functions are in Appendix IV in Spanish, for practical and actual reasons.

Table 19. Basic profile of the management staff.

Position/Salary Reports to Objective

Principal

$15,000Board

Represents the executive authority of the

school, manages the patrimony, and establishes

the continuous improvement mechanism for the

organization.

Academic Sub

director

$9,000

Principal

Lead, organize and supervise the teaching

learning process. Integrate and execute the

programs and plan of the curriculum and

manage the faculty staff.

Academy

Coordinator

$6,000

Academic Sub

director

Define and impulse academic actions to allow

teachers get better in their educative practice.

Technology

Coordinator

$6,000

Academic Sub

director

Promote the development of the educative

technology, looking for an optimal operation

and administration of the technological

resources.

School

Coordinator

$6,000

Academic Sub

director

Manage the action regarding statistics, school

control, accreditation, certification, graduation

and registration of students according to


regulations for this educative level.

… cont. from Table 18.

Manager

$9,000Principal

Coordinate and supervise the administration of

all the resource as well as the general services

assistance.

General Service

Coordinator

$6,000

Manager

Manage the acquisition of the facilities for the

institution according to the regulations.

We observe some differences with the structure presented in figure 8, since the first

year will work with partial development of it. The main activities and purpose of the

Research and Culture Direction will be performed by other directives meanwhile.

Something similar happens of the administrative area. By the second year, as we will

appoint later, the structure will be fully functional; and even with a strong increase in

salaries.

We also add some activities that will be achieved by an outsourcing approach:

cleaning assistance, 2 people; and security, 2 people. For the second year the structure will

work completely.

For the Faculty staff, we establish three stages initial for the 1st semester,

intermediate for the 2nd and a full scope for the next years, in the next table. Salaries and

consequently budget consider these conditions.

Table 20. Faculty staf forecating.

1st semester 2nd semester Full scope

Science area 1 2 4

Chem. & Bio. area 1 2 4

Social area 2 4 6

Technology area 1 2 4

Others 1 2 4


4.2 Final enrollment forecast and projections

This point demonstrates a moderate four-year enrollment projection for the

assignment. The moderate projection is based on the current level of development of the

region and other factors we explain in figure 13 and the coming paragraphs, and therefore is

considered the most-likely possibility.

Figure 13. Considered factors for enrollment projection.

Low Projection Moderate Projection High Projection

Decline in migration to

USA.

Moderate level in migration

to USA.

High level in migration to

USA.

Decline in live births. Steady number of live births Increase in live births.

Figure 14. 1980-2012 Ixmiquilpan’s population. Source: Original of the project.


For preparing the forecast, we also consider the population dynamics, then the

number of students in the high school and junior. high school levels; which are: High

School, 4,317 and Jr. High School, 5,992.

Other dimensions to consider aside of population and studying factors are,

migration of Ixmiquilpan’s residents to USA and birth rates of the population. All of these

factors determine which projection is most appropriate for the school project. The

following tables outlines some of these factors:

Table 21. 1980-2012 Ixmiquilpan´s population data and projection. Source: Original of the

project.

Municipality Ixmiquilpan number of inhabitants

1980 52,124

1988 67,772

1990 65,934

1995 73,838

2000 75,833

2005 79,903

2005 74,666

2006 73,943

2007 72,225

2008 70,560

2009 68,948

2010 67,389

2011 65,882

2012 64,426


From all the existing techniques, we chose the cohort survival technique. This

technique analyses the student’s populations during their life through the educative system.

A cohort group is followed until disappearing. This is the study of the flow of students.24

The main aspect of this function is the calculus of a drop out index to appreciate which the

tendency of the cohorts is or will be through the years.

The formula to use is: P(t) = cP(x) where: c is the average proportion calculated via:

c = ΣPz/Pz-1 / tmax; P(x) is the initial population and P(t) the projection.

Let us start with the difficult part, the calculus of “c”. The next table shows the

progression, we estimate for the resulting population according to a drop out rate based on

the mentioned factors, population dynamics, USA migration and birth rate. 1s data are the

goals established for the planning team for four years, 150, 300, 400, 400. 2s data result

from the division of the previous data and the dropout rate given below, i.e. 120 = 150/0.80

or 342.9 = 342/0.95 and so on. For 3s data, the procedure is identical.

