Blurred Borders - International Community Foundation

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ased environment. According to the World Bank (2001), about 15% of students in Mexico who enroll in the first grade do not reach the 5 th grade. In Baja California, 23% of students in secondary schools have to repeat a grade. Every year, 8% of students in elementary school drop out of school before completing the grade at which they were studying (Muñoz 2002). Of the population of age 15 and over, 31% had only gone to primary school (and 13% did not complete it), and some (6.3%) had no education at all. Although the education systems of California and Baja California differ in many ways, the basic challenge of meeting the growing demand for higher education at public institutions is shared by both. In California, demand is expected to grow by over 30% between 1998 and 2010, while state budget cuts make it very hard, if not impossible, for public universities to accommodate the growing number of prospective students. In 2003, it was estimated that the California State University will grow by 37%, California Community Colleges by 36%, and the University of California by 32%. 164 These projections were made, however, with the assumption that the state economy will continue to grow and produce sufficient revenues to keep fee increases moderate. With the drastic cuts in the state budget for higher education, community colleges and state universities are cutting down on the number of classes offered, and more students are being turned away. With fee increases, enrollment has also dropped by 5.2% from fall 2002 to fall 2003 in California community colleges, 165 which are the least expensive, and the most frequently taken, option for financially struggling students. With anticipated future budget cuts, it would be very difficult, if not impossible, for public colleges and universities in California to continue to provide quality education at an affordable price for the growing number of prospective students. Furthermore, budget cuts at higher education institutions have a larger social impact than is apparent, for these institutions affect the number and quality of K-12 teachers available to California. With the planned 40% increase in tuition, it is unlikely that the state’s higher education institutions will continue to supply sufficient “highly qualified” K-12 teachers. 166 There are collaborative efforts to address the demand for higher education in San Diego and Baja California, some dating back to the 1970s. By 1996, according to Rey, et.al (1998: 133), “SDSU [San Diego State University] and Mexican universities had implemented a transborder cooperative undergraduate program.” Since 1993, San Diego State University, Southwestern College, CETYS and UABC have offered the first transnational, undergraduate dual-degree program in international business, called MEXUS. MEXUS was begun in 1993 by SDSU, UABC, and CETYS. Students can enter the program from either Mexico or the United States. Students take half their courses at SDSU and half at the Mexican partner university, receiving a B.A. in international business from SDSU and a licenciatura from the Mexican university. The purpose of the program is to produce students who are culturally competent and can function 164 Information obtained from California Postsecondary Education Commission website (http://www.cpec.ca.gov/PressRelease/EnrQA.asp), last accessed 8/27/03. 165 California Community Colleges Chancellor’s Office Press Release, November 4, 2003. Available at http://www.cccco.edu/news/press/press_2003/press_november/press_110403.htm (last accessed 3/3/04). 166 Peter Schrag, “50 years after Brown: California’s ‘Texas Challenge’,” Sacramento Bee February 11, 2004. 64
in the business world on both sides of the border. To date, approximately 80 students have graduated from the program. 167 Other programs already in place include Southwestern College’s interdisciplinary Baja Studies Program that incorporates courses from Social Sciences and International Studies, Arts and Communications, Language and Humanities, and Math, Science and Engineering. Students participating in the program receive a certificate. 168 , and the exchange program of Iberoamericana University with the University of San Francisco and the California State University (CSU) at San Marcos. CSU-San Marcos has partnered with Iberoamericana University in its Border Pedagogy Initiative, and the two universities are planning to offer a certificate program in border pedagogy (see text box). There is also a pilot program for students studying international affairs, between the UABC’s school of economics and SDSU’s Border Studies. Border Pedagogy Initiative: learning from each other to teach in the binational region The Border Pedagogy Initiative was stared by two professors from CSU-San Marcos, two professors from Iberoamericana University in Tijuana, and a professor from Mexico’s National Pedagogy University. Since 2001, the Initiative has organized three conferences, two in San Marcos and one in Tijuana. Participants (educators from both sides of the border) have numbered 200 in 2001, and 300 or more in 2002 and 2003. The 2003 conference title, “We All Share the Same Children,” vividly shows the binational spirit of conference organizers and participants. Discussions during the conferences have allowed participants to get to know different educational systems, dispel myths and misunderstandings, and to engage in in-depth conversations about how to best educate the binational region’s students, with particular focus on students who “go back and forth” between the two border cities. The Initiative is also in the planning stage for offering a joint certificate program in Advanced Study in Border Pedagogy. The program envisions that students take 10 class sessions in Tijuana and 10 in San Marcos. In 2003, the Initiative launched its Border Pedagogy Literacy Institute with financial support from CONEHEC (Consortium for North American Higher Education Collaboration). Designed as a 10-day course that can be taken for credit, the Literacy Institute further explores literacy and border pedagogy issues in the border region among educators who participate. Five sessions are offered at CSU-San Marcos, the other five at Iberoamericana University, again reflecting the equal partnership between the two. Higher education institutions on both sides of the border are also partnering in training the educators in the region. 169 The San Diego Community College District (SDCCD) established the Binational Faculty Exchange Program in partnership with the Dirección General de Centros de Formación para el Trabajo, a subdivision of the Secretaria de Educación Pública de México, and funded by the Ford Foundation in Mexico. In 1999, SDCCD provided technical training, certification classes and staff development opportunities to more than 200 vocational educators on both sides of the border. Another program, the Borderlands Workforce Development 167 Information provided by Paul Ganster, personal communication, February 13, 2004. 168 Morales (2001), pp. 9-10. 169 Information in this paragraph was taken from Morales (2001), pp.7-8. 65
