Education of PhDs at the UNAM

Abstract

During the past twenty years, the number of PhD programs in Mexico has grown significantly in both public and private institutions.  Nevertheless, current evaluation processes have limited fulfillment of requirements more along the lines of the administrative rather than of the scientific discourse.  It is therefore urgent to set guidelines and design strategies of evaluation for such programs, with an objective aimed at an evaluation effort that allows for the adjustment of the focus of programs on the true needs of the generation of knowledge in the education field. This paper suggest a reformulation of the focus of diagnostic studies applicable to PhD programs in education, where the empiric referent, instead of describing and justifying unquestionable realities, allows for the identification of interests that condition the achievement of education more along the lines of the scientific discourse.