Then “c” is an average 0.875, 0.945 and 0.9575 are so, it becomes the desirable

dropout rate for future projections. Then in the projection section we reenter the

established goals with the expected rates, these are the results where P(t) is the product of

“c” by P(x), the given goal.

Figure 15. General calculus of the enrollment projection.

Data t 1 2 3 41s 150 300 400 4002s 120 255 360 3803s 108 242.25 342 372.4E 102.6 230.1375 324.9 364.952

Drop out rate 1-2s 0.80 0.85 0.90 0.95 0.8752-3s 0.90 0.95 0.95 0.98 0.9453-e 0.95 0.95 0.95 0.98 0.9575

Projection 1 2 3P(x) 150 300 400

c 0.875 0.945 0.9575P(t) 131.25 283.5 383

24 Coordinación Nacional para la Planeación de la Educación Superior, 1999.


Now the forecast for these tendencies is shown in the next table. The first year we

will only assist 150 students; the second, 431; the third, 786; and the 4th year of the

projection totals, 948 which is a bit more than 10% of the concerning population. In oru

indicator we did not consider the 4th years as a goal, even though, it is necessary for the

forecasting, there is a decrease on the expected population due to the fact discussed at the

beginning of this point. Now we have an accurate idea of what we are facing in this project.

Figure 16. General forecast of the enrollment projection.

ForecastYears

1 1 2 3 4 Totals2 150 1503 131 300 431

Exit 124 263 400 786119 248 350 350 948

238 331317

4.3 Final financial forecasts

We have to make specific and important considerations to operate this business

unit.

1. The initial expenditure on investment of the project is $ 6,837,038 (see the

inventory and cost of total facilities section).

2. We will strive to get funds and facilities from the different appointed sources, public

and private organizations. We estimate that at least 80% of total cost could be

funded by such corporations. This fundamental fact is taken from the statistics given

by SEP and entrepreneurial-governmental information.25 This implies that the

$1’367,407 must be budgeted by private funds (partners).

3. This financial forecast is based on the other two reports made in chapter.

25 See for example, the Internet link of the government of Aguascalientes in the so-called

Programa de Emprendedores: http://www.aguascalientes.gob.mx/economia

/programaapoyo/PROGRAMAS%20EMPRENDEDURISMO.pdf”).

http://www.aguascalientes.gob.mx/economia%20/programaapoyo/PROGRAMAS%20EMPRENDEDURISMO.pdf

http://www.aguascalientes.gob.mx/economia%20/programaapoyo/PROGRAMAS%20EMPRENDEDURISMO.pdf


4. Income is formed by the number of students multiplied by the monthly tuition. The

tuition is $3000. Money that students won´t pay, since full or partial scholarships

will be the natural way of working of the school. This fee will have yearly

increments according to Banxico’s rate of inflation growing, about 5% a year.

5. Expenses are calculated on the same base of inflation rate.

6. The number of teachers depends on the factor of 25 students per classroom. The

expense is calculated on the base of an hour/week/month salary. It starts at $120,

which is highly competitive for the region.

Figure 17. Income statement of the project for 4 years.

Year 1 Year 2 Year 3 Year 4Income: 450,000.00 1,357,650.00 2,599,695.00 3,292,285.50

Fee per month 3000.00 3150.00 3307.50 3472.88Number of students 150 431 786 948

Cost of operationVariable expenses:

Stationary 4,000.00 4,200.00 4,410.00 4,630.50Raw material for labs 7,000.00 7,350.00 7,717.50 8,103.38Markertitng wages 17,325.00 18,191.25 19,100.81 20,055.85Maintenance materials 2,000.00 2,100.00 2,205.00 2,315.25

Total 30,325.00 31,841.25 33,433.31 35,104.98Direct labor:

Faculty staff 110,880.00 334,524.96 640,564.85 811,219.15Hour/Week/Month sal. 120.00 126.00 132.30 138.92Groups 6 17.24 31.44 37.92

Contribution margin 308,795.00 991,283.79 1,925,696.84 2,445,961.37Fixed expenses:

Insurance 900.00 945.00 992.25 1,041.86Administrative staff 57,000.00 160,500.00 168,525.00 176,951.25Outsourcing 7,500.00 7,875.00 8,268.75 8,682.19Taxes & SUA 30,218.40 31,729.32 33,315.79 34,981.58Energy & phone wages 14,000.00 14,700.00 15,435.00 16,206.75

Total 109,618.40 215,749.32 226,536.79 237,863.63

Monthly Net income 199,176.60$ 775,534.47$ 1,699,160.05$ 2,208,097.75$


7. The number of students depends on the enrollment forecast; so far it is on figure 15.

8. The administrative employees will work on a deficit base at the beginning, but in

the second year, the staff will be complete. Their salaries will also be recalculated

and increased to be competitive highly in the region.

9. Taxes are calculated on the base of a nonprofit organization, but our government is

so special on this line that adjustments will be done according to the situation.

10. We present the forecasts for four years of operation.

So, in conclusion, we can observe that approximately in sixteen to twenty four

months we can return the initial investment. Most of the project resides on the strategic

alliances and public funds, which also depend on the negotiation competences of the

partners.

4.4 Academic program plans, program matrix and general syllabi.

This issue closes the project dimensioning, and we must add the program matrix is

already exposed on Appendix I as the curricular map.

On the other hand, the academic programs are already developed by the Secretaria

de Educación Pública, and in general terms we must follow those lines. These programs are

very large and seem to be done with the constructivist focus and conducted by competences

´ acquisition. They consist of the next elements:

1. General data as: code, semester, period, knowledge area, credits and formation

component.

2. Fundamentals: general but deep lines for developing the subject matter.

3. Generic competences: establishes contents, competences: knowledge, skills,

attitudes and values and evidence of acquisition.

4. Considerations for lesson planning.

5. Considerations for evaluation strategies design.

All of the plans are located at

http://www.dgb.sep.gob.mx/informacion_academica/programasdeestudio.html.

http://www.dgb.sep.gob.mx/informacion_academica/programasdeestudio.html


Figure 18. Cover of Study Programs at the website of SEP.


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Appendix I. Curricular Map

Curricular map of the High School level with an educative perspective on

Competence Development.26 We must notice this proposal is called Opción quinto par.

