education in mexico essay

• Subject List
• Take a Tour
• For Authors
• Subscriber Services
• Publications
• African American Studies
• African Studies
• American Literature
• Anthropology
• Architecture Planning and Preservation
• Art History
• Atlantic History
• Biblical Studies
• British and Irish Literature
• Childhood Studies
• Chinese Studies
• Cinema and Media Studies
• Communication
• Criminology
• Environmental Science
• Evolutionary Biology
• International Law
• International Relations
• Islamic Studies
• Jewish Studies

Latin American Studies

• Latino Studies
• Linguistics
• Literary and Critical Theory
• Medieval Studies
• Military History
• Political Science
• Public Health
• Renaissance and Reformation
• Social Work
• Urban Studies
• Victorian Literature
• Browse All Subjects

How to Subscribe

• Free Trials

In This Article Expand or collapse the "in this article" section Education in Mexico

Introduction, overview of education in mexico.

• Intercultural and Indigenous Education
• Rural Education
• Educational Policy
• The Teachers’ Union (SNTE), Reform, and Democracy
• New Technologies
• Human Rights and Civic Participation
• Comparative and International Education
• Higher Education
• Migration and Transnationalism
• Engagement and Comparative Frameworks

Related Articles Expand or collapse the "related articles" section about

About related articles close popup.

Lorem Ipsum Sit Dolor Amet

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Aliquam ligula odio, euismod ut aliquam et, vestibulum nec risus. Nulla viverra, arcu et iaculis consequat, justo diam ornare tellus, semper ultrices tellus nunc eu tellus.

• Education in New Spain
• Family History
• History of Children
• Printing and the Book
• Santo Domingo
• Studies on Academic Literacies in Spanish-Speaking Latin American and Brazilian Higher Education (2000–2019)

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

• Afro-Andeans
• Economies in the Era of Nationalism and Revolution
• Violence and Memory in Modern Latin America
• Find more forthcoming articles...
• Export Citations
• Share This Facebook LinkedIn Twitter

Education in Mexico by Laura A. Valdiviezo , Carmina Makar , Daniel Morales LAST REVIEWED: 22 September 2021 LAST MODIFIED: 22 September 2021 DOI: 10.1093/obo/9780199766581-0185

The study of Mexico’s educational system requires a systematic historical approach that considers the complex sociocultural and political fabric of the nation. Education in Mexico is closely tied to postcolonial identity building and has gone through different historical shifts. A broad understanding of education in Mexico must include foundational works that relay the challenges and perspectives during the early efforts of public education in Mexico, the changes seen through key shifts such as the decentralization reform of 1992 and the continued tensions between the teacher’s union and the state. The body of literature featured here showcases the work of key scholars in the field and serves as an entry point into the different categories that support a broad understanding of the educational context in Mexico: its history, its challenges, its articulation to the global context, and, most particularly, its close ties to the political ecosystem, since political discourse has deeply shaped legislation and educational policies in many of Mexico’s states. A wide range of topics are covered within the following diverse studies about education in Mexico; publications in Spanish and English include topics such as the history of education, intercultural and rural education, migration, educational policy, teacher unions and politics, new technologies, human rights, peace and democratic participation, higher education, and comparative and international education. Various perspectives discuss educational development, including education for social and economic development, together with issues of socioeconomic disparities and equity in the education system. Studies based on international development and comparative perspectives tend to highlight the main problems Mexican education faces in the development of competitive skills, human and social capital, and economic participation in a democratic national society as well as the competitiveness of the country within the global economy. Several of these studies problematize access and quality of education among the youth and women of marginalized groups and discuss implications often based on new programs or initiatives for professional training and investment for the implementation of new technologies. Publications that take critical and postcolonial perspectives focus on educational issues concerning Indigenous and rural populations that point at the educational challenges beyond the quality of delivery. These publications offer a critique of political and class structures that have created and reproduced inequality in the national society. Some of these critiques also point to the important role of education and educational actors, such as teachers, in changing policy and transforming the status quo.

The works cited here outline foundational works around education policy in Mexico, represent key issues, and provide an overview of the Mexican system of education. They are particularly relevant as an entry point to scholarship on education in Mexico as they cover historical context, reform, curriculum, and policy development at large. This section features the work of key scholars in the field whose extensive trajectories and scholarship have shaped the field and are often considered required reading for those seeking to gain comprehensive information about education in Mexico. While Ornelas 1995 provides both a historical and a political perspective for understanding the whole educational system in Mexico, Prawda and Flores 2001 offer a critical overview of the system of education with recommendations for change. An understanding of the challenges facing Mexican education and their implications for educational policy is found in Latapí Sarre 2009 , and Guevara Niebla 1992 and Muñoz Izquierdo 2006 further analyzes the state of educational policy in Mexico through the use of statistical indicators. Ornelas 2000 explores the causes of educational decentralization in Mexico. For an analysis of the relationship between immigration and the quality of education in Mexico, see Martínez, et al. 2013 .

Guevara Niebla, Gilberto, ed. La catástrofe silenciosa . Mexico City: Fondo de Cultura Económica, 1992.

This volume serves as a diagnostic and analytic tool for the educational context and its impact on teachers and students in Mexico in the decade of the 1990s. Despite the changes that have since happened, the six sections of the book provide an important understanding of the foundations and challenges of educational policy and serve as a reference point for current policy.

Latapí Sarre, Pablo. “El derecho a la educación: Su alcance, exigibilidad y relevancia para la política educativa.” Revista Mexicana de Investigación Educativa 14.40 (2009): 255–287.

This interesting article underscores the main challenges facing Mexican education and how these challenges should be utilized in the formulation of an educational policy that is more pertinent and effective. The author proposes specific indicators for policy based on the right to education, education quality, and human rights that should be included in research and evaluation agendas for Mexican education.

Martínez, José Felipe, Lucrecia Santibáñez, Edson E. Serván Mori, et al. “Educational Opportunity and Immigration in México: Exploring the Individual and Systemic Relationships.” Teachers College Record 115.10 (2013): 1–24.

Using data from the Mexican Family Life Survey, the Opportunities program, and the National Population Council of Mexico, the authors discuss the relationship between immigration and educational quality and opportunity in Mexico and the United States. Their findings suggest significant relationships between individual decisions to migrate and indicators of educational access, quality, and opportunity.

Muñoz Izquierdo, Carlos. Análisis y resultados de las políticas públicas referidas a la educación básica: El caso de México . Mexico City: Transatlántica de Educación, 2006.

This report, by one of the leading education scholars in Mexico, provides a clear statistical overview of the state of educational policy. The author outlines key indicators to be considered in determining quality of education and then analyzes educational public policies and statistical data to inform his assessment.

Ornelas, Carlos. El sistema educativo mexicano: La transición de fin de siglo . Mexico City: Fondo de Cultura Económica, 1995.

This book is one of the key foundational works on the educational system in Mexico that utilizes a historical and political lens. The most recent edition has been updated to include the latest education reforms. Ornelas provides a systematic analysis of student achievement, teacher practice, and the role of the teachers’ union and government to understand Mexico’s educational landscape.

Ornelas, Carlos. “The Politics of Educational Decentralization in Mexico.” Journal of Educational Administration 38.5 (2000): 426–441.

DOI: 10.1108/09578230010378331

In this article, Ornelas explores the political and historical framework of educational decentralization. He looks at the motives behind the federal government’s decision to decentralize education and discusses how the shifts of power to the thirty-one states shaped the outcomes of decentralization at the local and federal levels.

Prawda, Jorge, and Gustavo Flores. México educativo revisitado: Reflexiones al comienzo de un nuevo siglo . Mexico City: Océano, 2001.

The authors provide a critical overview of the Mexican educational system and recommendations for change. They address issues concerning literacy, early childhood, telesecundarias , adult education, teacher professional development, technology in education, higher education, distance education, school finance, educational evaluation, and the role of public policy in education.

back to top

Users without a subscription are not able to see the full content on this page. Please subscribe or login .

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here .

• About Latin American Studies »
• Meet the Editorial Board »
• Abortion and Infanticide
• African-Descent Women in Colonial Latin America
• Agricultural Technologies
• Alcohol Use
• Ancient Andean Textiles
• Andean Contributions to Rethinking the State and the Natio...
• Andean Music
• Andean Social Movements (Bolivia, Ecuador, and Peru)
• Anti-Asian Racism
• Antislavery Narratives
• Arab Diaspora in Brazil, The
• Arab Diaspora in Latin America, The
• Argentina in the Era of Mass Immigration
• Argentina, Slavery in
• Argentine Literature
• Army of Chile in the 19th Century
• Asian Art and Its Impact in the Americas, 1565–1840
• Asian-Peruvian Literature
• Atlantic Creoles
• Baroque and Neo-baroque Literary Tradition
• Beauty in Latin America
• Bello, Andrés
• Black Experience in Colonial Latin America, The
• Black Experience in Modern Latin America, The
• Bolaño, Roberto
• Borderlands in Latin America, Conquest of
• Borges, Jorge Luis
• Bourbon Reforms, The
• Brazilian Northeast, History of the
• Brazilian Popular Music, Performance, and Culture
• Buenos Aires
• California Missions, The
• Caribbean Philosophical Association, The
• Caribbean, The Archaeology of the
• Cartagena de Indias
• Caste War of Yucatán, The
• Caudillos, 19th Century
• Cádiz Constitution and Liberalism, The
• Central America, The Archaeology of
• Children, History of
• Chile's Struggle for Independence
• Chronicle, The
• Church in Colonial Latin America, The
• Chávez, Hugo, and the Bolivarian Revolution in Venezuela
• Cinema, Contemporary Brazilian
• Cinema, Latin American
• Colonial Central America
• Colonial Latin America, Crime and Punishment in
• Colonial Latin America, Pilgrimage in
• Colonial Legal History of Peru
• Colonial Lima
• Colonial New Granada
• Colonial Portuguese Amazon Region, from the 17th to 18th C...
• Comics, Cartoons, Graphic Novels
• Contemporary Indigenous Film and Video Production
• Contemporary Indigenous Social and Political Thought
• Contemporary Maya, The
• Cortés, Hernán
• Cárdenas and Cardenismo
• Cuban Revolution, The
• de Alva Ixtlilxochitl, Fernando
• Dependency Theory in Latin American History
• Development of Architecture in New Spain, 1500–1810, The
• Development of Painting in Peru, 1520–1820, The
• Drug Trades in Latin America
• Dutch in South America and the Caribbean, The
• Early Colonial Forms of Native Expression in Mexico and Pe...
• Economies from Independence to Industrialization
• Ecuador, La Generación del 30 in
• El Salvador
• Enlightenment and its Visual Manifestations in Spanish Ame...
• Environmental History
• Era of Porfirio Díaz, 1876–1911, The
• Film, Science Fiction
• Football (Soccer) in Latin America
• Franciscans in Colonial Latin America
• From "National Culture" to the "National Popular" and the ...
• Gaucho Literature
• Gender and History in the Andes
• Gender during the Period of Latin American Independence
• Gender in Colonial Brazil
• Gender in Postcolonial Latin America
• Gentrification in Latin America
• Guaman Poma de Ayala, Felipe
• Guaraní and Their Legacy, The
• Guatemala and Yucatan, Conquest of
• Guatemala City
• Guatemala (Colonial Period)
• Guatemala (Modern & National Period)
• Haitian Revolution, The
• Health and Disease in Modern Latin America, History of
• History, Cultural
• History, Food
• History of Health and Disease in Latin America and the Car...
• Honor in Latin America to 1900
• Honor in Mexican Public Life
• Horror in Literature and Film in Latin America
• Human Rights in Latin America
• Immigration in Latin America
• Independence in Argentina
• Indigenous Borderlands in Colonial and 19th-Century Latin ...
• Indigenous Elites in the Colonial Andes
• Indigenous Population and Justice System in Central Mexico...
• Indigenous Voices in Literature
• Japanese Presence in Latin America
• Jesuits in Colonial Latin America
• Jewish Presence in Latin America, The
• José María Arguedas and Early 21st Century Cultural and Po...
• Las Casas, Bartolomé de
• Latin American Independence
• Latin American Multispecies Studies
• Latin American Theater and Performance
• Latin American Urbanism, 1850-1950
• Law and Society in Latin America since 1800
• Legal History of New Spain, 16th-17th Centuries
• Legal History of the State and Church in 18th Century New ...
• LGBT Literature
• Literature, Argentinian
• Machado de Assis
• Magical Realism
• Maroon Societies in Latin America
• Marriage in Colonial Latin America
• Martí, José, and Cuba
• Menchú, Rigoberta
• Mesoamerica, The Archaeology of
• Mestizaje and the Legacy of José María Arguedas
• Mexican Nationalism
• Mexican Revolution, 1910–1940, The
• Mexican-US Relations
• Mexico, Conquest of
• Mexico, Education in
• Mexico, Health Care in 20th-Century
• Migration to the United States
• Military and Modern Latin America, The
• Military Government in Latin America, 1959–1990
• Military Institution in Colonial Latin America, The
• Mining Extraction in Latin America
• Modern Decorative Arts and Design, 1900–2000
• Modern Populism in Latin America
• Modernity and Decoloniality
• Music in Colonial Latin America
• Musical Tradition in Latin America, The
• Mystics and Mysticism
• Native Presence in Postconquest Central Peru
• Natural Disasters in Early Modern Latin America
• Neoliberalism
• Neruda, Pablo
• New Conquest History and the New Philology in Colonial Mes...
• New Left in Latin America, The
• Novel, Chronology of the Venezuelan
• Novel of the Mexican Revolution, The
• Novel, 19th Century Haitian
• Novel, The Colombian
• Nuns and Convents in Colonial Latin America
• Oaxaca, Conquest and Colonial
• Ortega, José y Gasset
• Painting in New Spain, 1521–1820
• Paraguayan War (War of the Triple Alliance)
• Pastoralism in the Andes
• Paz, Octavio
• Perón and Peronism
• Peru, Colonial
• Peru, Conquest of
• Peru, Slavery in
• Philippines Under Spanish Rule, 1571-1898
• Photography in the History of Race and Nation
• Political Exile in Latin America
• Ponce de León
• Popular Culture and Globalization
• Popular Movements in 19th-Century Latin America
• Portuguese-Spanish Interactions in Colonial South America
• Post Conquest Aztecs
• Post-Conquest Demographic Collapse
• Poverty in Latin America
• Preconquest Incas
• Pre-conquest Mesoamerican States, The
• Pre-Revolutionary Mexico, State and Nation Formation in
• Prints and the Circulation of Colonial Images
• Protestantism in Latin America
• Puerto Rican Literature
• Religions in Latin America
• Revolution and Reaction in Central America
• Rosas, Juan Manuel de
• Sandinista Revolution and the FSLN, The
• Science and Empire in the Iberian Atlantic
• Science and Technology in Modern Latin America
• Sephardic Culture
• Sexualities in Latin America and the Caribbean
• Slavery in Brazil
• South American Dirty Wars
• South American Missions
• Spanish American Arab Literature
• Spanish and Portuguese Trade, 1500–1750
• Spanish Caribbean In The Colonial Period, The
• Spanish Colonial Decorative Arts, 1500-1825
• Spanish Florida
• Spanish Pacific, The
• Spiritual Conquest of Latin America, The
• Sports in Latin America and the Caribbean
• Studies on Academic Literacies in Spanish-Speaking Latin A...
• Telenovelas and Melodrama in Latin America
• Textile Traditions of the Andes
• 19th Century and Modernismo Poetry in Spanish America
• 20th-Century Mexico, Mass Media and Consumer Culture in
• 16th-Century New Spain
• Tourism in Modern Latin America
• Transculturation and Literature
• Trujillo, Rafael
• Tupac Amaru Rebellion, The
• United States and Castro's Cuba in the Cold War, The
• United States and the Guatemalan Revolution, The
• United States Invasion of the Dominican Republic, 1961–196...
• Urban History
• Urbanization in the 20th Century, Latin America’s
• US–Latin American Relations during the Cold War
• Vargas, Getúlio
• Venezuelan Literature
• Women and Labor in 20th-Century Latin America
• Women in Colonial Latin American History
• Women in Modern Latin American History
• Women's Property Rights, Asset Ownership, and Wealth in La...
• World War I in Latin America
• Zapatista Rebellion in Chiapas
• Privacy Policy
• Cookie Policy
• Legal Notice
• Accessibility

Powered by:

• [185.80.151.41]
• 185.80.151.41

• Accreditation and Quality
• Mobility Trends
• Enrollment & Recruiting
• Skilled Immigration
• Asia Pacific
• Middle East
• Country Resources
• iGPA Calculator
• Degree Equivalency
• Research Reports

Sample Documents

• Scholarship Finder
• World Education Services

Education System Profiles

Education in mexico.

