El programa social Progresa-Oportunidades-Prospera buscó, mediante sus acciones, incrementar el capital humano de sus beneficiarios para romper la transmisión intergeneracional de la pobreza. La herencia educativa fue considerada uno de los principales elementos que perpetuaba dicha condición, por lo que las acciones del programa dieron un importante impulso al incremento de la escolaridad. Esta investigación analiza el logro educativo y la movilidad educativa intergeneracional. Para ello, partiendo de la teoría de la movilidad social intergeneracional, se estudia a un grupo de jóvenes rurales de entre 15-35 años que fueron beneficiarios del programa, mediante un análisis cuantitativo usando como insumo estadístico el Panel ENCEL 1997-2017.
Los resultados muestran que el nivel educativo de los jóvenes cambia respecto al de sus proveedores, principalmente para las mujeres, los indígenas y los migrantes, y reflejan un predominio de la movilidad ascendente (80%) en la tasa de movilidad educativa. La tercera parte de los jóvenes presenta movilidad de corta distancia (un nivel educativo), la mitad de larga distancia (dos o más niveles) y el resto inmovilidad o movilidad descendente. Aunque se obtuvieron resultados positivos se consideran modestos, pues el nivel que tiende a alcanzar la mayoría de los jóvenes es apenas de secundaria dado que la escolaridad de sus proveedores era muy baja. Finalmente, se observa que los factores del origen socioeconómico inciden en el nivel de movilidad alcanzado y que la condición de migración como factor de cambio tiene un fuerte impacto en una mayor movilidad educativa intergeneracional.
Through its actions, the Progresa-Oportunidades-Prospera social program aimed to break the intergenerational transmission of poverty through increasing the human capital of its beneficiaries. Considering educational heritage as one of the main elements that perpetuated this condition, the actions of the program gave an important boost to the increase in schooling. This research analyzes intergenerational educational mobility and how it is affected by ascriptive factors and the condition of migration as a factor of change in the context of origin. Based on intergenerational social mobility theory a group of rural youths between 15-35 years old, former beneficiaries of the program, were studied through a quantitative analysis using the ENCEL Panel 1997-2017 as statistical input.
Results show changes in youth educational level compared to that of their providers, mainly for women, indigenous people and migrants, and evince an upward mobility predominance (80%) at educational mobility rate. A third of young people show short-distance mobility (one educational level), half of them long-distance (two or more levels) and the rest immobility or downward mobility. Although positive results were obtained are considered modest since the educational level that most young people tend to reach is barely high school, given the very low educational level of providers. Finally, it is observed that the factors of socioeconomic origin affect the level of mobility achieved and that the condition of migration as a factor of change has a strong impact on greater mobility. Finally, it is observed that socioeconomic factors of origin affect the level of mobility achieved and that migration condition as a factor of change has a strong impact on greater intergenerational educational mobility.