PRIMER SEMESTRE SEGUNDO SEMESTRE TERCER SEMESTRE CUARTO SEMESTRE QUINTO SEMESTRE SEXTO SEMESTRE

ASIGNATURA H C ASIGNATURA H C ASIGNATURA H C ASIGNATURA H C ASIGNATURA H C ASIGNATURA H C

MATEMÁTICAS I 5 10 MATEMÁTICAS II 5 10 MATEMÁTICAS III 5 10 MATEMÁTICAS IV 5 10 FILOSOFÍA 4 8

QUÍMICA I 5 10 QUÍMICA II 5 10 BIOLOGÍA I 4 8 BIOLOGÍA II 4 8 GEOGRAFÍA 3 6 ECOLOGÍA Y MEDIO AMBIENTE 3 6

ÉTICA Y VALORES I 3 6 ÉTICA Y

VALORES II 3 6 FÍSICA I 5 10 FÍSICA II 5 10 HISTORIA UNIVERSAL CONTEMPORANEA

3 6 METODOLOGÍA DE LA INVESTIGACIÓN 3 6

INTRODUCCIÓN A LAS CIENCIAS SOCIALES

3 6 HISTORIA DE MÉXICO I 3 6 HISTORIA DE

MÉXICO II 3 6 ESTRUCTURA SOCIOECONÓMICA DE MÉXICO

3 6 * 3 6 *

3 6

TALLER DE LECTURA Y REDACCIÓN I

4 8 TALLER DE LECTURA Y REDACCIÓN II

4 8 LITERATURA I 3 6 LITERATURA II 3 6 * 3 6 *

3 6

LENGUA ADICIONAL AL ESPAÑOL I

3 6 LENGUA ADICIONAL AL ESPAÑOL II

3 6 LENGUA ADICIONAL AL ESPAÑOL III

3 6 LENGUA ADICIONAL AL ESPAÑOL IV

3 6 * 3 6 *

3 6

INFORMÁTICA I 3 6 INFORMÁTICA II 3 6 ** 3 6 **

3 6 * 3 6 *

3 6

ACTIVIDADES PARAESCOLARES 4 ACTIVIDADES

PARAESCOLARES 4 ** 4 8 **

4 8 * 3 6 *

3 6

**

3 6 **

3 6

30 52 30 52

ACTIVIDADES PARAESCOLARES 3 ACTIVIDADES

PARAESCOLARES 2

** 4 8 **

4 8

33 60 32 60 ACTIVIDADES PARAESCOLARES 4 ACTIVIDADES

PARAESCOLARES 3

32 56 35 64

26 http://www.dgb.sep.gob.mx/informacion_academica/mapas_curriculares.html

http://www.dgb.sep.gob.mx/informacion_academica/mapas_curriculares.html


Appendix II: Reconocimiento de Validez Oficial de Estudios

El particular con reconocimiento está obligado a solicitar un nuevo acuerdo de

incorporación a la autoridad educativa federal, cuando se pretenda realizar: Apertura de un

nuevo plantel

Procedimiento.

Para solicitar un nuevo reconocimiento, el particular deberá presentar su solicitud y

anexos conforme a lo establecido en el Acuerdo 450 y sujetarse a lo siguiente:

Instalaciones

Independientemente de la modalidad educativa, en la solicitud de reconocimiento el

particular deberá informar, en cuanto a los datos generales del plantel, lo siguiente:

Domicilio completo; croquis de ubicación; números de teléfono, fax y correo

electrónico; la superficie en metros cuadrados del predio y de la

construcción; tipo de construcción; capacidad y dimensiones de los

laboratorios y talleres así como el material y equipo para cumplir con los

planes y programas de estudio correspondientes; la tecnología y el

equipamiento para impartir el servicio educativo y sus licencias respectivas;

los recursos bibliotecarios para cada uno de los planes y programas de

estudio, el tipo de servicio que se brinda, además de especificar el material

didáctico y los títulos con que cuenta; número y especificaciones de

sanitarios y mingitorios; uso y destino de las áreas administrativas; el local y

equipo médico de que disponga.

En caso de pretender impartir el servicio educativo en las modalidades escolarizada, mixta,

o virtual adicionalmente el particular deberá cumplir con lo establecido en los artículos 17 y

18 del Acuerdo 450. En todo caso, el particular deberá presentar la justificación técnica

respectiva, en la que señalará la población estudiantil máxima que podrá ser atendida.

La justificación técnica deberá contener, por lo menos, lo siguiente: Nombre y firma

de quien la expide, así como adjuntar copia de su cédula profesional; fecha de expedición y

vigencia, y Los razonamientos técnicos correspondientes que serán valorados por la


autoridad educativa federal. En la solicitud de reconocimiento el particular deberá adjuntar

la documentación con el cual se acredita la legal ocupación del inmueble, así como

constancias sobre seguridad estructural, uso de suelo, protección civil y demás que

conforme a la ubicación del inmueble sean exigibles por otras autoridades y con las que el

particular acredite que el inmueble que ocupa el plantel cumple con las disposiciones

legales y administrativas que correspondan.

El particular podrá acreditar la legal ocupación del plantel mediante:

Escritura pública a nombre del particular debidamente registrada ante la oficina

del Registro Público de la Propiedad que corresponda en función del lugar de

ubicación del plantel.

Contrato de arrendamiento con ratificación de contenido y de firmas ante notario

público;

Contrato de comodato con ratificación de contenido y de firmas ante notario

público, o

Cualquier otro instrumento jurídico que cumpla con las formalidades señaladas

por las disposiciones legales o administrativas y que acredite la posesión legal

de las instalaciones que ocupa el plantel, debiendo precisarse los datos relativos

al inmueble, fecha de expedición, objeto, periodo de vigencia y, en su caso,

autoridad que lo expidió.

Los documentos deberán precisar, invariablemente, que el uso del inmueble será

destinado a la prestación del servicio educativo. Asimismo, el particular deberá garantizar,

por lo menos para un ciclo escolar conforme al calendario autorizado, la prestación y

continuidad del servicio educativo. La constancia de seguridad estructural deberá precisar

que el inmueble que ocupa el plantel cumple con las normas de construcción aplicables al

lugar donde se encuentra ubicado. Asimismo, deberá especificar la autoridad que la expidió

o el nombre del perito que compruebe su calidad de director responsable de obra o

corresponsable de seguridad estructural. En este último caso, deberá adjuntar copia de su

cédula, así como mencionar su registro, vigencia y la autoridad que lo registró.