Carlos Monroy, Advanced Evaluation Specialist, WES, and Stefan Trines, Research Editor, WENR

The University of Guanajuato

Introduction

Mexico’s new president, the former mayor of Mexico City, Andrés Manuel López Obrador—nicknamed “AMLO”—took office in December 2018. The election of a leftist populist in the nation of about 129 million people adds an interesting twist to Mexico’s already strained relations with the United States during the Trump presidency. If AMLO’s campaign promises become reality, they could bring about major changes for poor and marginalized social groups in Mexico, a country marred by wealth disparities where some 7 percent of the population still lives on less than USD$2 per day . AMLO has pledged to alleviate poverty and end corruption. His ambitious promises include massive railway construction projects, free internet throughout the country, a freeze in gasoline prices, and the doubling of pension payments for the elderly . Six months into the new administration, the record on these promises is mixed , and many observers doubt whether they can be paid for.

AMLO has vowed to accommodate the surging demand for education by building 100 new universities, eliminating university entrance examinations, and allowing “every person access to higher education .” According to UNESCO statistics, tertiary enrollments in Mexico have more than doubled, going from 1.9 million to 4.4 million between 2000 and 2017, 1  placing tremendous stress on Mexico’s education system. Despite that growth and recent leaps in educational participation, the country’s tertiary enrollment rate still trails far behind those of other major Latin American countries. For example, the tertiary gross enrollment ratio (GER) stood at 38 percent in Mexico in 2017, while it ranged from 50 percent in Brazil to 59 percent in Colombia and 89 percent in Argentina, per UNESCO.

Two reasons for these relatively low participation rates are capacity shortages and disparities between the more industrialized central and northern parts of Mexico and the less developed southern states like Chiapas, Oaxaca, Yucatan, and Tabasco. Mexico is a geographically, ethnically, and linguistically diverse country that comprises 32 states. Its more than 60 languages are spoken mostly by indigenous ethnic groups in the south, a region historically neglected by the central government. It is within these underfunded rural regions that educational participation and attainment rates are extremely low. Literacy rates in the states of Chiapas and Oaxaca, home to the largest percentages of indigenous peoples in Mexico, are more than 10 times lower than in Mexico City or the northern state of Nuevo León .

In an attempt to raise education participation rates across the nation, the Mexican government in 2012 made upper-secondary education  compulsory for all children by 2020. However, inadequate funding and administrative obstacles have thus far prevented universal implementation of this goal, particularly in marginalized rural regions. The new AMLO administration has also vowed to provide financial assistance to upper-secondary students to reduce high school dropout rates.

Despite the still comparatively low enrollment ratios, Mexico is expected to be one of the world’s top 20 countries in terms of the highest number of tertiary students by 2035 . It will be a key challenge for the Mexican government to ensure quality of education amid this rapid massification. The problems Mexico faces in this regard are manifold. The country ranks at the bottom of the OECD PISA study 2  and ranked only 46th among 50 countries in the 2018 Ranking of National Higher Education Systems by the Universitas 21 network of research universities.

Attempts by the administration of President Enrique Peña Nieto (in office from 2012 to 2018) to improve teaching standards are currently in limbo. Nieto had sought to raise standards for the hiring, evaluation, and promotion of teachers, but the reforms were met with fierce resistance from Mexico’s powerful National Teacher’s Union (SNTE)—the largest teacher’s union in the Americas with about 1.5 million members that has been repeatedly charged with corruption. In the presidential elections, the SNTE supported AMLO, who vowed to end the controversial reforms. Noting that new evaluation mechanisms for teachers had resulted in a 23 percent enrollment decrease at public teacher training colleges and increasing numbers of teachers requesting retirement, the new administration has promised to reinstate teachers that had been laid off because they had refused to submit to performance exams. Other changes include the dismantling of the National Institute to Evaluate Education ( INEE ), an autonomous body under the Ministry of Education tasked with reducing corruption in teacher-hiring practices, and holding teachers to account by tying their pay, promotions, and tenure to performance on standardized exams.

Improving Mexico’s education system is critical for addressing pressing problems like high unemployment rates among Mexican youths, who are unemployed at twice the rate of the overall working age population. There were reportedly 827,324 young people unable to find unemployment in Mexico in 2018 —58 percent of whom held an upper-secondary school diploma or university degree. However, structural problems and severe funding shortages continue to impede progress. As U.S. News and World Report reported in 2018, “… education spending dropped by more than 4 percent compared to the previous year, with the textbook budget cut by a third and funding for … educational reforms … slashed by 72 percent. (…) “Meanwhile, the 2017 budget for teacher training was cut by nearly 40 percent.”

International Student Mobility

Mexico is an important sending country of international students in the Americas, notably to the neighboring United States. Between 2000 and 2017, the number of international degree-seeking Mexican students increased by 114 percent, from 15,816 to 33,854 students, according to the UNESCO Institute for Statistics ( UIS ). Among the drivers behind this growth is the vastly increased number of tertiary students in Mexico, as well as the country’s rising number of middle-income households—factors that enlarge the pool of potential international students able to afford an education abroad. Mexico’s tertiary student population more than doubled since the beginning of the last decade, from 2 million in 2001 to 4.4 million in 2017, as per UIS. The number of middle-income households earning an annual salary of between USD$15,000 and USD$45,000 simultaneously quadrupled and accounted for up to 47 percent of all households in 2015.

Another factor that helps drive growing numbers of students overseas is the surging demand for English language education in Mexico due to the increasing internationalization of Mexico’s economy, its need for skilled human capital, and the growth of Mexico’s tourism industry. It has been estimated that the number of outbound English Language Teaching (ELT) students increased by 35 percent between 2011 and 2013 alone, making Mexico the 18th-largest market for ELT in the world. Many Mexicans view English language acquisition as an investment that is positively correlated with occupational status and household income. In the long term, Mexico has tremendous potential for further increases in outbound student flows underpinned by continued population growth. While birth rates in Mexico have fallen significantly and Mexican society is aging, about 46 percent of the country’s population is still under the age of 25. The total population is expected to grow to 164 million by 2050 (UN medium variant projection). It should be noted, however, that there’s been a shift away from the U.S. and a greater diversification in destination countries in recent years.

Downturn in Student Flows to the U.S.

According to UNESCO, the U.S. is by far the most popular study destination of Mexican students. The organization’s data show that about half of all international Mexican degree-seeking students (17,032 in 2017) are enrolled in the U.S., trailed distantly by Spain with 2,447 students, France (2,433 students), the United Kingdom (2,008 students), and Canada (1,587 students). While Mexican immigration to the U.S. has slowed in recent years, Mexicans are still the largest immigrant group in the U.S. with 11.3 million people —a vast transnational network that helps drive student inflows. Geographic proximity also makes the U.S. an obvious choice for many Mexican students. More than 40 percent enroll in states close to the border where they can save on housing and tuition costs by living in Mexico while paying in-state tuition at a number of institutions, such as the University of Texas at El Paso , the largest host university of Mexican students, New Mexico State University, and the University of North Texas .

Economic integration within the North American Free Trade Agreement has also helped spur student inflows and created an environment that stimulated university partnerships , dual degree programs, and research collaborations, often involving institutions close to the border. Finally, academic exchange between the two countries has been fueled by the establishment of large-scale scholarship programs on both sides of the border in recent years. Mexico, for instance, in early 2014 initiated Proyecta 100,000 , a project aimed at boosting Mexican enrollments in the U.S. to 100,000 by 2018 with scholarships and university partnerships, while increasing the number of U.S. students in Mexico to 50,000. According to Open Doors student data of the Institute of International Education (IIE), Mexican enrollments in the U.S. increased by 15.4 percent between 2012/13 and 2014/15 alone. These gains followed an increase in Mexican student enrollments by 50 percent over the previous 14 years, from 9,641 students in 1998/99 to 14,199 students in 2012/13.

However, such increases came to a halt in 2015, and Mexican student enrollments have recently tanked. While there may be additional factors at play, it is likely that the anti-Mexican demagoguery of Donald Trump has had a chilling effect on Mexican students and their parents. A survey of 40,000 international students conducted in March 2016 found that as many as 8 in 10 Mexican students were less likely to study in the U.S. if Trump won the election—far more than the global 6 out of 10. These sentiments are also reflected in other opinion polls. The PEW Research Center reported in 2017 that favorable views of the U.S. in Mexico had dipped by 36 percentage points since Trump took office—the steepest drop in all countries surveyed. Only 30 percent of Mexicans held positive views of the U.S., while confidence in Trump was merely 5 percent—the lowest rating of any U.S. president since Pew began polling in Mexico.

The number of Mexican enrollments declined by 8.1 percent between 2016/17 and 2017/18 ( IIE ), even though Mexico remains the ninth-largest sending country of international students to the U.S.—and there are currently few signs that this trend will reverse in the near future. Current visa data by the Department of Homeland Security reflect a further decrease of 3.8 percent in active student visas held by Mexican nationals between March 2018 and March 2019.

According to IIE, there are presently 15,468 Mexican students in the U.S., 57 percent of whom study at the undergraduate level. Another 25 percent study at the graduate level and 7 percent in non-degree programs; the latter category has seen a drastic decline of 39 percent between 2016/17 and 2017/18. Eleven percent pursue Optional Practical Training; business and engineering fields are the most popular majors among Mexican students.

Shifts to Other Destinations

Whereas Mexican enrollments are declining in the U.S., other countries are experiencing gains. The number of Mexican degree students in Germany, for instance, grew by 23 percent between 2013 and 2016, per UIS data. That said, given the surging demand for ELT in Mexico, English-language-speaking destinations like the U.K. or Australia, where Mexican enrollments have lately also grown robustly, may benefit most from shifting Mexican student flows. This shift is reflected, for instance, by a growing interest in Canada. While the number of Mexican degree students in Canada is still small with 1,587 students in 2016 (UIS), the Canadian government reports that the overall number of students, including non-degree students, now stands at 7,835—an increase of 132 percent over the number in 2008.

It is likely that ELT enrollments are a strong driver of this growth. Canada’s government has made increased efforts to attract Mexican ELT students. It expanded air service with Mexico and in 2016 removed visa requirements for Mexicans arriving for short-term study visits of up to six months. Mexico is also a top priority country of Canada’s internationalization strategy . Aside from ELT, governments and universities on both sides have recently taken steps to boost student mobility in academic programs, including new scholarship programs and bilateral research agreements. Overall, Canadian universities anticipate strongly rising student inflows from Mexico in the near future. As one Canadian educator told the PIE News , “Canada has always been popular, but we have always had to compete with the United States; that is now changing due to the ‘Trump effect.’”

Inbound Student Mobility

The number of international students who view Mexico as an education destination is comparatively small, but the country recently witnessed a marked uptick in student inflows despite recurring media reports of kidnappings, violence, and corruption. According to UIS data, the number of international students in the country doubled to 25,125 between 2016 and 2017. It should be noted, however, that actual gains may be smaller: Data provided by Mexican statistical agencies, such as Patlani , differ significantly, and data on Mexican mobile students may be incomplete, including for certain years. That said, the agency data also reflect increases in international student inflows. According to Patlani , there were 20,322 international students in Mexico in 2015/16, compared with 15,608 in 2014/15. Most of them studied at the undergraduate level; slightly more than half enrolled in degree programs while the rest attended short-term courses.

The top three sending countries, according to Patlani, were the U.S., Colombia, and France. Whereas fewer Mexican students are going to the U.S., student flows in the other direction appear to be on the rise. While the total number of U.S. students in Mexico is much lower than it was a decade ago, IIE reports that U.S. student enrollments in Mexican short-term study abroad programs increased by 9.9 percent and 10.8 percent in 2015/16 and 2016/17, respectively. These data indicate that there were 5,736 U.S. short-term students in Mexico in 2016/17, making Mexico the 12 th most popular study abroad destination worldwide among U.S. students. And Mexico is not only a popular destination for study abroad programs, but also for degree-seeking students from the United States. Per UIS, 44 percent of all international degree students in Mexico (11,109 students) came from the U.S. in 2017. Data for 2016 and other recent years are unavailable.

In Brief: Mexico’s Education System

Education in Mexico was historically influenced by the Catholic church, which provided education during the colonial era. In 1551 the church established the first university in North America, the Royal and Pontifical University of Mexico, in Mexico City. But Catholic education was mainly reserved for the aristocracy, clergy, and other ruling elites, while most of the indigenous population learned by way of oral tradition. It was not before independence and the formation of a modern state that Mexico’s government began to slowly establish tighter control over education and form a modern system that would address the needs of the broader segments of society. In the 19 th century, compulsory education for children between the ages of 7 and 15 was introduced, and education became increasingly secularized. After the Mexican revolution (1910 to 1920), Mexican authorities focused on eradicating illiteracy and on advancing rural education and the inclusion of indigenous peoples. However, forming a national identity through education has been a challenge. Choosing Spanish as the language of instruction, for instance, resulted in high illiteracy and desertion rates among indigenous peoples—a circumstance that caused the introduction of bilingual programs in recent decades .

While educational participation rates in Mexico are still low compared with those of other major Latin American countries, Mexico’s education system has since expanded rapidly. Illiteracy rates among the population over the age of 15 decreased from 82 percent at the end of the 19 th century to less than 5 percent today. Between 1950 and 2018, enrollments in the formal education system—elementary through graduate education—grew more than 12-fold, from three million to 36.4 million students . The tertiary growth enrollment ratio (GER) jumped from 15 percent in 1990 to 38 percent in 2017 (UIS).

The upper-secondary GER, likewise, has doubled since the 1990s, but disparities persist between more affluent jurisdictions and poorer states. Per Mexican government data, 64 percent of the population between the ages of 20 and 24 had completed upper-secondary education in Mexico City, but only 40 percent did so in Chiapas . While states like Aguascalientes, Mexico City, Nuevo León, Sinaloa, and Sonora have tertiary enrollment rates above 40 percent, these rates are below 20 percent in Chiapas, Guerrero, and Oaxaca . The contrast is starkest between Mexico City, where the enrollment rate reached 72 percent in 2017, and Chiapas, where it stood at merely 14 percent.

Administration of the Education System

Officially called the United Mexican States, Mexico is a federal state that comprises 32 regions that are also called states (including the city of Mexico, an autonomous federal entity). The administration of its education system is the shared responsibility of the national ministry of education, Secretaria de Educación Pública (SEP), and the 32 state-level jurisdictions. Autonomous higher education institutions (HEIs) like the National Autonomous University of Mexico also play an important oversight role. These mostly large public universities operate with a high degree of freedom from government regulations and have the right to approve and validate programs of private HEIs and upper-secondary schools. Autonomous institutions act as de facto educational authorities in that they grant official recognition to other institutions in a similar way as government authorities.

Since 1992, Mexico has decentralized its education system and limited the role of the central government in education. Under financial strain, the federal government gradually transferred the administration of more schools to the state governments and granted autonomy to more HEIs. The percentage of students enrolled in HEIs administered at the state level recently increased from 14 percent in 2008/09 to 21 percent in 2017/18, while only 13 percent study at institutions administered by the federal government. Thirty-six percent of students are enrolled in autonomous institutions, and the remaining 30 percent in private institutions. Autonomous HEIs and their affiliated institutions play only a marginal role in elementary and lower-secondary education, but they enroll 12 percent of upper-secondary students.

