Instituto Nacional para la Educación de los Adultos

Operative unit open to the target population, which has comprehensive educational services, included in the application headquarters, which is located in a stable physical place, recognized and endorsed by the IEEA or INEA.

Solidarity figure that supports the educational services area or the Academic Directorate in the processes of organization, tutoring, supervision and monitoring of users of training, study circles or advisers.

Solidarity figure that facilitates the learning of people who are in situations of disability, such as: visual, motor, auditory and language, mental and diseases that prevent the individual from mobilizing to carry out their studies.

[6] It is a limited offer of the Spanish-speaking MEVyT that focuses on the characteristics and educational needs of children and young people between 10 and 14 years of age who could not complete their primary school due to health situations or confinement in social rehabilitation centers.

[7] The MIB is aimed at the speaking populations of the different indigenous languages (HLI), which takes into account the linguistic characteristics of the learners, especially for their literacy or initial level.

The MIB is characterized by conducting literacy in the mother tongue, in order to make it easier to transfer that ability and encourages bilingual learning considering Spanish as a second language.

It is an educational option with materials and support didactic strategies, adapted to its characteristics, which requires advice and adequate learning spaces so that they can start, continue or conclude their studies.

The heterogeneity of the country, both in race and in languages, coupled with a geography of difficult access and mobility, and other variables, meant that attempts to increase the number of Mexicans capable of reading, writing or doing accounts were always very limited.

"| Dorothy Tanck de Estrada, The Teaching of Reading in Mexico and of Writing in New Spain, 1700-1821 } } Various efforts were made in favor of education, however, the high illiteracy rate (only 18% of the population was considered literate, according to data from the first population census of 1895); unstable economic conditions, derived from a recent past of internal wars and invasions; The norms and ideals that governed the roles that each man and woman should play according to their social stratum, among many other factors, were in many cases the impediment for those educational plans and programs not to reach the bulk of the population or to be circumscribed to the area of the urban centers of greater density, being a minority the one that was benefited.

Rural Schools and Cultural Missions were founded in order to offer education to indigenous workers and peasants excluded from regular services.

The "11 Year Plan" was created and a primer was drawn up to make children and adults literate indistinctly, with the aim of teaching basic knowledge in a simple way.

This proposal was in charge of the Center for the Study of Advanced Means and Procedures of Education (CEMPAE) where the materials for the Primary Intensive for Adults (PRIAD) were developed.

Although adult education was a priority during the first years of the six-year term, the results were few significant, so in April 1981 the National Literacy Program (PRONALF) was launched.

[12] Currently the 'Documentation Center "Paulo Freire"' has more than 20,000 volumes, a significant number of which correspond to adult education and the rest to works on literature, art, geography and history.