Las constancias de protección civil, de uso del suelo y demás exigibles deberán

contener, por lo menos, los datos siguientes: autoridad que la expide; fecha de expedición y

en su caso, periodo de vigencia y la mención de que el inmueble se autoriza para ser


destinado a la prestación del servicio educativo, precisando, preferentemente, que es para

impartir educación media superior.

El particular deberá contar dentro de las instalaciones del plantel, con un plan de

emergencia escolar para el caso de sismos, incendios e inundaciones y demás riesgos

naturales, conforme a lo dispuesto por las autoridades de protección civil competentes.

El particular será responsable de cumplir con los trámites previos y posteriores al

reconocimiento, que exijan las autoridades no educativas en relación al inmueble donde se

encuentra el plantel.

En la solicitud de reconocimiento el particular deberá manifestar, bajo protesta de

decir verdad, que el inmueble que ocupa el plantel se encuentra libre de controversias

administrativas o judiciales, y será destinado exclusivamente al servicio educativo.

Personal Docente.

En el caso de que hubiere modificación a la plantilla de personal docente, también

deberá informar lo siguiente: El particular será responsable de que el personal docente

cuente con los medios y con la preparación adecuada para impartir educación del tipo

medio superior. Las competencias que conforman el perfil del docente en la educación

media superior se determinan en el Acuerdo número 447. El personal docente deberá:

Poseer como mínimo título de profesional asociado, de técnico superior

universitario o de licenciatura, y

Acreditar una formación afín al campo en el que desempeñará sus funciones o en la

asignatura que impartirá.

Los docentes en asignaturas que no correspondan a las áreas de las ciencias básicas

o humanísticas, tales como talleres o actividades artísticas podrán acreditar su perfil

mediante certificado de competencia laboral expedido por autoridad competente, o bien

acreditar experiencia laboral o docente de por lo menos tres años en el área respectiva.

Los docentes de lengua extranjera deberán tener título o certificado de estudios

expedido por alguna institución perteneciente al sistema educativo nacional, en el área de

idiomas, correspondiente a la lengua que pretendan impartir o, en su caso, contar con

alguno de los estándares internacionales que para medir el conocimiento de idiomas y la

habilidad para enseñarlos recomiende la autoridad educativa federal.


En el caso de extranjeros el particular deberá acreditar que cuentan con la calidad

migratoria correspondiente para desempeñar funciones de docencia en el país.

Respecto del personal docente el particular informará en su solicitud de

reconocimiento lo siguiente: Nombre, sexo, nacionalidad y, en su caso, forma migratoria;

Nivel o niveles académicos, o bien, el número de su cédula profesional; Asignatura(s) que

impartirá, y en su caso, competencias docentes o experiencia laboral.

Se realizará la visita a la que se refiere el artículo 45 del Acuerdo 450.

La autoridad educativa federal emitirá la resolución que corresponda a la solicitud del

nuevo acuerdo de incorporación, dentro de los veinte días hábiles siguientes a su

presentación o realización de la visita, según corresponda. El silencio de la autoridad

educativa federal y en consecuencia la falta de respuesta a una solicitud de reconocimiento

al término de los plazos establecidos en el Acuerdo 450, se entenderá como una resolución

en sentido negativo al promovente. Toda solicitud o aviso deberá dirigirse al Titular de la

Dirección General del Bachillerato.

Políticas.

Al ingresar una solicitud deberán presentarse, en una sola exhibición, toda la

documentación y anexos correspondientes. En caso de faltar algún documento, deberá

esperar a que esta Dirección General solicite la información faltante.

Con fundamento en los artículos 35 y 69-C, párrafo sexto de la Ley Federal de

Procedimiento Administrativo, las notificaciones que haga esta Dirección General serán a

través de correo electrónico. Por lo anterior, deberá señalar una cuenta de correo

electrónico para recibir las notificaciones correspondientes. En caso, de cualquier cambio o

modificación a la cuenta de correo electrónico, se deberá comunicar, de manera inmediata,

a esta Dependencia.