This multiplicity of quality assurance providers in the Mexican federation results in a highly complex system in which various quality standards, academic calendars, and regulations coexist not only between states, but also within states, regions, and urban and rural areas. Upper-secondary school curricula, for example, can vary significantly between states and institutions, notwithstanding recent efforts by the federal government to standardize curricula across the nation (see the upper-secondary education section). Elementary and lower secondary curricula are set by the state and federal governments.

Structure of the Education System

Mexico’s education law defines three main levels of education: basic education ( educación básica ), upper- secondary education ( educación media superior ), and higher education ( educación superior ). Each level of education is further subdivided as follows:

• Educación Preescolar  (early childhood education): Ages 3–6
• Educación Primaria (elementary education): Grades 1–6
• Educación Secundaria (lower-secondary education): Grades 7–9
• Bachillerato General (general academic )
• Bachillerato Tecnológico (technological education)
• Profesional Técnico (vocational and technical education)
• Técnico Superior (post-secondary/associate/diploma)
• Licenciatura (undergraduate and first professional degrees)
• Postgrado (graduate/postgraduate education)  

Preschool Education

Since the 2008/09 academic year, all Mexican children are required by law to attend three years of early childhood education ( educación preescolar ) beginning at the age of three. This is a gradual increase from previous years when preschool education was either not compulsory or limited to one or two years. 3  Before the enactment of these recent reforms, state governments ran a variety of different early childhood programs alongside private institutions with little or no governmental regulation or supervision. However, the provision of preschool education was patchy and limited to mostly urban areas until the decentralization of the Mexican education system in 1992.

Because of the new requirements and major investments in infrastructure and human resources, the early childhood education sector experienced the largest enrollment increases of all sectors since the 1990s. In 2017/18, 4.9 million children attended preschool, an increase of 42.5 percent over 2001/02 when only 3.4 million children benefitted from this form of schooling. Private schools are now more closely regulated , but enroll only 15 percent of children, while 85 percent of children attend public institutions. The majority (88 percent) of children are enrolled in general schools, whereas 8 percent attend special schools for indigenous peoples that provide intercultural bilingual education. Another 3 percent attend special community schools located in rural districts of less than 500 inhabitants . The national pre-elementary GER stood at 72 percent in 2017 (UIS).

Elementary Education

Public elementary education is supervised by the SEP in coordination with the state governments which administer the majority of schools (accounting for 85 percent of enrollments). Schools under the direct control of the federal government account for only 5.5 percent of enrollments, mostly in Mexico City and in rural community schools. But the SEP sets nationwide standards and curricula for both public and private institutions (which enroll close to 10 percent of pupils). The SEP determines school calendars, designs and distributes free textbooks, and oversees teacher training. Until 2019, the now decommissioned federal National Institute for Assessment of Education (INEE) monitored quality standards in schools and collected education data. It is presently unclear if and how the new AMLO administration wants to replace the institute, and critics are concerned that the absence of INEE monitoring and objective data gathering will be detrimental to educational quality .

Elementary education is six years in length (grades one through six) in all states. Children generally enter at the age of six, although there are options for students over the age of 15 who did not complete their education. Most pupils enroll in general schools, but about 6 percent study a bicultural (indigenous) and bilingual curriculum. Close to 1 percent attend community programs ( cursos comunitarios ), which are offered in rural districts of less than 100 inhabitants.

The national curriculum includes Spanish, mathematics, social studies, natural sciences, civics, arts, and physical education. Each class is assigned one teacher that instructs all subjects throughout the year. Teachers rotate in each grade, although teachers in community programs may stay with one group of pupils for several years. Upon completing grade six, pupils are awarded the Certificate of Primary Education ( Certificado de Educación Primaria ). There are no final graduation examinations.

As noted before, elementary education is the only sector of Mexico’s education system in which enrollments have decreased—from 14.7 million in 2007/2008 to 14 million in 2017/18 . While participation is nearly universal and dropout rates are close to zero in states like Querétaro, Quintana Roo, and Nuevo León, the situation in impoverished rural states is more problematic. Close to 12 percent of pupils in the southern state of Oaxaca, for instance, do not complete elementary school. What’s more, spending on elementary education is far below the OECD average, and many observers consider elementary education in Mexico to be of lackluster quality. The World Economic Forum ranked Mexico’s educational quality at the elementary level 69th out of 130 countries (behind Argentina, Chile, Uruguay, Colombia, and Peru, but ahead of Brazil, Ecuador, and Venezuela). Mexico ranked 58th out of 72 countries in the 2015 OECD PISA study , making it the worst-performing country among all OECD member states.

Lower-Secondary Education ( Educación Secundaria )

Lower-secondary education is three years in length (grades seven through nine) and was made compulsory in 1992—a change that helped boost enrollments from 4.1 million in 1991/92 to 6.5 million in 2017/18. There are no entrance examinations at public schools, and close to 98 percent of pupils who complete elementary education go on to lower-secondary education. It’s important to note that in Mexico educación secundaria always refers to lower-secondary education and not upper-secondary education (unlike in some other Latin American countries). Secondary schools have different names; they may be called  colegios , escuelas , or institutos.

Lower-secondary programs are offered in a general academic track ( secundaria general ), and a vocational-technical track ( secundaria técnica ). Before upper-secondary education was made mandatory, the vocational track was designed to prepare students for both upper-secondary education as well as employment in industry, commercial fields, agriculture, or forestry. Both programs have a mandatory general academic core curriculum set by the SEP that includes Spanish, mathematics, biology, chemistry, physics, history, civics, geography, arts, and a foreign language. English was recently made a compulsory subject. Mexican states may also have individual “state subjects,” which focus on historical, cultural, or environmental aspects that are specific to the local jurisdiction.

In addition to standard general academic and vocational programs, there are distance learning programs ( telesecundaria ) designed to bring education to far-flung rural communities via television, videotapes, or the internet. Very small numbers of students are also enrolled in in-classroom community programs ( secundaria comunitaria ) and programs for working adults ( secundaria para trabajadores ). Learning conditions in distance and community education programs are usually more challenging, and dropout rates are higher. While there are designated teachers for each subject in the other types of schools, curricula in these programs are often taught by a single instructor for all subjects .

Slightly more than half of lower-secondary students currently study in general academic programs, while 27 percent attend vocational programs, and 21 percent study in distance education mode. Graduates from all programs are awarded the Certificate of Secondary Education ( Certificado de Educación Secundaria ). There are no graduation examinations.

As in other stages of education, lower-secondary participation rates vary widely between states and ethnic groups. Marginalized regions still have inadequate infrastructure and resources. Whereas graduation rates topped 90 percent in the industrialized states of Baja California Sur and Hidalgo in 2017/18, that number did not exceed 76 percent in Michoacán. Overall lower-secondary enrollment ratios in rural regions and indigenous communities trail those of urban areas and other social groups by significant margins .

Upper-Secondary Education ( Educación Média Superior )

Upper-secondary education lasts three years (grades 10 to 12), although some vocational programs and those offered by autonomous institutions may be from two to four years in length. It’s free of charge at public schools and has been compulsory for all students since 2012. Enrollments are higher in urban areas, but nationwide student numbers have nearly doubled over the last two decades, from 2.7 million in 1997/98 to 5.2 million in 2017/18 .

Making upper-secondary education universal will remain a challenge for years to come, however. While SEP data show that nearly all students who complete lower-secondary education enroll in upper-secondary school, the nationwide graduation rate is currently just 67 percent. Merely 20 percent of students from households in the lowest income bracket complete upper-secondary school . To increase graduation rates, the Mexican government provides scholarships to many students. However, after increases in spending for these scholarships in previous years, funding has recently been scaled back. Since 2016 the number of recipients has decreased by more than 240,000 . The government recently acknowledged that achieving universal participation in upper secondary education might take two decades longer than originally anticipated .

High schools are administered by the federal government, state governments, and autonomous institutions, which, as mentioned earlier, are mostly large public universities. Autonomous universities that provide upper-secondary education can independently design their own curricula. Admission to these programs frequently involves entrance examinations and is often more competitive than admission to state and federal schools. Many students that complete upper secondary education at an autonomous university continue their studies in higher education programs at the same institution. Around 12 percent of all upper-secondary students currently study in such programs, while 47 percent study at state schools and 21.5 percent enroll at federal schools. Some 19 percent attend private schools, which are located mostly in larger cities and include religious and international schools. Since the private schools charge tuition fees, many of them are better equipped and provide high-quality education, but they are usually out of reach for low-income households.

Given the multiplicity of providers and curricula in Mexico, its upper-secondary school system has been characterized by a high degree of diversity and fragmentation. It was historically perhaps the most heterogeneous system in Latin America—a circumstance that complicated the mutual recognition of credentials and the transfer of students between programs. However, the federal government in 2008 introduced a national curriculum framework ( marco curricular común ) and high school system ( sistema nacional de bachillerato ) in order to harmonize upper-secondary education. The system defines desired learning outcomes in mathematics, Spanish, English, biology, chemistry, physics, geography, history, and economics. While its adoption is voluntary, 4,284 Mexican schools enrolling 52 percent of students have implemented the system as of 2019, and more are expected to join. It should be noted, however, that distance learning and community high schools ( telebachillerato comunitario ) and other types of schools continue to use different curricula , so a certain degree of heterogeneity will persist in Mexico’s system despite the reforms.

There are three main types of upper-secondary programs: general academic ( bachillerato general ), technological ( bachillerato tecnológico ), and vocational-technical ( técnico profesional ). Most students (63 percent) enroll in a general academic program, while 30 percent study in the technological stream. The remainder attend vocational-technical programs .

Bachillerato General ( General Academic)

General academic programs are designed to prepare students for higher education. Admission requires the Certificado de Educación Secundaria as well as entrance examinations, depending on the program. The curriculum comprises general subjects, including those of the marco curricular común, but students usually specialize in sciences or social sciences in their final year. English is compulsory. The formal credential awarded upon completion of this stage is the Certificado de Bachillerato, but it should be noted that graduates do not always receive a graduation certificate. Instead, they may simply get an academic transcript ( Certificado de Estudios ) indicating that they have completed the bachillerato program or university-preparatory studies ( preparatoria ). The same holds true for technological programs that incorporate university preparatory studies.

Bachillerato Tecnológico (Technological)

Technological high school programs feature a general academic core curriculum. It is very similar to Bachillerato General programs in addition to several employment-geared technical specialization subjects in fields like agricultural technology, business, computer science, industrial technology, marine technology, nursing, or tourism. The curriculum is designed primarily by the federal government, as well as by state governments which may offer specializations relevant to local industry. Because of different curricula in individual jurisdictions, there’s often an overlap between Bachillerato Tecnológico and Técnico Profesional programs that are offered in different states in fields like accounting, business, computer science, or nursing. Technological programs provide access to higher education in the same way as general academic programs.

Vocational and Technical Education (Educación Profesional Técnica)

There are two types of upper-secondary vocational credentials in Mexico: the Título de Técnico Profesional  (title of professional technician) and the Profesional Técnico Bachiller (professional technical bachelor) . Both types of programs were initially designed as terminal programs preparing graduates for entry into the labor market—graduates receive a cédula profesional (professional license) in specific vocations. However, since 1997, graduates have also been officially eligible for admission to post-secondary degree programs. That said, the level of articulation with higher education in the applied vocational programs is lower than in other upper-secondary programs, and most graduates join the labor force rather than enroll in higher education. Most holders of the Profesional Técnico Bachiller awarded by private schools do not continue on to higher education. Many graduates are from households of lower socioeconomic status.

The main oversight body in vocational education is the National College for Technical and Professional Education ( Colegio Nacional de Educación Profesional Técnica , or CONALEP ), which functions as a federal regulatory authority while it’s simultaneously a large network of schools. Most vocational schools, however, are funded by the state governments.

Vocational specializations differ by state and include fields like accounting, construction, electronics, information technology, mechatronics, optometry, refrigeration technology, or tourism. Overall, there are about 50 different specializations on offer in different parts of Mexico. 4  The trend is toward the national standardization of programs and a reduction in the number of specializations. All programs have a general academic core component that has been expanded since the introduction of the new national high school system. Beyond that, curricula are applied rather than theoretical, and commonly include industrial internships, as well as a social service requirement mandated by law. During the non-paid social service— usually completed in the second half of the program—students are expected to apply their acquired skills for the benefit of the community. Upon completion of the program, graduates in most specializations are granted both a high school credential and a professional license ( Cédula Profesional ) that entitles them to work in regulated vocations.

Higher Education

Mexico’s higher education system has grown rapidly, if unevenly, over the past decades. According to Mexican government data , tertiary enrollments have more than doubled since the late 1990s. There are presently 3.9 million tertiary students enrolled in regular programs, and another 696,000 studying in distance education mode (up from 125,000 in 1997/98 ). However, as in all parts of Mexico’s education system, enrollment gains are heavily skewed toward wealthier states. Tertiary enrollment ratios in Chiapas, for instance, are fully 60 percent below those of Mexico City.

There are more than 3,800 degree-granting HEIs with over 7,400 connected teaching institutions in Mexico. Many new private providers have sprung up across the country in recent years. Their number now exceeds that of public providers by a wide margin. However, enrollments are primarily concentrated in the public sector—unlike in other Latin American countries. In Chile, for instance, private enrollments now outnumber those at public HEIs. The reason is, Mexico’s public autonomous universities and state and federal institutions have expanded their capacities at a slightly faster clip than smaller private HEIs. As of 2017/18, 30 percent of tertiary students studied at private institutions (down from 33 percent in 2009), while 70 percent attended public HEIs. Autonomous institutions enroll 36 percent of tertiary students; state institutions, 21 percent; and federal institutions, 13 percent.

Mexico’s tertiary system is characterized by disparities in quality between HEIs. Oversight criteria for private HEIs vary by jurisdiction and are often inadequate . As a result, the private sector features only a small number of prestigious top-quality institutions, while a substantial cohort of newer upstart schools seek to absorb demand without much regard for either academic standards or student outcomes. These for-profit schools cater mostly to students who are unable to access public institutions because of enrollment quotas and competitive entrance examinations. However, given the decentralized nature of quality assurance in Mexico, disparities in quality also exist between public HEIs.

The top Mexican institutions included in international university rankings include the National Autonomous University of Mexico and the private Monterrey Institute of Technology and Higher Education, both ranked in the 601–800 range in the current Times Higher Education World University Ranking s and featured among the top universities in Latin America . Other reputable HEIs include the Metropolitan Autonomous University, the Autonomous University of Querétaro, the Instituto Politécnico Nacional, and Universidad Anáhuac.

Types of HEIs

HEIs in Mexico include public and private institutions. Public institutions encompass various different types, such as federal universities , state universities , large numbers of technical universities and technical institutes ( institutos tecnológicos ), and polytechnic universities, as well as teacher training colleges, dedicated research centers, and 13 intercultural universities ( universidades interculturales ) for indigenous peoples, along with various HEIs overseen by other government entities like the military. So-called state universities with solidarity support ( universidades públicas estatales con apoyo solidario ) are a group of 23 state universities that receive special funding from the federal government. They are designed to educate underserved populations in marginalized regions. There’s also a large public open and distance education university, the Universidad Abierta y a Distancia de México .

Autonomous HEIs

While autonomous HEIs are publicly funded, these institutions enjoy a high degree of academic and administrative freedom. Many of them independently supervise private HEIs and validate programs offered by private providers in both higher and upper-secondary education. Each state in Mexico except for Quintana Roo has at least one autonomous university, often located in the state capital. The largest autonomous HEIs are the Universidad Nacional Autonóma de México with about 243,000 students, the Universidad de Guadalajara, and the Universidad Autónoma de Nuevo León with some 130,000 students each. These institutions are also the largest higher education providers in Mexico. Upper-secondary schools administered by autonomous universities tend to have much larger enrollments by school than state schools as well (1,200 versus 300, on average).