Page 1 and 2:
Blurred Borders: Trans-Boundary Imp
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Tijuana-San Diego Non-Profit Organi
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Dedication Blurred Borders is dedic
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About the Editors Richard Kiy: Kiy
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Executive Summary Over the years, t
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prosperity and long-term competitiv
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CHAPTER I WHY THE BORDER MATTERS
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While Tijuana’s economic impact t
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Table 2: San Diego County’s Hispa
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Table 4: Impressions of Tijuana by
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immigration, including ineffectual
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in 2005; and 390,000 to 439,000 in
Page 25 and 26: implementing such a system at the b
Page 27 and 28: Among the principal aims of this re
Page 29 and 30: CHAPTER II DEFINING THE BORDER AND
Page 31 and 32: Jobs alone will not keep San Diego
Page 33 and 34: For those cross-border residents th
Page 35 and 36: Table 7: San Diego Matriculas (1995
Page 37 and 38: Table 9: Selected Demographic Chara
Page 39 and 40: CHAPTER III THE CASE FOR INCREASED
Page 41 and 42: few binational fiber optic networks
Page 44 and 45: Income disparity, both between and
Page 46 and 47: Thankfully, there is a growing cons
Page 48 and 49: Identifying San Diego-Tijuana's Sha
Page 51 and 52: CHAPTER IV PLANNING FOR THE FUTURE:
Page 53 and 54: (December 2003). 94 A used home’s
Page 55 and 56: However, for many, securing a place
Page 57 and 58: areas away from San Diego’s cente
Page 59 and 60: Securing Water Supply: An Imperativ
Page 61 and 62: esidents change their energy use pa
Page 63 and 64: Regional Workbench Consortium The R
Page 65 and 66: CHAPTER V EDUCATION - ISSUES AND OP
Page 67 and 68: Ysidro Elementary School District,
Page 69 and 70: Almost 95% of secondary schools in
Page 71 and 72: example is the Binational Migrant E
Page 73 and 74: and possess a strong commitment to
Page 75: Additionally, gaps between ethnic g
Page 79 and 80: CHAPTER VI ENVIRONMENT—BETTER COL
Page 81 and 82: Mexico and U.S. sources into a prot
Page 83 and 84: wildlife habitat. Furthermore, othe
Page 85 and 86: projects related to air quality and
Page 87 and 88: Fisheries management is a global ch
Page 89 and 90: The project’s potential environme
Page 91 and 92: corporations, academic institutions
Page 93 and 94: Environmental Education Environment
Page 95 and 96: There are, however, unresolved envi
Page 97 and 98: What is still lacking are strong re
Page 99 and 100: public and private partnerships) wo
Page 101 and 102: Medical care in Mexico is attractiv
Page 103 and 104: per 100,000. 247 By ethnicity, Afri
Page 105 and 106: Gastro-Intestinal Diseases Intestin
Page 107 and 108: Undocumented migrant workers are es
Page 109 and 110: Hispanics represent 30% of the Cali
Page 111 and 112: County for their migrant farm worke
Page 113 and 114: Pharmaceuticals It is estimated tha
Page 115 and 116: declined over the last two decades
Page 117 and 118: collection and re-distribution) and
Page 119 and 120: Other efforts to promote community
Page 121 and 122: options have put increased pressure
Page 123 and 124: arrests in the Hispanic population
Page 125 and 126: strengthening the coalition. Among
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• Prisoner re-entry program in Ti
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The level of cultural exchange betw
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About the Mexico/United States Bord
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the innovative work undertaken by t
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given the post-9/11 heightened conc
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26.2 million visitors spending in e
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Cross-Border Institutional Ties Nee
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the border region necessitate takin
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• Expand the level of elder and y
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Comisión Estatal de Servicios Púb
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Morales, Rebecca. 2001. “Educatin
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Appendix A: Crossborder Business As
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population as being native to the c
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in Mexico reported having visiting
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� First, that a majority of both
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Table 1H San Diego Survey Results -
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1. Tijuana Results 3 Neutral 3 0.7%
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contrast is the difference in ranki
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conduct surveys at the sites. Based
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(especially for the Central San Die
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Table 2D: Crosstab - Purpose & Freq
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Appendix B LISTING OF MIGRANT-SERVI
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Escondido Community Child Developme
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TIJUANA-SAN DIEGO NON-PROFIT ORGANI
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Patronato Escuela para Padres de Ba
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EDUCATION (continued) AGENCY ADDRES
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ENVIRONMENT (continued) AGENCY ADDR
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HEALTH AND HUMAN SERVICES (continue
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PLANNING FOR THE FUTURE: URBAN & RE
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B-29 border to enhance trade and co
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Appendix C: San Diego andTijuana At
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Definitions Canasta Basica: Defined
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