Reconocimiento de Validez Oficial de Estudios.

Conforme a lo establecido en el ACUERDO NÚMERO 450 POR EL QUE SE

ESTABLECEN LOS LINEAMIENTOS QUE REGULAN LOS SERVICIOS QUE LOS

PARTICULARES BRINDAN EN EL TIPO MEDIO SUPERIOR, los particulares podrán


solicitar el reconocimiento en las opciones educativas siguientes: Presencial, Intensiva,

Virtual, Auto planeada, o Mixta. Asimismo, podrán solicitar su registro cuando pretendan

brindar o brinden servicios de asesoría académica en alguna de las opciones de certificación

siguientes: Por evaluaciones parciales, o por examen.


Appendix III. Original SWOT matrix in MS Excel

SWOT Matrix

Dimension Strengths Impact Probability Strategic Factor % Dimension Opportunities Impact Probability Strategic

Factor %

28. Stakeholders belong to the educative arena, allowing the current gap between the instructional and the administrative interests closes.

10 10 10.0 14% 1 9. It is a magnificent opportunity to work for minorities. 10 10 10.0 15%

3 1. The vision of the planning, operation an evaluation of the project is systemic. 10 9 9.6 14% 1 4. Barriers to entry are not so solid in the high

school level. 9 9 9.0 14%

3 6. Leadership will be held on excellent these features 10 9 9.6 14% 36. Chance for success for a high school facility who offers terminal careers and the chance to go to college level.

9 9 9.0 14%

4 5. Personnel to be hired will fit the Mission and Vision of the school. 10 8 9.2 13% 2 2. Intense commercial and service activities lead

to possible exploitation of the scale economy. 9 7 8.2 12%

1 2. Model creation posseses commitment with the change for better paradigms. 8 9 8.4 12% 1

3. The dynamics of the population lead us to say there is no dominant provider yet. 9 6 7.8 12%

3 3. Implementation of the project will be supported on successful educative approaches. 8 9 8.4 12% 3

7. For this level, educative technology may be the key for success for our school. 8 7 7.6 12%

3 4. Implementation of the project will be supported on successful management approaches. 7 9 7.8 11% 3


7 8 7.4 11%

4 7. Facilities, equipment and materials suitable for the thinking model. 7 8 7.4 11% 2 1. Tourist attractions may help in getting

finance once the school is established. 8 5 6.8 10%

Total 70.4 100% Total 65.8 100%Average 8.8 Average 8.2

Dimension Weaknesses Impact Probability Strategic Factor % Dimension Threatens Impact Probability Strategic

Factor %

3 5. Generalized poor commitment of the Mexican high school level students. 10 9 9.6 16% 3

4. Strong forces of multidimensional forms attack the advance of education. 9 9 9.0 19%

2 3. Concentration of the financial resources may not be sufficient. 10 8 9.2 15% 2

2. Social problems in the development of the scholar life. 9 8 8.6 18%

4 6. Appearance of faculty staff with no conviction about the historic educative Mission given to schools. 10 8 9.2 15% 1 6. Lose of native cultural identity. 9 7 8.2 17%

1 2. Lack of understanding of the dynamics of the region. 9 8 8.6 14% 2

1. Troubles in accessing further communities to the service we will offer. 8 8 8.0 17%

4 1. Failure on the human capital procedures may take us to further problems. 9 7 8.2 13% 4

5. Lack of actual support for the project coming from the government agencies. 7 7 7.0 15%

37. Idealistic planning which results in a disconnected operation and evaluation of the administrative and/or educative models.

9 7 8.2 13% 2 3. Great trouble for the definition of utilities, costs and the relation between them.

7 6 6.6 14%

3 4. Lose of leadership form the top of middle positions. 10 5 8.0 13%

Total 61.0 100% Total 47.4 100%Average 8.7 Average 7.9

ExternalInternal

Posi

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Appendix IV. Start up plan: Activities and Gantt calendar.


Appendix V. Administrative positions´ functions

Funciones del Director General.

1. Representar a la institución en toda clase de actos.

2. Formular y presentar a la junta directiva, los proyectos de estatutos, de presupuesto

anual de ingresos y egresos.