Most of the larger autonomous institutions were granted autonomy between the 1920s and the 1970s and have facilitated social mobility for generations of students, mostly in large urban centers. Only a few smaller institutions have been granted autonomy since the 1970s. Overall, most autonomous institutions are reputable universities with a long tradition of research and innovation. They also tend to perform better in national and international rankings compared with other Mexican HEIs. In 2017/18, autonomous institutions administered a total of 1,237 school units with 1.4 million students, and had a combined faculty of more than 133,600 .

State HEIs encompass various types of institutions including regular universities, polytechnic universities, and technical institutes. They operate under the auspices of the state governments, which appoint their leadership staff and determine the structure and content of academic programs. Many of them are in less populated rural areas, where they may be the only higher education providers within reach . While state universities vary in size, they usually have fewer students than autonomous institutions (just a fourth of enrollment numbers, on average ). Nevertheless, some state governments have invested heavily in education in recent years and expanded both the capacity and the number of HEIs. Between 2008/09 and 2017/18, nationwide enrollments in state HEIs more than doubled, from 374,000 to 800,000 students.

In general, state HEIs tend to serve less affluent students when compared with other types of institutions. Most are in small cities and rural areas, where they provide virtually tuition-free education to vulnerable groups. Their quality varies. Some state universities are well-funded, high-quality providers housed in modern facilities that produce graduates who have good employment prospects, but others are poorly equipped and isolated. They collaborate little with other HEIs or industry, and their enrollments are low. Critics have observed that several of these institutions were planned without proper needs assessments , even though they represent an effort to expand access to underserved populations.

Federal HEIs

Federal HEIs are overseen and primarily funded by SEP and other federal government agencies. They represent a relatively small but diverse group of institutions in terms of size, physical location, programs, and academic quality. The socioeconomic composition of the student body in Mexico City—where more than half of all students attending federal universities are enrolled—is comparable to that of autonomous universities, but it resembles that of state HEIs in other provinces. Overall, 511,000 Mexicans studied at federal HEIs in 2017/18 .

Until recently, the Instituto Politécnico Nacional was the largest of these providers, enrolling roughly 120,000 students . However, in 2014 the Mexican government created an even larger federal institution when it merged 266 public technical institutes into the new Tecnológico Nacional de México. Other federal HEIs include research centers of the National Council of Science and Technology , a number of intercultural and technological universities, as well as a few teacher training colleges and institutions run by the military, the justice department, the ministry of health, and other government bodies. On average, federal HEIs are larger than state institutions, in part because they have been in existence for a longer time, and many are located in Mexico City.

Unlike autonomous institutions, federal institutions are tightly regulated by federal authorities, so that changes in government can have far-reaching implications for their administration, staffing, and study programs. The Mexican Congress could technically grant autonomy to institutions like the Instituto Politécnico Nacional, but there’s a contentious debate regarding this issue. Critics of the federal university system argue that government control is detrimental to academic quality and turns higher education into a political football . Others contend that it is the very role of the Mexican state to shape higher education and seek to increase political control even over institutions that already have autonomy. Since the early 1990s, the federal government has increasingly withdrawn from directly administering HEIs and transferred the oversight of many teacher training colleges, technical institutes, and others to state governments, or granted these institutions autonomy. The relative share of students enrolled in federal HEIs has decreased because of this process.

Private HEIs

This group includes the largest and most diverse number of schools. On one side of the spectrum are well-established, high-quality elite providers like the Tecnológico de Monterrey, the Instituto Tecnológico Autónomo de México, Universidad de las Américas Puebla, Universidad Iberoamericana, Universidad Anáhuac, Universidad Panamericana, and a few others. On the other side are many small and new for-profit institutions of lesser quality. Whereas annual tuition fees at public universities are relatively low (USD$378 to USD$818), private HEIs charge fees of anywhere between USD$1,636 and USD$16,353 per annum . The fees charged reportedly have little to do with the quality of education offered.

Although the relative percentage of enrollments in private institutions has decreased over the last decade, the actual number of students has increased from 897,800 to 1.15 million since 2009. What’s more, the number of private HEIs has simultaneously doubled to more than 3,000. This expansion is driven by a growing number of Mexican middle-income households that can pay for private education, among other factors. Students from low-income households typically only attend private HEIs if they can secure scholarship funding or student loans.

Given capacity limits at public HEIs, private institutions enable more Mexicans to participate in higher education. However, the rapid spread of small private providers, some of them offering only a handful of programs, has strained the capacity of Mexican authorities to provide effective quality control—a problem exacerbated by the mushrooming of hybrid and distance learning programs. Without generalizing, lax quality assurance mechanisms in a number of states have allowed some providers of dubious quality to operate in Mexico. As a result, the growth of private education in Mexico is a trade-off between boosting enrollment ratios and improving quality standards. Some state governments have curbed private education and revoked the recognition of questionable providers, while others have opened the gates to untested transnational distance education programs. There’s presently no national consensus on how to address the quality assurance of private institutions.

Private HEIs can obtain authorization and recognition of their degree programs from the SEP at the national level, or from state departments of education. They can also seek validation from or incorporation into autonomous universities. It should be noted, however, that not all autonomous universities validate private programs, and that some have very strict requirements. In most cases, private institutions are authorized and recognized by state governments. A small number of top institutions have been designated as “free” ( libre )—a prestigious status that exempts HEIs from several requirements and can only be conferred by the president of Mexico. There are also some unregulated private HEIs, including religious institutions, that operate outside of Mexico’s formal system of education.

Quality Assurance

All officially recognized HEIs in Mexico are conferred a Reconocimiento de Validez Oficial de Estudios ( RVOE , or recognition of official validity of studies) by the federal government or state governments. While autonomous universities and government institutions are automatically recognized, private institutions must in most cases be authorized by government authorities to obtain the RVOE. They must have adequate facilities and teaching staff, submit a self-assessment, and get approval of their study programs from the federal Comisión Nacional de Evaluación para la Educación Superior (CONAEVA).

RVOEs are issued for each individual program of study. While private institutions may issue their own degree certificates and academic transcripts, they are by law required to display the RVOE on their academic records. RVOE status can be verified in an online registry . Some degree certificates and transcripts may also bear the seal or signature of the government agency that oversees the institutions that issue the. Alternatively, private HEIs may be affiliated with public autonomous universities by incorporación . In this case, degree-granting authority resides with the autonomous university with which the incorporated institution is affiliated.

Both public and private HEIs can also seek voluntary accreditation of their programs by agencies under the El Consejo para la Acreditación de la Educación Superior, A.C. (COPAES, the Higher Education Accreditation Council). Established in 2000 to improve quality standards nationwide, COPAES is an independent, private nonprofit organization that oversees 30 smaller programmatic accrediting bodies in different disciplines, such as social sciences, law, or medicine. Those accrediting bodies then accredit undergraduate programs, designating them to be of “good quality” ( buena calidad ) if successful. Institutions are required to reapply for reaccreditation of their programs every five years. Accredited programs enjoy higher academic prestige both nationally and internationally, and are eligible for additional governmental financial support and grants. As of February 2019, COPAES accredited 3,962 study programs , accounting for 47 percent of all undergraduate enrollment in higher education.

Graduate programs are assessed by the  National Council for Science and Technology  ( Consejo Nacional de Ciencia y Tecnología , or CONACYT). CONAYCT evaluates especialista ,  maestría,  and doctorado  programs (see below). Those that meet the minimum standard are designated programas de posgrado de excelencia (graduate programs of excellence) and listed on the National Registry of Graduate Studies ( Padrón del Programa Nacional de Posgrados de Calidad  or PNPC). Programs are classified as either “High Level” ( Alto Nivel ) or “Competent on an International Level” ( Competencia Internacional ).

Note that only few private institutions apply for accreditation or submit their programs for voluntary quality assurance audits. Less than 10 percent of private HEIs have official accreditation for their undergraduate programs. However, the overall number of institutions, both public and private, that offer accredited programs has doubled over the past decade, and 64.5 percent of undergraduate students at public institutions study in accredited programs, but wide disparities persist between states and regions.

Admission to Higher Education

Admission criteria at Mexican HEIs vary greatly, depending on the program and demand. Completion of upper-secondary education is usually the minimum criterion, but entrance examinations and high school GPAs are typically used to select students. Many universities require a minimum grade average of 7 or 8 out of 10, but top institutions may require a higher minimum. Certain university departments may also require that students have completed high school programs in a track related to the program of study.

In addition, some less selective institutions have open enrollment policies. Older students who did not complete high school may gain admission into federal HEIs by taking a national high school equivalency exam . However, most large universities that are not administered by the federal government, including private autonomous universities, have their own admissions tests. There’s a national higher education entrance examination called EXANI-II, but while growing numbers of HEIs are admitting students based on this exam, it’s presently used only for certain programs. The number of students sitting for the exam has increased from about 419,000 in 2006 to 740,000 in 2017 . Some universities may also use a Spanish version of secondary school examinations designed by the  College Board , which in the U.S. are used as a kind of admissions examination.

Credit System and Grading Scale

There’s no nationwide credit system in Mexico, and not all Mexican HEIs, particularly private ones, indicate credits on their academic transcripts. However, Mexico’s Association of Universities and Higher Education Institutions (ANUIES) in 2007 put forward a credit system called SATCA ( Sistema de Asignación y Transferencia de Créditos Académicos ). This system defines one credit unit as 20 hours of “learning activities,” and determines the minimum number of credits required for a  licenciatura  program as ranging from 180 to 280 credits , depending on the length. However, it should be noted that the new system is being implemented only slowly, and that not all public institutions use it. Autonomous universities most commonly use a scale that defines a credit as one hour of classroom instruction over the course of a semester.

Grading scales vary between HEIs as well. The table below shows three commonly used scales, including the WES conversion. Seven is the passing grade on many undergraduate scales, but a grade of 8 may be the passing score at the graduate level.

The H igher Education Degree Structure

Degrees awarded in Mexico include shorter associate degree-type qualifications, bachelor’s degrees ( licenciatura ), master’s, and doctoral degrees. Most Mexican students are enrolled at the undergraduate level—89 percent studied in licenciatura programs, including teacher training programs, in 2017/18. Only 6 percent studied at the graduate level, and less than 5 percent in post-secondary associate programs.

Associate Degree (Técnico Superior Universitario/Profesional Asociado)  

Shorter vocational-technical programs at the post-secondary level are relatively new in Mexico. These programs are offered mainly by  universidades tecnológicas  and typically last two years, although some three-year programs also exist. They require 75 to 120 credits at HEIs that use the SATCA credit system . Curricula are employment-geared and as such are applied in nature: Only 30 percent focus on theoretical instruction, and 70 percent on practical instruction and projects. Until the appearance of the technical universities, most vocational-technical programs were offered either at the upper-secondary level or, very rarely, in longer four- or five-year university degree programs.

The final credential awarded is called the Técnico Superior Universitario  (university higher technician) or  Profesional Asociado  (professional associate). While many of these programs are considered terminal qualifications designed for employment, they may also grant advanced placement in higher  licenciatura  or  titulo profesional  programs, depending on the institution. There are presently only 273 schools in Mexico offering associate-type programs, most of them state HEIs. Programs are offered in a variety of specializations, such as allied health, business administration, information technology, transportation, or tourism.

Certificado / Diplomado Programs 

Other short, applied programs lead to a  certificado  or  diploma . These certificate-level programs run from one to three semesters, while so-called salida lateral (lateral exit) programs can last up to four years and may sometimes account for the first one or two years of a  licenciatura  or  titulo professional program.

Licenciado  and  Titulo Profesional  Degrees

Both the  licenciado  and  titulo   professional, terms that are used somewhat interchangeably, are first-degree programs lasting between three and six years. Programs usually include both course work and a thesis or degree project. In general, curricula are specialized and impose few general academic course requirements. Some HEIs offer more U.S.-style curricula.

Programs in professional disciplines like architecture, dentistry, or veterinary science are five years in length. Medicine is a six-year program. Graduates are typically licensed to practice at the point of graduation. Graduates receive a professional license ( célula professional ) and are entitled to carry an official title, such as Titulo de Abogado (title of lawyer), Titulo de Arquitecto (architect) or Titulo de Ingeniero (engineer). Graduates from all programs are also required to complete a mandatory social service “internship” of at least 480 hours, or up to one year in health-related professions. Given that this internship is unpaid, it affects graduation rates, since some students are unable or unwilling to meet this requirement. According to statistics from ANUIES, only 52 percent of the students that enroll at public institutions complete the entire program and earn a full-fledged degree certificate, while 48 percent either drop out or complete the course work without meeting all the degree requirements. Graduation rates are higher at private institutions and among students from higher income households .

The Carta De Pasante

Students who have completed all their course work but not the thesis or other graduation requirements may receive a certificate called the  carta de pasante  (leaving certificate), and attain the status of an  egresado/pasante . Students who obtain this status do not have a degree, and they do not have the professional privileges in their field of study that are accorded to  licenciados  (holders of the licenciate degree). However, the  carta de pasante  may qualify students for conditional admission into graduate school at some institutions.

Although students who earn the classification of  egresado/pasante  cannot be licensed to practice in their respective profession, they do often find employment in their field of study, often in an auxiliary capacity for the more regulated professions. For example, a student in a law program who has obtained the  carta de pasante, but not the  licenciatura  degree cannot practice as a licensed lawyer, but might be able to work as a paralegal. In other, less regulated industries, such as business administration or engineering, an  egresado/pasante  might well find a very desirable position without the benefit of the final  licenciado degree.

Note: Many HEIs issue students a “diploma” following completion of course work in a program, but before completion of the graduation requirements, and thus before the licenciado degree has been officially awarded. Students may also receive a “ diploma por pertenecer a la generación de XXXX ” (diploma for belonging to the class of XXXX).

Grado De Maestro (Master’s Degree)

Most commonly two years in length (between 80 and 120 SATCA credits), the  maestría  program   requires the completion of course work and typically a thesis. A bachelor’s degree ( Licenciatura/Título Profesional ) in a related discipline is usually required for admission.

Participation rates at the graduate level in Mexico are low compared with those of other OECD countries. Tuition fees for graduate programs are considerably higher than for undergraduate programs, which are virtually free at public HEIs. Private HEIs are represented more prominently at the graduate level, accounting for 50 percent of total enrollments.

Graduate programs are offered as research oriented as well as more professionally oriented. The latter tend to be more flexible in terms of delivery and class scheduling, since they are often tailored to working professionals seeking to upgrade their skills . As of May 2019, there were 1,229 master’s programs listed as meeting quality standards in CONACYT’s national registry, although various other programs are offered throughout the country.

Especialista (Specialist)

Another type of shorter postgraduate program are the cursos de   especialización. These   programs also build on the licentiate degree, but usually have more applied curricula than full-fledged  Maestría  programs, although some may also constitute the first year of a  Maestría . Completion of course work is required; a thesis is generally not. Programs are usually one year in length (at least 45 SATCA credits), but there are also part-time programs that require fewer credits to complete. Graduate medical education programs, which are up to four years in length, are an exception.

Especialista programs generally require a bachelor’s degree for admission, but some HEIs admit undergraduate students who have completed their course work but not yet satisfied the final graduation requirements. In these cases, the first semester of the especialista program may satisfy the graduation requirements in lieu of a thesis, examination, or degree project.

Doctorado (Doctorate)

Doctoral programs are terminal research qualifications that require at least two years of course work as well as original research and the defense of a dissertation. Admission is generally based on a master’s degree in a related discipline, but qualified holders of undergraduate degrees may also be admitted, in which case the programs involve more course work. CONACYT presently lists 653 doctoral programs in its national registry of quality graduate programs. Most are offered by pubic HEIs with autonomous universities being the main providers.

Teacher Education

Teachers are trained at dedicated state-supervised teacher training colleges, the  escuelas normales superiores. Teachers at all levels are required to hold a licentiatura- level qualification, which is called the  Título Profesional de Educación Normal (Professional Title of Normal Education). Programs are four years in length and require a bachillerato for admission.