3. Cumplir y hacer cumplir las normas y disposiciones reglamentarias.

4. Presentar a la junta directiva en la última sesión del ejercicio escolar, el informe de

las actividades realizadas durante el año anterior.

5. Hacer en los términos de las normas y disposiciones reglamentarias, las

designaciones y renovaciones del personal docente, técnico y administrativo.

6. Adquirir bienes que requieran las necesidades de la institución.

7. Coordinar las acciones que permitan difundir a través de los diversos medios de

comunicación la oferta educativa.

8. Coordinar las acciones que permitan difundir a través de los diversos medios de

comunicación las actividades académicas, culturales, deportivas, tecnológicas.

9. Coordinar la aplicación de instrumentos que permitan identificar las necesidades y

potencialidades de la institución para su posicionamiento en el mercado al que sirve.

10. Promover la firma de convenios de colaboración con instituciones y empresas del

sector, a través de patrocinios y/o donativos.

11. Establecer mecanismos de colaboración con la sociedad civil que contribuyan al

desarrollo de ambas partes.

12. Promover la participación del personal docente y administrativo de la institución.

13. Promover la incorporación de los estudiantes en los programas de servicio social a

la comunidad.

14. Promover la práctica de actividades culturales, deportivas y recreativas que

contribuyan al desarrollo integral de los estudiantes.

15. Coordinar visitas de estudio en el sector productivo de bienes y servicios, publico y

privado, en donde participen estudiantes y docentes.


Funciones del Subdirector Académico.

1. Supervisar la integración y aplicación de la estructura curricular.

2. Supervisar las actividades educativas.

3. Coordinar las actividades de gestión que permitan incorporar a los estudiantes para

que realicen prácticas en el sector productivo de bienes y servicios, público y

privado

4. Promover el diseño y uso de material didáctico en la práctica docente.

5. Supervisar la integración y operación del sistema de evaluación de los aprendizajes.

6. Promover proyectos de atención compensatoria, becas, tutorías, orientación

educativa y vocacional.

7. Promover concursos académicos locales, regionales y estatales.

8. Avalar propuestas de prácticas estudiantiles y viajes de estudio.

9. Supervisar la selección e inducción del personal docente.

10. Coordinar la atención a los problemas de orden académico de los docentes y

alumnos.

11. Elaborar el programa operativo anual, proyectos, políticas reglamentos necesarios

para normar la actividad institucional.

12. Participar al personal adscrito de la dirección académica, los reglamentos, políticas,

lineamientos, procedimientos que normen las actividades institucionales.

13. Proponer actividades de formación docente que contribuyan al mejoramiento de las

estrategias de enseñanza aprendizaje.

14. Analizar los perfiles académicos de los docentes.

15. Proponer y vigilar la obtención de materiales de estudio y acervo bibliográfico en

idioma inglés y lengua ñañú

16. Organizar y difundir eventos que fomenten la participación de la comunidad

estudiantil en inglés y ñañú.


Funciones del Coordinador Académico.

1. Elaborar el proyecto de capacitación y actualización docente de acuerdo a los

requerimientos académicos de la institución.

2. Determinar los lineamientos del programa de estímulos al desempeño docente.

3. Analizar los perfiles académicos de los docentes.

4. Determinar que los lineamientos académicos operativos del proyecto de

capacitación y actualización docente, se cumplan en tiempo y forma.

5. Integrar las normas y políticas en materia de orientación escolar y vocacional.

Difundir y vigilar su observancia.

6. Elaborar estudios que permitan conocer las necesidades de orientación escolar y

vocacional de los estudiantes.

7. Atender los programas de cultura, deporte y recreación

8. Proponer el diseño y elaboración de materiales y auxiliares didácticos de apoyo

técnico-pedagógico para la orientación escolar y vocacional.

9. Elaborar estudios para detectar las causas que afecten el rendimiento y

comportamiento escolar y que propicien la reprobación y deserción en los alumnos

de los planteles.

10. Vigilar la aplicación de estudios socioeconómicos de los alumnos de los planteles.

11. Investigar las relaciones con instituciones públicas y privadas, a efecto de canalizar

a aquellos alumnos que requieran tratamiento especializado por sus graves

problemas de conducta o adaptación social.

Funciones del Coordinador Académico.