Through the SEP the federal government oversees teacher education and determines curricula, assessment standards, and staffing at teacher training colleges. As a result these institutions are often more politicized and influenced by changes in government than other public HEIs. Top level administrators are often appointed and replaced based on political affiliation, and there’s a considerable degree of corruption at these institutions.

A related problem is that teaching standards at these institutions are not always optimal, notwithstanding numerous reforms and efforts to strengthen teacher training over the past two decades. In 2014/15, only 49 percent of graduating students achieved acceptable results in examinations conducted by the National Institute for Educational Evaluation . Given that overall graduation rates at teacher training colleges are high, the poor examination results raise questions about the teaching and graduation standards at teacher training colleges, and erodes public trust in teacher education in Mexico.

WES Documentation Requirements

 secondary education.

• Academic transcripts ( certificado de estudios /calificaciones )—sent directly by the institution attended
• Precise, English translation of all documents not issued in English—submitted by the applicant
• Photocopy of degree certificate—submitted by the applicant
• For completed doctoral programs, an official letter confirming the conferral of the degree—sent directly by the institution
• Precise, English translation of all documents not issued in English

Click here for a PDF file of the academic documents referred to below.

• Bachiller (autonomous university)
• Bachiller (private institution)
• Título de Técnico Superior Universitario (state institution)
• Título de Físico (autonomous university)
• Licenciada (private institution)
• Carta de Pasante (autonomous university)
• Grado de Maestro (private institution)
• Título de Doctora (federal institution)

1.  UNESCO Data

2.  PISA stands for Programme for International Student Assessment .

3.  Legislation from 2002 made one year of early childhood education compulsory beginning in the 2004/05 academic year and extended it to two years in 2004/05 and three years in 2008/09. See: https://www.dgespe.sep.gob.mx/public/normatividad/acuerdos/acuerdo_348.pdf

4.  As an example, see the specialization on offer in the states of Jalisco and Nuevo León .

What others are reading What Others Are Reading

Education in the united states of america, education in the philippines, education in india, education in south korea.

The Past and Future of Education Reform in Mexico

The victory of Andrés Manuel López Obrador, better known as AMLO, has highlighted education reform in the country’s 2018 general elections. Although AMLO and his MORENA party had promised to bring about seismic change and reform to Mexico’s public education system, ongoing corruption and the country’s experience with the COVID-19 pandemic may halt any hope of bringing change to this important issue.

Nieto’s 2013 Reform Plan

The contemporary debate over education reform in Mexico dates back to the beginning of Enrique Peña Nieto’s presidency in 2012. During the campaign, Nieto had promised to tackle the deep-rooted corruption in Mexico’s national teacher’s union. The national teacher’s union in Mexico is the Sindicato Nacional de Trabajadores de la Educación, or SNTE, an organization ubiquitous in the country for its kickbacks, bribery, record manipulation and various other forms of corruption.

Nieto’s reform aimed to restructure the distribution of salaries and the overall payroll policies of the SNTE, which entered law soon after his ascendancy to the presidency. Primarily, the reform enforced performance-based criteria for hiring and salaries, with promotions and bonuses being based on students’ testing results. Furthermore, the reform has placed more control over school management and bureaucracy in the hands of the federal government instead of the SNTE.

Criticisms of Nieto’s Education Reform in Mexico

Nevertheless, a significant wing of the SNTE and Mexican teachers, in general, have found Nieto’s education reforms to be inadequate or outright malevolent . Even with a new performance-based structure, the issues of a bloated bureaucracy and unequal spending continued to be a significant issue.

Importantly, Nieto’s reform did not address the inequalities of the education system. Five years into Nieto’s education reform policy, many of the same differences in quality of instruction and schooling between Mexico’s rich and poor remained the same . According to Patricio Solís, a professor at the Center for Sociological Studies of the National Institute, young Mexicans in the highest income group have seven times greater access to higher education than those in the lowest income group.

Nieto’s popular mandate in fighting corruption in Mexico’s education system came to a sudden halt in 2016 when violent protests broke out between dissident teachers and Mexican police in the southwestern state of Oaxaca leaving six people dead . Many of these demonstrators were members of the SNTE who viewed Nieto’s education reform as inadequate; they criticized the redistribution of funding, the recently adopted merit-based philosophy for promotions and the arrest of several union leaders on charges of money laundering.

AMLO’s Reform in 2018

AMLO, Mexican’s first left-wing president of the 21st century, made discontent with Nieto’s educational reform a central tenet of his 2018 campaign. The 66-year-old often said on the campaign trail that Nieto had “turned education into a business.”

The scrapping of Nieto’s education reform under the new administration had two primary components;  firstly, repealing the merit-based structuring to salaries and promotions which had come under fire from Mexican teachers and the public at large, and, secondly, expanding access to free higher education among the country’s most impoverished children. This latter part involved the construction of over 100 new public universities and the introduction of public scholarships for 300,000 students.

Nevertheless, many ordinary citizens and experts alike have criticized these new policies under AMLO. For example, Alexandra Zapata, director at the Mexican Institute for Competitiveness in Mexico City, views the repeal of the merit-based system as a way for corruption to grow internally. She believes educational achievement criteria may be less trustworthy than under the previous system. Furthermore, much of the revenue for free higher education came at the expense of funding for early learning and primary care, resources that many rural and impoverished Mexican families desperately need. Zapata believes that the greatest efficiency for upward social mobility comes at the beginning of education, not at the university level. The question of to what extent this balance between earlier education and higher education can alleviate the issue of inequality in Mexican education can only be determined down the road.

COVID-19 and Education Reform

Like many other places around the globe, the COVID-19 pandemic and resulting shutdown have created a paradigm-shifting challenge for public education in Mexico. Stay-at-home orders early in the spring shut down Mexican public schooling; the access to resources for learning at home, such as internet connection and computer hardware, has further exacerbated the educational and economic gap between Mexico’s richest and poorest.

However, some experts view the chaos stemming from the COVID-19 pandemic as a way to kickstart real, lasting reform in Mexico’s public education system. Julia Coyoli, a Ph.D. candidate from Harvard focusing on educational reform in Latin America, believes that home-schooling and remote learning will shine a public light on the underlying inequities in the country’s public education system. Once these blatant injustices come into the light, it should force the Mexican government to take more of a stand-in specifically targeting low-income students’ education.

– Jason Beck Photo: Flickr

“The Borgen Project is an incredible nonprofit organization that is addressing poverty and hunger and working towards ending them.”

-The Huffington Post

Inside the borgen project.

• Board of Directors

Get Smarter

• Global Poverty 101
• Global Poverty… The Good News
• Global Poverty & U.S. Jobs
• Global Poverty and National Security
• Innovative Solutions to Poverty
• Global Poverty & Aid FAQ’s

Ways to Help

• Call Congress
• Email Congress
• 30 Ways to Help
• Volunteer Ops
• Internships
• Courses & Certificates
• The Podcast

Addressing Poor Mexican Education System Expository Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The education system in Mexico is facing many challenges and is in urgent need for revision. For instance, classrooms are in bad condition and students have no mastery of content. In line with Holt, parents are not involved in the learning process as well as not engaged in a form of child-assistance procedure at home (72).

Teachers are clumsy, unskilled and incompetent; they make the process even worse. The main cause is that principals of these schools employ relatives or bribe their way into the system. In accordance with Ellingwood, poor performance is characterised by poor and corrupt management (3).

To demonstrate imperfection of the Mexican education system, a group called Mexicanos Primaro (Mexicans first) directed by Juan Carlos Rulto and Carlos Loret filmed a documentary titled “De Penzazo”, a slang for “barely passing”. The documentary was addressed to Mexican citizens and the government. they wanted the government to pay attention to its failing education system. As seen in the film, a girl at a public junior school was worried because of the teaching methods.

As quoted from the film, “I have been reading my guide for high school and there is a lot I do not know, she says” (Ellingwood 4). This clearly illustrates how students seek knowledge on their own barely understanding what they learn. The situation has caused parents sacrifice their hardly earned money and send their children to private graduate schools.

A more worrying fact is the number of hours Mexican students spend in school. According to a documentation “Mexico documentary points up sad state of public schools” by Los Angeles Times,on average, students attend school up to junior high and their average hours spent in school is half of the norm compared to other countries as South Korea. In addition to that, the article also stated that Mexico is among countries ranked high in public spending on education and there is nothing to show for it.

For instance, “De Penzazo” gathered information concerning an evaluation test compiled by, ‘an Organisation for Economic Cooperation and Development’, and Mexico took the last place in Mathematics, Reading and Science among 34 nations.“Half of the Mexican students flunked and more than a quarter barely passed, less than 1% scored “excellent”(Ellingwood 3).

The main contribution factor to poor education system in Mexico is a rapid growth of small public schools. For instance, at one place you can find three to four different junior schools and about four secondary schools and all in close range. These schools have different learning systems.

In addition, there are no playgrounds for co-curricular activities, and no decent modern facilities like laboratories, libraries or cafeteria for students to study and spend some spare time. Instead, the schools provide no condition for students to gain at least something and this happens not because of some missing places but also due to poor quality of education.

The Mexican government should take full control of the education system and invest in this sector rather than target all their effort to anti-drug war. Giving the youth a proper education and teaching them about effects of drug abuse in classrooms is more effective than street-based campaigns.

Mexicans are abusing drugs due to lack of proper education. Education is fundamental for a society and one shall understand that without a proper education, the future of the youth and country itself is at risk. Lack of competent teachers still results in the same effect. Investing in a child’s education is a lifelong investment. Mexican education system can still flourish and bring light to the Mexican people since hope is not completely lost.

Works Cited

Ellingwooden, Ken. Mexico documentary points up sad state of public schools. Los Angeles Times. California : CA. 3 April. 2012.Print.

Holt, John. How children fail: Classics in Child Development . Da capo. Massachusetts: MA.1995. Print.

• Why College is Important
• Fighting for the Right to Choose: Students Should Have the Freedom to Pick the Courses They Want
• "The Use of Force" by William Carlos Williams
• Carlos Ghosn and Renault-Nissan: Leading for Global Success
• Carlos Slim: Leadership Styles and Personality
• Composition of Idaho State University
• Charter Schools and Its Privileges
• Is a college degree necessary?
• The Concept and Role of Continuing Education
• Children and exposure to the real world
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, June 18). Addressing Poor Mexican Education System. https://ivypanda.com/essays/mexican-public-schools/

"Addressing Poor Mexican Education System." IvyPanda , 18 June 2018, ivypanda.com/essays/mexican-public-schools/.

IvyPanda . (2018) 'Addressing Poor Mexican Education System'. 18 June.

IvyPanda . 2018. "Addressing Poor Mexican Education System." June 18, 2018. https://ivypanda.com/essays/mexican-public-schools/.

1. IvyPanda . "Addressing Poor Mexican Education System." June 18, 2018. https://ivypanda.com/essays/mexican-public-schools/.

Bibliography

IvyPanda . "Addressing Poor Mexican Education System." June 18, 2018. https://ivypanda.com/essays/mexican-public-schools/.

• Opportunities
• Market Intelligence Briefs

Please note that under HESA regulations only institutions contributing data to HESA are permitted to access the data mining tools. If this applies to you, and you have an account, please login to access the tools. If you do not have an account please register .

Education reforms in Mexico: what challenges lie ahead?

You are here.

During his presidency in Mexico, Andrés Manuel López Obrador (AMLO) has so far implemented various strategies in the education sector , with a primary focus on improving access, quality, and equity in the national education system. While his administration has made significant efforts to address socio-economic disparities and enhance domestic education, the focus on internationalisation has so far been relatively limited compared to other areas of the government’s focus. AMLO's government has not to date actively promoted a comprehensive agenda for internationalisation in Mexico's education system – however, one notable development during AMLO's presidency was the transformation of the National Council for Science and Technology (CONACyT), earlier this year.

CONACyT was responsible for coordinating and promoting international scientific and technological cooperation and funding postgraduate study for Mexican students abroad. It has been replaced by the National Council for Science and Technology and Higher Education (CONAHCyT), which has a more limited mandate. CONAHCyT's mandate is focused on the humanities, sciences, and technologies, while CONACyT had a broader mandate that included engineering, agriculture, and medicine. CONAHCYT also has a smaller budget . These changes were a result of the government believing that CONACyT was too bureaucratic and inefficient, and that its mandate was too broad. The government hopes that CONAHCyT will be more focused and effective under its new name and mandate. The transformation of CONACyT has been perceived as a setback for international education in Mexico, as it played a crucial role in attracting foreign researchers and funding international exchange programmes.

The transformation of CONACyT further raises concerns about the promotion of international scientific and technological cooperation in Mexico. It is unclear how Mexico will continue to foster such collaboration with foreign entities without the dedicated institution responsible for coordinating these efforts. Additionally, the decrease in funding for science and technology research, resulting from CONACyT's transformation. The Mexican government's budget for science and technology research decreased by $900 million in 2023, as a result of the transformation of CONACyT into CONAHCYT. In 2022, CONACyT had a budget of $2.6 billion, while CONAHCYT's budget is $1.7 billion. This 34% decrease could negatively impact the quality of education in these fields and also hinder Mexico's ability to compete globally.

Despite these challenges, there are some positive aspects to this transformation that should be highlighted. The new inclusion of humanities within the scope of CONAHCyT has the potential to improve the quality of education in Mexico by promoting interdisciplinary research and teaching. It can provide valuable insights into the social, cultural, and historical context of scientific and technological research, making it more relevant to the country's needs. Moreover, the inclusion of humanities may attract more students to study science and technology, as they see the fields as open to interdisciplinary research. This, in turn, could contribute to innovation in Mexico by generating new ideas for products, services, and technologies. However, the inclusion of humanities into CONAHCyT also poses challenges. Humanities are not always perceived as being as important as science and technology, which may result in a lack of funding and difficulty in attracting top talent to the field. Addressing these challenges is crucial to ensuring that humanities receive the same level of attention and support as other disciplines.

The transformation of CONACyT is just one part of a larger reform of the Mexican education system. AMLO has also:

• repealed the 2013 education reform . This reform introduced teacher evaluations and other measures aimed at improving the quality of education. The 2013 education reform was a major overhaul of Mexico's educational system. It introduced teacher evaluations, increased funding for teacher training, and created a new national curriculum. AMLO has argued that the reform from a decade ago was ineffective, and that it was unfair to teachers. He has also argued that it did not meet the needs of the teaching profession.
• promised to create hundreds of new state-funded "popular" universities . AMLO promised to create hundreds of new state-funded "popular" universities. These universities are intended to provide affordable higher education to people from low-income backgrounds. However, they have been criticised for understaffing, funding, and lack of academic standards. Critics argue that these universities will not be able to provide students with the skills that they need to succeed in the workforce.
• cut funding for higher education institutions . This has led to redundancies among staff and reductions in the number of courses offered to students. The budget for education in Mexico has been reduced by $12 billion since President Andrés Manuel López Obrador (AMLO) took office in 2018. This represents a decrease of 10%. Over 100,000 education workers have been dismissed since AMLO took office. This includes teachers, professors, and administrative staff. The budget for basic education (preschool, primary, and secondary school) has been reduced by $7 billion. The budget for higher education has been reduced by $5 billion. The budget for teacher training has been reduced by $1 billion. The budget for education infrastructure has been reduced by $1 billion.
• reduced the number of standardised tests required for students to graduate from secondary school . This has been criticised by some who argue that it will make it more difficult for students to be prepared for university and the workforce. Critics also argue that these cuts will make it more difficult for students to receive a quality education.

AMLO's educational policies have been controversial. Some people support his efforts to make education more accessible and affordable, while others criticise his cuts to funding and his repeal of the 2013 education reform. The success or failure of these reforms will ultimately determine what the impact of the transformation of CONACyT will have on science and technology education in Mexico.

AMLO's administration has also made limited efforts to make Mexico more attractive for foreign students, for example by not simplifying the visa application process. There have been major individual efforts carried out by higher education institutions in Mexico to foster greater internationalisation of their academic programmes. Some specific examples of internationalisation efforts are:

• Tecnológico de Monterrey (ITESM) Global Network : Tecnológico de Monterrey, one of Mexico's leading universities, has established a global network of partnerships with over 300 prestigious institutions worldwide. Through this network, ITESM promotes student and faculty exchanges, joint research projects, and international academic programmes
• National Autonomous University of Mexico (UNAM) Study Abroad Programme :  UNAM, one of the largest universities in Latin America, offers a comprehensive study abroad programme that allows its students to study at partner universities across the globe. The programme covers various disciplines and encourages students to gain international experience.
• ITESM's International Dual-Degree Programmes: This institution has several dual-degree programmes with international universities. For instance, it offers a dual-degree programme with Massachusetts Institute of Technology (MIT), the University of Essex, among others in which students earn degrees from both institutions upon completion.
• University of Guadalajara's Global Campus : it has established a Global Campus that offers online degree programmes and MOOCs in various languages, allowing learners from around the world to access high-quality education from Mexico.

These examples showcase how Mexican institutions have taken various approaches to internationalise their campuses, foster collaboration with global partners, and promote cross-cultural learning opportunities for students and faculty alike. This has led to an increase in the number of foreign students enrolled in Mexican universities in recent years, with approximately 45,000 foreign students enrolled in higher education institutions in Mexico in 2019-2020. This represents an increase of 10% from the previous year. The trends in the number of foreign students studying in Mexico in the last 3 years have been positive. The number of foreign students has increased by 20% since 2017. This growth is being driven by a number of factors, including: The increasing quality of Mexican universities; the growing reputation of Mexico as a tourist destination: the relatively low cost of living in Mexico: the availability of scholarships and financial aid for foreign students

Looking ahead, Mexico's upcoming presidential elections in 2024 pose several challenges for education. Increased political polarisation may make it difficult to reach consensus on education reforms, while the diversion of attention and resources to the elections could slow down progress in this area. Additionally, the elections may lead to increased number of disruptions to education, including industrial action by teachers.

Add new comment

Please note that comments by non-members are moderated. They do not appear on the site until they have been approved. Comments by registered members appear here immediately. Your email address will not be published. All fields are required.

Latest Blog Posts

Sign up to our newsletter.

Keep up to date with the latest news from the British Council.

Footer menu

• British Council Global
• Eligibility criteria
• Accessibility
• Privacy and cookies

© 2023 British Council The United Kingdom's international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

Education during the Mexican Era, 1821–1848

Cite this chapter.

• Victoria-María MacDonald  

86 Accesses

3 Altmetric

The social, economic, and political changes accompanying the independence of Mexico from Spain in 1821 profoundly affected schooling in the far northern colonies. Most significantly, Mexican independence ended the close relationship between education and religion that largely defined the colonial era. The end of state-sponsored religious missions, a new spirit of egalitarianism, and constitutional requirements for schooling combined to bring new importance to public schooling. Unlike before, public schools became a critical component of the creation of an educated citizenry. In this regard, the link between education and the republic echoed Jeffersonian principles articulated in the early Republican Era of the United States. 2 However, decades of political upheaval in the fledgling Mexican state and the unintended negative consequences of the closure of the missions prevented the widespread establishment of public schools.

The education of youth has always been one of the most important bases for the felicity of Peoples, and the prosperity of their Government. The Mexican, who, unfortunately, groaned under the despotic and savage sway of the ambitious sons of Iberia, has never occupied himself in perfecting this most important institution, which would already have placed him on a level with the most cultured nations. The corrupt Government at Madrid only cared to suck up, by whatever means within its reach, the precious resources of the Americas, and studiously and craftily to retard the growth of enlightenment. —1821 School Ordinance, San Fernando de Bexar, Texas 1

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Unable to display preview.  Download preview PDF.

Gordon Lee, ed., Crusade against Ignorance: Thomas Jefferson on Education (New York: Teachers College Press, 1961).

Google Scholar  

David N. Plank and Rick Ginsberg, eds., Southern Cities, Southern Schools: Public Education in the Urban South (New York, Greenwood Press, 1990);

Victoria-María MacDonald, The Persistence of Segregation: Race, Class, and Public Education in Columbus, Georgia, 1828–1998 , unpublished book manuscript, 2003;

Edgar Knight, ed., A Documentary History of Education in the South Before 1860 , vol. 2 (Chapel Hill: University of North Carolina Press, 1949–1953).

Manuel G. Gonzales, Mexicanos: A History of Mexicans in the United States (Bloomington: Indiana University Press, 1999).

Michael C. Meyer and William L. Sherman, The Course of Mexican History (New York: Oxford University Press, 1995).

David J. Weber, The Mexican Frontier, 1821 to 1846: The American Southwest under Mexico (Albuquerque: University of New Mexico Press, 1982).

Martha Menchaca, Recovering History, Constructing Race: The Indian, Black, and White Roots of Mexican Americans (Austin, TX: University of Texas Press, 2001), p. 167.

Raymond S. Brandes, trans. and annotator, “Times Gone By in Alta California: Recollections of Señora Dona Juana Machada Alipaz de Ridington (Wrightington),” The Historical Society of Southern California Quarterly 41 (September 1959): 195–240. Provides a first-person account of the constant fear (and reality) of Indians kidnapping women and assaulting Mexican settlers.

Article   Google Scholar  

Fr. Zephyyrin Engelhardt, O. F. M., The Missions and Missionaries of California , vol. 20 (San Francisco: The James H. Barry Company, 1908), p. 549.

Irving Berdine Richman, California under Spain and Mexico, 1535–1847 (Boston: Houghton Miffling Co., 1911), p. 222.

Matt S. Meier and Feliciano Ribera, Mexican Americans—American Mexicans: From Conquistadores to Chicanos (New York: Hill and Wang, 1993), pp. 32–33; and Weber, The Mexican Frontier , p. 44.

George Harwood Phillips, “Indians and the Breakdown of the Spanish Mission System in California,” in David J. Weber, ed., New Spain’s Far Northern Frontier: Essays on Spain in the American West, 1540–1821 (Dallas: Southern Methodist University Press, 1979), p. 264.

Fr. Zephyrin Engelhardt, O.F.M., The Missions and Missionaries of California , vol. 1 (San Francisco: The James H. Barry Company, 1908), p. 88.

Paul Farnsworth and Robert H. Jackson, “Cultural, Economic, and Demographic Change in the Missions of Alta California: the Case of Nuestra Señora de la Soledad,” in The New Latin American Mission History , ed. Erick Langer and Robert H. Jackson (Lincoln: University of Nebraska Press, 1995), pp. 124–5.

Francis J. Weber, Documents of California Catholic History, 1784–1963 (Los Angeles: Dawson’s Book Shop, 1965), pp. 33–36.

Wayne Moquin and Charles Van Doren, eds, A Documentary History of the Mexican Americans (New York: Praeger, 1971), pp. 130–136.

Albert Camarillo, Chicanos in a Changing Society: From Mexican Pueblos to American Barrios in Santa Barbara and Southern California, 1848–1930 (Cambridge: Harvard University Press, 1979), pp. 9–10; and Menchaca, Recovering History , p. 181.

Regulations reproduced in Daniel Tyler, “The Mexican Teacher,” Red River Valley Historical Review 1 (1974): 214.

Richard J. Altenbaugh, The American People and Their Education: A Social History (Upper Saddle River, NJ: Pearson Education, 2003), p. 45.

Carl F. Kaestle, Pillars of the Republic: Common Schools and American Society, 1780–1860 (New York: Hill and Wang, 1983);

Lawrence A. Cremin, American Education: The National Experience, 1783–1876 (New York: Harper and Row, 1980);

David B. Tyack, Turning Points in American Educational History (University Microfilms International, 1967);

and Joel Perlmann and Robert A. Margo, Women’s Work?: American Schoolteachers, 1650–1920 (Chicago: University of Chicago Press, 2001).

Book   Google Scholar  

Lawrence A. Cremin, American Education: The National Experience, 1783–1876 (New York: Harper and Row, 1980), p. 171.

For more discussion of this educational plan see Rodney Hessinger, “Lancaster System,” in Richard J. Altenbaugh, ed., Historical Dictionary of American Education (Westport, CT: Greenwood Press, 1999), pp. 208–9.

Hubert Howe Bancroft, The Works of Hubert Howe Bancroft, vol. 19, History of California. Vol.2. 1801–1824 (Santa Barbara, CA: Wallace Hebberd, 1966), p. 680.

Tyler, “The Mexican Teacher,” pp. 209–210; Lynn Marie Getz, Schools of Their Own: The Education of Hispanos in New Mexico, 1850–1940 (Albuquerque: University of New Mexico Press, 1997), p. 5.

Weber, The Mexican Frontier , pp. 232–3; and Doyce B. Nunis, Jr. Books in Their Sea Chests: Reading along the Early California Coast (California Library Association, 1964), pp. 6–7.

Lisbeth Haas, Conquests and Historical Identities in California, 1769–1936 (Berkeley: University of California Press, 1995), p. 80.

Download references

You can also search for this author in PubMed   Google Scholar

Copyright information

© 2004 Victoria-María MacDonald

About this chapter

MacDonald, VM. (2004). Education during the Mexican Era, 1821–1848. In: Latino Education in the United States. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403982803_3

Download citation

DOI : https://doi.org/10.1057/9781403982803_3

Publisher Name : Palgrave Macmillan, New York

Print ISBN : 978-1-4039-6087-0

Online ISBN : 978-1-4039-8280-3

eBook Packages : Palgrave Social & Cultural Studies Collection Social Sciences (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

College Essay: A Mexican education system teaches a valuable lesson

When I arrived in Mexico City from my home, Minnesota, two years ago, I was petrified when I saw a place that looked hopeless. No trees, roads built out of sand and the buildings looked old and close to collapsing.

I decided to take my first trip to Mexico when I was 15 years old to see how my parents had lived in a little village in Tlatlaya. I was super excited to see how my parents’ lifestyle was back then. When I arrived to my parents’ village, it was way worse than I expected. There were no trees, it was a desert with no hope and the people looked exhausted.

During the last week of my month-long trip, I had the courage to examine how my cousin’s high school system worked. When we arrived, I noticed that it was difficult for most of the students. There were students who didn’t have enough money to buy their notebooks and they didn’t have the resources to find a place where they could obtain free notebooks. I saw most of the students struggling to sharpen their pencils with a knife in order for the lead to come out. There were students with bloody and cut hands from the knife. In my country, I have a computer lab, library and teachers who will give you a free notebook.

“I’ve lost all hope in trying hard in school,” said David, my cousin who attends school in Tlatlaya. “There’s not many opportunities for us.” He said kids in this village don’t have school materials and lose interest in school. When we got done talking, he said to me, “Have you ever lived in a place where you don’t have many opportunities?”

My parents didn’t have many educational opportunities growing up in Tlatlaya, either. My parents stopped going to school after eighth grade. My mom went to Mexico City to clean houses for rich people. My dad started working for companies that build houses.

During my flight back to Minnesota, I reflected on what my cousin had told me that last day in Mexico. He reminded me that during my freshman year, I did not really care about school that much and did not try to get good grades. I realized that I had not been taking advantage of all the opportunities around me, including an afterschool tutor program that teachers would organize for students who needed help.

When I started my sophomore year, I put more effort in trying to attain help after school from my teachers. After I failed to get a “B” in geometry, I went to check in with my teacher during lunch a few times a week to try to figure out what I could do, and I ended up with a “B.” At the end of my sophomore year, I received the opportunity to get my first job at Target as a cashier, in order to contribute to my college fund. I also got involved in College Possible, a program that helps kids go to college.

I will go to college to become a businessman in order to go back to Mexico to help families in need and send their kids to school. I know I’m going to face obstacles in life that are going to hold me back from accomplishing my goals. My parents’ and cousin’s situations inspire me to overcome challenges and take advantage of all the opportunities along my way.

© 2024 ThreeSixty Journalism • Login

ThreeSixty Journalism,

a nonprofit program of the College of Arts and Sciences at the University of St. Thomas, uses the principles of strong writing and reporting to help diverse Minnesota youth tell the stories of their lives and communities.

Intersecting Paths: Migration, Education, and Development in Mexico

The combination of migration, education, and development in Mexico shows deep contrasts and complex interdependencies. In the past, it has been a country with significant migration both internally and across international borders. You can see this when you realize that about 9.4% of Mexico’s native population lives abroad, most in the United States, making it one of the most significant sources of international migrants (Migration Policy Institute, 2020). The main point of this essay is to focus on Mexico and show how its migration changes the country’s education and development. It will be done by looking at itself as a case study because it is both a developing economy and a source for substantial emigration and a destination for migrants from Central America. The central thesis of this paper says that migration influences educational access and quality for individuals, which causes socioeconomic development problems for everyone else.

The literature review will show research from other people, setting up the context for analysis later on. Then, we will introduce your approach to the situation in the theoretical framework section and use that to justify our research. Next is an analysis of how migration affects education, which will help explain education’s impact on development within migration, as mentioned before, using examples from other countries. We will encounter some case studies looking at specific demographics or regions as we get deeper into Mexico. Finally comes our discussion, combining all this information into one big thing, showing how they connect. Forming this structure helps contribute a deeper understanding of how moving around in Mexico shapes everything in it, helping us give insight into policy implications and suggest ideas for future research.

Literature Review

Mexico’s migration dynamics are complex. Economic, social, and political factors shape them. The desire for a better life and wage is one of the biggest reasons behind migration. Many people leave in search of jobs that pay more than at home. Social networks also lower the barriers to entry for new migrants (Riosmena & Massey, 2012).

Moreover, communities of migrants already established abroad make it easier for new migrants to get started there. Sometimes, people do not even want to leave the country. Rural areas often see an exodus of residents to urban environments for better work and education opportunities. Climate has become a significant factor, too, with droughts and changes in weather patterns forcing farmers off their land (Massey et al., 1998). Violence is not enough to make everyone bounce, but regions with cartels have seen a higher rate of people leaving out of fear for their lives. A lot more goes into migration than just economic reasons, depending on the individual’s needs and wants (1998).

Mexico’s educational landscape is heavily influenced by migration. This comes with many challenges but also many opportunities. Education in Mexico often deals with disparities made worse by migration. Especially in rural areas with limited resources (Tuirán, 2002). When migrant children bounce around from school to school, their education is usually inconsistent. This leads to many problems, such as bad grades and eventually dropping out. Now, let us look at the other side of the coin. Remittances left by international migration have been known to affect educational investment in families affected by it positively (Hanson, 2007). This means that kids who have parents working abroad are more likely to get a good education. Then, when they return home, they can enrich the local education system with their newly acquired skills and perspectives. However, reintegration always presents its own problems, like learning how things work again.

Nevertheless, let us bring our focus back to Mexico for now. The internal migration from rural to urban areas has packed schools past capacity (Hanson, 2007). As we all know, learning environments like this make it difficult for anyone involved. So what can be done? Well, some schools have started bilingual programs catered towards those who have returned from migrating internationally so they can easily catch up on what they have missed (Hanson, 2007). The literature surrounding this topic all points towards policy responses that support the needs of both populations for maximum educational development potential.

The relationship between education and development is significant in development studies, especially within migrant populations in Mexico. Having a well-educated team of workers is crucial to economic growth. Innovation only comes when you have people that know what they are doing. In migrant populations, this is even more important. There are two sides, the first being that it allows them to improve their futures and their family, which motivates them to migrate in the first place.

On the other hand, their education helps develop the communities they join or return to, which can benefit local development (Lowenthal, 1999). However, this potential is often lost because of a mismatch between skills gained abroad and local labor market demands. Moreover, when migrants do come back with new skills and knowledge. The Mexican education system tends to have a hard time integrating those returning migrants into their schools (Lowenthal, 1999). Therefore, without policies that work towards aligning these educational outcomes with developmental goals, we will not see much progress in this area.