1. Supervisar la infraestructura de telecomunicaciones del colegio.

2. Supervisar el correcto funcionamiento de los laboratorios de cómputo.

3. Orientar a la dirección general en la actualización de equipos de cómputo.

4. Orientar e investigar sobre el uso de tecnologías de información.

5. Supervisar el mantenimiento preventivo y correctivo de los equipos de cómputo de

todo el colegio.

6. Reportar y tramitar reparaciones de los equipos de cómputo.


7. Supervisar y aprobar las propuestas de adquisición de equipos de computo y

software.

Funciones del Coordinador de Control Escolar.

1. Vigilar el cumplimiento del reglamento de control escolar de la institución.

2. Hacer cumplir la normatividad y lineamientos que se establezcan en materia de

administración escolar.

3. Desarrollar las etapas de ingreso, inscripción, reinscripción, acreditación,

regularización y certificación de estudios.

4. Determinar y elaborar los procesos de revisión de estudios de los alumnos que lo

soliciten, tales como convalidaciones, revalidaciones y equivalencias de estudios.

5. Analizar el control de la documentación de los alumnos y ex alumnos del colegio.

6. Elaborar la certificación de estudios, total o parcial, así como las cartas de pasante

de los alumnos.

7. Gestionar el trámite del certificado de estudios de los egresados.

8. Elaborar los procedimientos, políticas, sistemas y acciones inherentes a la

administración escolar.

Funciones del Subdirector Administrativo.

1. Proponer lineamientos y políticas en materia de recursos humanos, financieros y

materiales.

2. Supervisar los ingresos y egresos del colegio, de acuerdo al presupuesto autorizado.

3. Supervisar el control de las actividades de captación, registro y ejercicio de los

ingresos.

4. Avalar la oportuna elaboración y trámite de los recibos de subsidios federal y

estatal.

5. Supervisar la elaboración y presentación oportuna de los estados financieros,

balances, informes mensuales o cualquier otra información contable-financiera que

se determine en las entidades normativas.

6. Coordinar la elaboración de presupuesto anual.


7. Vigilar la correcta aplicación normativa en los procesos de reclutamiento, selección

y contratación de personal.

8. Realizar la cotización y compra de materiales necesarios.

9. Establecer la política de seguridad y vigilancia de la escuela para la salvaguarda de

la integridad de la comunidad escolar.

10. Vigilar el mantenimiento y limpieza de las instalaciones.

11. Informar acerca de las normas, lineamientos y políticas que emitan las dependencias

normativas y la dirección general, para la administración de recursos humanos de la

institución.

12. Atender asuntos de tipo laboral que le planteen los trabajadores.

13. Elaborar contratos laborales, nombramientos y credenciales de los trabajadores.

14. Auxiliar en el proceso de reclutamiento y selección de personal académico.

15. Realizar el reclutamiento y selección de personal no académico que requiera la

institución.

16. Elaborar con toda la oportunidad, la nomina, prestaciones y compensaciones del

personal.

17. Realizar el cálculo de finiquitos por separación laboral de los trabajadores.

18. Difundir y realizar el trámite administrativo de los servicios, prestaciones y

obligaciones de los trabajadores de la institución, de acuerdo con la reglamentación

y lineamientos establecidos.

19. Integrar y actualizar el archivo de expedientes personales de los trabajadores de la

Institución.

20. Determinar e integrar el cálculo y entero de impuestos retenidos a los trabajadores,

cuotas obrero-patronales ISSSTE, SAR, FOVISSSTE y declaraciones informativas,

así como los movimientos afiliatorios ante el ISSSTE.

21. Llevar a cabo relaciones laborales y atender a la representación sindical en la

institución.


Funciones del Coordinador de Servicios Generales.

1. Integrar el programa anual de adquisiciones.

2. Vigilar y coordinar las adquisiciones de bienes e insumos de acuerdo a la

normatividad del Estado o la Federación según aplique.

3. Clasificar, almacenar y suministrar los bienes destinados a satisfacer las necesidades

de la institución.

4. Vigilar el mantenimiento y limpieza de las instalaciones.

5. Establecer mecanismos de seguridad y vigilancia que salvaguarden la integridad de

estudiantes, personal académico, personal administrativo y visitantes.

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