Theoretical Framework

The reasoning behind this analysis is based on the Theory of Cumulative Causation. A sociologist named Douglas Massey developed it. This theory might sound fancy and complicated, but it just means that migration is not a one-time thing – it is an ongoing process that feeds into itself through feedback loops. “Migration” is another word for change; when something changes, it is bound to change everything else around it (Massey, 1990). So, what does this have to do with migration? Let us see. When one decides to migrate, they ultimately change the environment, which then changes the social and economic context within the origin of where they came from and the destination of where they went. In turn, this then affects how future migration will be impacted. The engine that sets this entire cycle in motion includes social capital accumulation, resource distribution, and social structure transformation. Once those are initiated, we start seeing a pattern of initial migration leading to conditions facilitating further migration (let us call this migration option). Since Mexico is a country with significant issues when it comes to socioeconomic disparities – this framework has incredible potential in analyzing the dynamics surrounding their migration business.

The essay will use the Theory of Cumulative Causation to see how migration influences education and development in Mexico. It is a complex theory, but we will use nonprofessional terms. Understanding how migration alters educational opportunities and outcomes for individuals and communities is essential. For example, if family members move elsewhere, household education decisions could also change. Schools may not be a priority at that point because the kids need to work.

On top of that, educational resources can be affected. If migrants network and bring back skills and resources, it can also boost local economies and educational systems. Looking at the cyclical nature of migration’s impact helps us understand the long-term effects on Mexico’s educational landscape and broader developmental outcomes.

Migration’s Impact on Education

Access to education.

Migration significantly affects access to education for those migrating within Mexico and those who are migrating to the United States of America. When people move within the country, it is usually from rural to urban areas. Education is a motivating factor to move because parents will think urban areas have better educational opportunities for their children, which is true if you compare them because there are huge disparities between educational infrastructures and quality between rural and urban settings in Mexico (Ponce, 2006). The problem happens when they realize most of these schools are impaired due to overpopulation and lack of funding. At that point, migrant children have already had trouble with language due to being different from the place they moved from, especially indigenous ones; they would then have bureaucratic hurdles in transferring school records.

For Mexican families emigrating, particularly to the United States of America. Education is still a big concern. It is not treated much better here in America either because Mexican migrant children often attend schools with limited resources and high dropout rates (Portes & Rumbaut, 2001). It can also be hard for them to learn other languages and integrate into social groups/communities. Within Mexico, the outward flow of a portion of the population also indirectly affects access to education for those left behind.

Some good things come from people sending money back home to their family members still living in Mexico, but there are bad ones, too. Migrants abroad can improve household income levels by sending remittances, which could increase access to education. However, at what cost? The absence of parental figures can decrease educational supervision and support, hurting how well children in migrant households do in school. It shows that migration is very complex and often has contradictory impacts on educational access, which leads us policymakers to respond in nuanced ways when addressing diverse needs within migrant populations in and outside of Mexico.

Quality and Outcomes

They affect those who migrate and the communities they leave behind. Migrant children, especially those transitioning from rural to urban areas within the country, frequently face disruptions in their education. This affects the student-teacher ratio and the quality of education (Delgado et al., 2007).

Children of families that migrate internationally also face problems with their schooling. These kids typically have to deal with language barriers and cultural differences that can hinder their academic performance. It has been shown that Mexican immigrant students in America are more likely to be put on lower educational tracks and have higher dropout rates compared to other non-immigrant kids (Gándara, 2005). This is even worse because many schools do not provide bilingual classes or culturally responsive teachers.

However, there is a positive side to all of this, too. Through remittances, migration can improve educational outcomes. Families that receive these funds often use them for school supplies or tuition, leading to better education for their children and potentially higher degrees later in life. However, it is not all sunshine and rainbows because if parents do leave, then their involvement in their child’s schooling can decrease drastically. There is also a chance for migrants to return home and bring new knowledge. Known as ‘social remittances,’ this improves local education and helps society more. Nevertheless, it is not easy to reintegrate migrants back into society or try to fit the skills, they learned somewhere else into local systems and job markets again.

Education’s Contribution to Development

Skilled workforce.

Education has always played a crucial role in developing the workforce. However, it is even more critical in Mexico due to its bilingual population and migration patterns. The country aims to arm the workforce with skills and knowledge that change with time. However, this process is also being influenced by migration. On the one hand, we have been seeing a rise in educational attainment, which means that more people are now getting degrees.

Moreover, while that is great for personal development, it also substantially impacts the economy (Tuirán & Ávila, 2009). A well-educated workforce attracts investments and drives innovation. This then leads to long-term economic growth.

Unfortunately, this trend can also lead to brain drain—when intelligent people leave their home country searching for better opportunities elsewhere (Lowell & Gerova, 2004). The destination of choice for most Mexicans tends to be the United States. While their skills serve the U.S., Mexico experiences a loss of human capital. With less capable hands at work, their economy becomes just like that of any other low-income country. What does help, though, is the Mexican diaspora in America. These people went there to seek new skills and knowledge. As they return home, they can bring all that back with them (if they could find good opportunities abroad). However, it is not just their knowledge that helps either; these people usually send remittances back home, which can be used for education.

However, many of these benefits revolve around how useful these skills are once brought back to Mexico (Lowell & Gerova, 2004). If they are not helpful enough, we will see underemployment among return migrants. The education system in Mexico also needs attention since it does not precisely produce globally competitive workers either. So, while education is a cornerstone for any country’s workforce development, it gets even more complex when dealing with Mexican students who might end up in America. In addition, it is up to the country to adapt to these challenges.

Social Cohesion and Economic Growth

Education is a crucial driver of social cohesion and economic growth in Mexico and is closely linked to migration dynamics. It can be used as a tool for social integration, creating a shared space where diverse populations, such as migrants, can engage and understand each other. Schools become vital spaces in high emigration and return migration areas because they help integrate migrant children and families, strengthening social cohesion (Suárez-Orozco & Sattin, 2007). Effective policies bridging the gap between communities are essential for promoting unity and belonging.

Regarding economic growth in Mexico, education plays a multifaceted role alongside migration. A skilled workforce is needed for development, with increased productivity and innovation being essential markers. However, when educated people decide to leave the country, this depletes their human capital stock, which could slow down progress. On the other hand, Mexicans abroad make money through remittances that are usually invested back into their community’s education system (Adams Jr., 2006). Return migrants also bring new skills back home, which can bring economic growth if adequately integrated.

It is not all positive, however. The connection between education, social cohesion, and economic growth comes with plenty of challenges. Education disparities that go unaddressed will undermine any progress made. With equitable access to quality education or matching educational outcomes with labor market needs, developmental goals will significantly help. Education has proven to drive social cohesion and economic growth in Mexico. These factors should be supported in order to build sustainable and inclusive development.

Case Study Analysis

This case study focuses on the Mexican state of Chiapas. This area perfectly exemplifies how migration, education, and development work together. Chiapas, known for its various cultures, including a large Indigenous population, is one of the most economically marginalized areas in Mexico. On top of that, it has high poverty rates and limited access to quality education. The state’s unique socioeconomic and demographic profile makes it a perfect candidate for this study. Chiapas is also unique in that it is both a source of internal migration within Mexico and a transit point for Central American migrants.

The choice to focus on Chiapas rather than the typical Mexico-U.S migration narrative was made to observe internal migration dynamics and their impact on education and development within a different but equally important context. The area has low literacy rates and an overall low educational attainment level, especially among Indigenous populations. Migration only compounds this issue as people flock to find better educational opportunities elsewhere. If you are looking into how access, quality, or educational policies are affected by migration, then you will see the results of this case study. It will also offer insights into the broader implications of migration for regions with similar characteristics to Chiapas.

Applying the Theory of Cumulative Causation to Chiapas, we can discern how migration shapes and is shaped by the educational landscape and development prospects. In Chiapas, migration often responds to limited educational and economic opportunities. As more individuals migrate within Mexico or internationally, they alter the social and economic fabric of their communities of origin.

Synthesis of Analysis and Policy Implications

There are multiple policy implications from this analysis. Education policies must prioritize inclusivity and adaptability to meet the needs of diverse migrant populations in Mexico. They should also work on integrating multicultural perspectives into their curriculum while providing resources to help mitigate educational disruptions caused by migrations (Borjas, 2015). In terms of policies regarding migration, they should make it easier for people to take what they learned with them. With policies that encourage the return and reintegration of migrants, you can capitalize on their skills for local development (Massey et al., 1998). It is also important to collaborate with countries that have many Mexican migrant populations, like the U.S. With these collaborations, you can build transnational education programs that support learners in both countries.

Bouncing off all that, a cohesive policy framework would be beneficial. These policies should integrate educational and migration policies so the relationship between those two and development is recognized. The goal would be to use migration’s potential benefits while mitigating its challenges. The essay has revealed the multifaceted relationship between migration, education, and development in Mexico. The literature underscores diverse migration drivers, from economic disparity to social networks. The Theory of Cumulative Causation applied to Chiapas illustrates migration’s self-perpetuating nature, significantly affecting educational access and quality.

Adams Jr, R. H. (2006). Remittances and poverty in Ghana. World Bank Policy Research Working Paper, (3838).

Adams Jr, R. H. (2007). Remittances, poverty, and investment in Guatemala. In C. Özden & M. Schiff (Eds.), International Migration, Economic Development & Policy. World Bank and Palgrave Macmillan.

Borjas, G. J. (2015). Immigration Economics. Harvard University Press.

Delgado Wise, R., & Márquez Covarrubias, H. (2007). Migration and Development: The Mexican Experience. Global Migration Perspectives, No. 57.

Gándara, P. (2005). Fragile Futures: Risk and Vulnerability Among Latino High Achievers. Princeton, NJ: Princeton University Press.

Lowell, B. L., & Gerova, S. G. (2004). Diasporas and Economic Development: State of Knowledge. World Bank.

Massey, D. S. (1990). Social Structure, Household Strategies, and the Cumulative Causation of Migration. Population Index, 56(1), 3–26.

Massey, D. S., et al. (1998). Worlds in Motion: Understanding International Migration at the End of the Millennium. Clarendon Press.

Ponce, J. (2006). Migration and Education in Mexico: The Case of Rural Areas. Mexican Studies/Estudios Mexicanos, 22(2), 365-379.

Portes, A., & Rumbaut, R. G. (2001). Legacies: The Story of the Immigrant Second Generation. Berkeley: University of California Press.

Suárez-Orozco, M. M., & Sattin, C. (2007). Introduction: Learning in the Global Era. In M. M. Suárez-Orozco (Ed.), Learning in the Global Era: International Perspectives on Globalization and Education. Berkeley: University of California Press.

Tuirán, R., & Ávila, J. L. (2009). Educación y desarrollo en México. México: Fondo de Cultura Económica.

Cite This Work

To export a reference to this article please select a referencing style below:

Related Essays

Data collection and plan for analysis, conduct a ‘fantasy theme analysis’ barack obama presidential campaign 2008, article summary – “supporting families in end-of-life care and bereavement in the covid-19 era”, civil rights movement and black freedom struggles that changed the lives of african americans between 1954 to the present, the relationship between therapeutic intervention on trans and non-binary youth and academic success, human rights protection, popular essay topics.

• American Dream
• Artificial Intelligence
• Black Lives Matter
• Bullying Essay
• Career Goals Essay
• Causes of the Civil War
• Child Abusing
• Civil Rights Movement
• Community Service
• Cultural Identity
• Cyber Bullying
• Death Penalty
• Depression Essay
• Domestic Violence
• Freedom of Speech
• Global Warming
• Gun Control
• Human Trafficking
• I Believe Essay
• Immigration
• Importance of Education
• Israel and Palestine Conflict
• Leadership Essay
• Legalizing Marijuanas
• Mental Health
• National Honor Society
• Police Brutality
• Pollution Essay
• Racism Essay
• Romeo and Juliet
• Same Sex Marriages
• Social Media
• The Great Gatsby
• The Yellow Wallpaper
• Time Management
• To Kill a Mockingbird
• Violent Video Games
• What Makes You Unique
• Why I Want to Be a Nurse
• Send us an e-mail

• Society ›
• Education & Science

Education in Mexico - statistics & facts

Higher education, the state of online education, key insights.

Detailed statistics

Amount of students enrolled in any education level in Mexico in 2023

Under-graduate school drop-our rate in Mexico in 2022/2023, by state

Educational level in Mexico in 2020

Editor’s Picks Current statistics on this topic

Literacy rate in Mexico 2020

Unemployment rate in Mexico 2023

Income & Expenditure

Average earnings by percentile in Mexico 2021

Further recommended statistics

Latin america in figures.

• Basic Statistic Latin America: leading universities 2024, by QS score
• Basic Statistic Latin America & the Caribbean: literacy rates 2013-2022, by age
• Premium Statistic Global innovation index in Latin America and the Caribbean 2023, by country
• Basic Statistic Latin America: level of English proficiency 2022, by country

Latin America: leading universities 2024, by QS score

Leading universities in Latin America in 2024, by QS score (index score)

Latin America & the Caribbean: literacy rates 2013-2022, by age

Average literacy rates in Latin America and the Caribbean from 2013 to 2022, by age group

Global innovation index in Latin America and the Caribbean 2023, by country

Most innovative countries in Latin America and the Caribbean in 2023, by global innovation index score

Latin America: level of English proficiency 2022, by country

English Proficiency Index for selected countries in Latin America in 2022 (index score)

• Premium Statistic Federal spending on education in Mexico 2013-2023, by category
• Basic Statistic Educational level in Mexico in 2020
• Premium Statistic Gender pay gap in Mexico in 2020, by educational attainment
• Premium Statistic Amount of students enrolled in any education level in Mexico in 2023

Federal spending on education in Mexico 2013-2023, by category

Public spending on education in Mexico from 2013 to 2023, by category (in million Mexican pesos)

Educational attainment in Mexico in 2020

Gender pay gap in Mexico in 2020, by educational attainment

Gender pay disparity in Mexico in 2020, by educational attainment

Number of people enrolled in any education level in Mexico from the academic year 2000/2001 to 2022/2023 (in millions)

Primary education

• Premium Statistic Amount of students enrolled in primary education in Mexico in 2022
• Basic Statistic Number of children not enrolled in primary education in Mexico 2000-2022
• Basic Statistic Share of children not enrolled in primary education in Mexico 2000-2022
• Basic Statistic Share of pupils who reach last grade of primary in Mexico 1999-2021
• Basic Statistic Share of trained primary teachers in Mexico 2006-2021

Amount of students enrolled in primary education in Mexico in 2022

Number of people enrolled in primary education in Mexico from the academic year 2000/2001 to 2021/2022 (in millions)

Number of children not enrolled in primary education in Mexico 2000-2022

Number of children not enrolled in primary education in Mexico from 2000 to 2022 (in thousand kids)

Share of children not enrolled in primary education in Mexico 2000-2022

Share of children not enrolled in primary education in Mexico from 2000 to 2022

Share of pupils who reach last grade of primary in Mexico 1999-2021

Percentage of pupils starting grade 1 who reach last grade of primary in Mexico from 1999 to 2021

Share of trained primary teachers in Mexico 2006-2021

Share of trained primary teachers in Mexico from 2006 to 2021

Middle and high schools

• Basic Statistic Mexico: number of students in junior high schools 2015-2023
• Premium Statistic Mexico: number of students in private junior high schools 2014-2023
• Premium Statistic Mexico: number of students in high schools 2015-2023
• Premium Statistic Mexico: number of high schools 2015-2023
• Premium Statistic Mexico: number of private high schools 2015-2023
• Premium Statistic Mexico: number of students in private high schools 2015-2023

Mexico: number of students in junior high schools 2015-2023

Number of students enrolled in middle schools in Mexico from academic year 2015/2016 to 2022/2023 (in millions)

Mexico: number of students in private junior high schools 2014-2023

Number of students enrolled in private middle schools in Mexico from academic year 2014/2015 to 2022/2023 (in 1,000's)

Mexico: number of students in high schools 2015-2023

Number of students enrolled in high schools in Mexico from academic year 2015/2016 to 2022/2023 (in millions)

Mexico: number of high schools 2015-2023

Number of high schools in Mexico from academic year 2015/2016 to 2022/2023 (in 1,000s)

Mexico: number of private high schools 2015-2023

Number of private high schools in Mexico from academic year 2015/2016 to 2022/2023 (in 1,000s)

Mexico: number of students in private high schools 2015-2023

Number of students enrolled in private high schools in Mexico from academic year 2015/2016 to 2022/2023 (in 1,000's)

• Premium Statistic Mexico: students in higher education in 2022/2, by degree
• Basic Statistic Mexico: students in higher education 2022/2023, by gender
• Premium Statistic Mexico: number of higher education institutions 2020-2023, by state
• Premium Statistic Mexico: number of students in higher education 2022-2023, by state
• Premium Statistic Mexico: number of students in higher education 2022-2023, by state & gender
• Basic Statistic Mexico: teachers in higher education 2022-2023, by state

Mexico: students in higher education in 2022/2, by degree

Number of students enrolled in higher education in Mexico in the academic year 2022/23, by type of degree

Mexico: students in higher education 2022/2023, by gender

Number of students in higher education in Mexico in the academic year 2022/23, by gender

Mexico: number of higher education institutions 2020-2023, by state

Number of institutions and schools of higher education in Mexico in the academic year 2022/23, by state

Mexico: number of students in higher education 2022-2023, by state

Number of students in higher education in Mexico in the academic year 2022/23, by state

Mexico: number of students in higher education 2022-2023, by state & gender

Number of students in higher education in Mexico in the academic year 2022/23, by state and gender

Mexico: teachers in higher education 2022-2023, by state

Number of teachers and professors in higher education in Mexico in the academic year 2022/23, by state

Leading universities and degrees

• Premium Statistic Mexico: leading universities 2024, by academic reputation
• Premium Statistic Mexico: most useful professional skills for university graduates 2022
• Basic Statistic Mexico: graduates' starting salary 2022
• Basic Statistic Highest paid degrees by average monthly salary in Mexico 2023
• Premium Statistic Lowest paid degrees by average monthly salary in Mexico 2023

Mexico: leading universities 2024, by academic reputation

Leading universities in Mexico in 2024, by academic reputation (index score)

Mexico: most useful professional skills for university graduates 2022

Most useful professional skills to get a job according to university graduates in Mexico in 2022

Mexico: graduates' starting salary 2022

Starting salary of university graduates in Mexico in 2022

Highest paid degrees by average monthly salary in Mexico 2023

Degrees with the highest average monthly salary in Mexico in 2023 (in Mexican pesos)

Lowest paid degrees by average monthly salary in Mexico 2023

Degrees with the lowest average monthly salary in Mexico in 2023 (in Mexican pesos)

Further reports

Get the best reports to understand your industry.

Mon - Fri, 9am - 6pm (EST)

Mon - Fri, 9am - 5pm (SGT)

Mon - Fri, 10:00am - 6:00pm (JST)

Mon - Fri, 9:30am - 5pm (GMT)

• My Favorites

You have successfully logged in but...

... your login credentials do not authorize you to access this content in the selected format. Access to this content in this format requires a current subscription or a prior purchase. Please select the WEB or READ option instead (if available). Or consider purchasing the publication.

• Education Policy Outlook

Education Policy Outlook 2021

Shaping responsive and resilient education in a changing world.

Education systems operate in a world that is constantly evolving towards new equilibria, yet short-term crises may disrupt, accelerate or divert longer-term evolutions. This Framework for Responsiveness and Resilience in Education Policy aims to support policy makers to balance the urgent challenge of building eco-systems that adapt in the face of disruption and change (resilience), and the important challenge of navigating the ongoing evolution from industrial to post-industrial societies and economies (responsiveness). Building on international evidence and analysis from over 40 education systems, this framework endeavours to establish tangible, transferable and actionable definitions of resilience. These definitions, which are the goals of the framework ( Why? ), are underpinned by policy components of responsiveness ( What? ), which define priority areas for education policy makers. Policy pointers for resilience ( How? ) then illustrate how policy makers can apply these components in ways that promote resilience at the learner, broader learning environment and system levels of the policy ecosystem. Finally, a transversal component looks into the people and the processes undertaken in order to reach a given purpose ( Who? ). The report has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.

• Résumé - Perspectives des politiques de l'éducation 2021
• https://doi.org/10.1787/75e40a16-en
• Click to access:
• Click to access in HTML WEB
• Click to download PDF - 4.70MB PDF
• Click to download EPUB - 8.50MB ePUB

NiñaSTEM Pueden (STEM, Girls Can), launched in 2017, is a joint initiative between the OECD and the Government of Mexico seeking to increase the number of girls and young women entering STEM careers. While Mexico has made progress towards achieving gender parity with regards to participation in education, there are persistent gaps in boys’ and girls’ achievements in the physical and natural sciences, and women and girls continue to be under-represented in STEM subjects and careers. The project therefore focuses on challenging gender stereotypes and convincing girls that they can be successful in STEM. It introduces participants to different STEM fields through workshops, conferences and digital content. At the same time, successful Mexican women working in STEM careers act as mentors to girls in the process of choosing their study options, and work with students and their families in out-of-school learning activities. In 2020, activities included a workshop in Mexico City where mentors worked with 220 boys and girls on mechanics and robotics and an aerospace conference with presentations on the future of work.

• Click to download PDF - 687.85KB PDF

Cite this content as:

Author(s) OECD

18 Dec 2021

Selected indicators of education resilience in Mexico

• Click to download XLS XLS

• StudyZoomer
• High School

Education In Mexico

Words: 1318

Education in Mexico

INTRODUCTION

This document will talk about education in Mexico; It is understood that education is an important factor within society because it depends on the progress of the country since it is a formal process and a basic right of children and young people, it is also said that it must be free, secular and above all quality.

To begin with, education refers to a process that facilitates learning which makes the student acquire different knowledge, values, habits and beliefs. This process is transferred through didactic activities, readings, research, etc. And that in this way there is a better use of the teaching given.

To continue, it should be clarified that the quality of education, the conflict of teachers, school dropout by students and the low performance of them and educational inclusion is exposed.

However, it should be known that education is taught to make people have more growth opportunities in the workplace.

At present, education in Mexico becomes complicated, because today the challenge is to make both children and young something that is not achieved.  

In my opinion I can say that education in Mexico manages to be of very low quality because today’s teaching staff no longer feels the same passion that I used to want to convey that teaching, then it is in this way it affects to the students and discourage them not to want to conclude with their studies.

That is why education affects young people more because children in one way or another cannot make the decision to abandon school, instead adolescents are those who are affected in this issue, but you cannot blame only the Teaching staff, the support of the tutors and the contribution of the students is also a fundamental.

Wait! Education In Mexico paper is just an example!

Get an unique paper

It is here that the situation of teachers enters and our country is going through reforms that have promoted many changes but despite that education continues the same, the teaching teachers teach are usually disgusting, with reaching the classroom , look how students behave and especially as the teacher does not take importance and prefers to continue teaching their low quality classes.

This problem counts in all possible ways, since it gives a lot to say about the teacher and that is where students and their learning affect.

However, there are still teachers who strive to do their best and insist on making good students in society.

Likewise, it is said that teachers are an important factor in education when what they pursue is to improve students learning. 

I make the following proposal that can be carried out to consideration of each teacher in which it will help them improve the education they teach, where each teacher makes a letter in which they commit to improve their teaching quality, which must be fulfilled At the end of the cycle.

In this way you can notice a difference in education, as long as they are committed to themselves and education.

“Teachers are the pillar of education in Mexico, but that is not given the authority not. It must be restricted to respect the rules imposed as a teacher that it represents to improve the quality of the teaching ”.

Moving to another sub -theme of education in Mexico, there is school dropout that is a term that refers to the abandonment of the institution by students.

Unfortunately some tutors do not pay due attention to their children either for work or any other reason and that causes them to continue bad steps such as drug addiction, alcoholism, etc.; That is why students look for the easy way and leave school.

Then parents or guardians feel guilty for not paying attention to them and accept the fact that they leave school.

But it is not always because of lack of attention, many times the dropout is a consequence of poverty.

It is said that 2 out of 5 high school students live in extreme poverty. 

And that is why they do not have such livelihood to pay their transport, lunch, etc. and choose to leave school to go to work.

To continue, there is another factor involved, it is educational inclusion and this is based on the principle that each child has different characteristics, interests, abilities and needs and should be the educational systems that are designed, and the educational programs launched, taking into account the wide diversity of these characteristics and needs. 

It is intended to achieve a universal education where everyone manages to learn, perhaps each one in a different way, eliminating those walls that limit learning that disabled people would like to achieve. There are indigenous children who do not speak Spanish and therefore they are denied education, if we reflect this, we can notice that this is discrimination against indigenous people who have the same rights as all. We also arrive at inclusion for disabled people with any type of disability where they are complicated to have learning as it should be.

That is why projects are developed and support public policies to promote access to children and adolescents to an inclusive, quality education and thus reduce school abandonment.

Among other points is the low performance of the students and is that today, apart from the education taught by teachers, young people more than children do not give them the importance they must put to their education. In Mexico it has a negative effect on its future social mobility and in the development of the country in general. 

Most of the time the problem comes from the importance that young people give them when they want to excel in society, such as popular being, worrying about taking photos and uploading them to all social networks that may exist, then neglect The only thing that will open the doors to a better future.

On the other hand, to achieve a better education in Mexico, it depends on teachers, students and parents, so that the responsibility is not given to one.

Education is not about attending classes and learning all the information given to them and as a society we must create awareness but above all and as more important to instill the value of responsibility, so that in this way as a country in general Let’s develop quality education.

We are in a country where the one who learns is because he does not want, because all that is needed is within our reach, the quality of teaching can be improved if we put our part.

We hear the young people are the future of Mexico and it is true, some dream of being successful people and there is no recipe in which we find how to get to reach it, simply that everything depends on what we do to grow as people And to change the quality of education.

We have to believe in the possibility of having a better world, we have to modify our thoughts and be a society that wants to advance with the resources we have. Do not settle for us, but neither do we stop. 

Bibliography

• Ceey. (2018). Obtained from https: // ceey.org.MX/QUE-THE-RELAVING-OF-LA-EDUCATION-EN-MEXICO/
• Chi, j. M. (01 of 2015). Gestiopolis. Obtained from https: // www.Gestiopolis.com/proposals-to-dimrust-the-educational-in-mexico-ensayo/
• Inclusive, e. (2006). Obtained from http: // www.inclusive.org/ise.PHP?id = 1
• INEE. (2015). Obtained from http: // www.Pudh.UNAM.MX/Perseus/10958/
• Ortiz, f. (2015). Obtained from https: // www.Gestiopolis.com/la-importance-of-the-educational-in-mexico-ensayo/#apa
• UNICEF. (2018). UNICEF Mexico from https: // www.UNICEF.org/mexico/education%C3%B3n-y-learning

Subscribe and get the full version of the document name

Get quality help now

Nicolas Deakins

5.0 (417 reviews)

Recent reviews about this Writer

I need to work a lot; that’s why I really didn’t have a single minute to focus on my thesis writing. These guys from Essay-samples are real saviors. I don’t know how they knew what my professor expected to receive, but they definitely succeeded.

Related Essays

( 275 words)

( 550 words)

Copyright © 2024 StudyZoomer.com, All rights reserved

If you want to use the materials in your work, create a unique and discounted paper on this topic with our specialist.

Want to get a "Sanderberg Lean In" essay sample?

Please write your email to receive it right now

Essay on Mexican Culture

Students are often asked to write an essay on Mexican Culture in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Mexican Culture

Introduction to mexican culture.

Mexican culture is rich with history and color. It comes from ancient civilizations like the Aztecs and Mayans. Today, it’s a mix of those traditions with influences from Spain and other countries. People in Mexico are known for their love of family, music, and food.

Festivals and Holidays

Mexico is famous for its lively festivals. One of the biggest is the Day of the Dead, where families remember loved ones who have passed away. They decorate altars and graves with bright flowers and offer favorite foods.

Traditional Mexican Food

Mexican food is known worldwide. Tacos, enchiladas, and guacamole come from here. Corn, beans, and chili peppers are important ingredients. Meals are often shared with family, making eating a social event.

Music and Dance

Music and dance are key parts of Mexican culture. Mariachi bands play guitars, violins, and trumpets. Folk dances tell stories of Mexico’s history. The colorful costumes and lively rhythms are enjoyed by people of all ages.

Art and Craft

Mexican culture is a tapestry of traditions that celebrate life. It’s a blend of history, art, food, and music that brings joy to people and makes Mexico unique.

250 Words Essay on Mexican Culture

Mexican culture is a rich blend of native traditions and Spanish influence. It is known for its colorful art, lively music, and strong family values. Mexico’s history shapes its culture, from ancient civilizations like the Maya and Aztecs to the Spanish conquest.

Traditional Food

Mexican food is famous worldwide. Tacos, enchiladas, and tamales are just a few examples of the tasty dishes. Ingredients like corn, beans, and chili peppers are common. Families often gather to enjoy meals together, making food a central part of social life.

Festivals and Celebrations

Mexicans love to celebrate. One of the most famous events is the Day of the Dead, when people honor their loved ones who have passed away. There are also colorful parades, dances, and music. Christmas and Cinco de Mayo are other big celebrations full of joy and traditions.

Music and dance are vital in Mexican culture. Mariachi bands play lively tunes with violins, trumpets, and guitars. Folk dances tell stories of Mexico’s history and people. Young and old enjoy the rhythms and movements that make up Mexico’s musical heritage.

Family Values

Mexican culture is a tapestry woven from history, food, celebrations, music, and family. It is a culture full of warmth, color, and life, inviting everyone to experience its beauty and traditions.

500 Words Essay on Mexican Culture

Mexican culture is a rich and colorful tapestry woven from a history that goes back thousands of years. It includes the traditions of the ancient Maya and Aztec civilizations, as well as influences from Spanish colonists who came to Mexico over 500 years ago. Today, Mexican culture is known around the world for its vibrant music, delicious food, and festive celebrations.

Mexicans love to celebrate, and they have many festivals throughout the year. One of the most famous is the Day of the Dead, or Día de los Muertos, which is a time when people remember and honor their loved ones who have passed away. During this festival, families create altars with photos, candles, and flowers, and they might also visit the graves of their relatives. Another important celebration is Mexican Independence Day on September 16th, which marks the day Mexico began its fight for freedom from Spain.

Music and dance are at the heart of Mexican social life. Mariachi bands, with their trumpets, violins, and guitars, are a common sight at parties and celebrations. Folk dances, such as the Jarabe Tapatío, often known as the Mexican Hat Dance, tell stories through movement and are performed wearing traditional costumes. These art forms not only provide entertainment but also help to pass down history and traditions from one generation to the next.

Art and Handicrafts

Family is a very important part of life in Mexico. Many generations often live in the same house or neighborhood, and they support each other in daily life. Respect for elders is a key value, and children are taught to listen to and learn from their parents and grandparents. Family members celebrate important events together, such as birthdays and religious ceremonies, which helps to strengthen their bonds.

Mexican culture is a beautiful blend of history, art, food, and family. It is a culture that is both ancient and ever-changing, as new generations add their own stories to the rich tapestry that has been created over thousands of years. Understanding Mexican culture can help people from all over the world appreciate the diversity and depth of human traditions.

That’s it! I hope the essay helped you.

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

• Environment
• National Politics
• Investigations
• Florida Voices

Tobia put on leave from teaching job amid claims he used county staff to grade papers

Brevard County Commissioner John Tobia has been placed on paid administrative leave amid allegations that he used county staff to help grade papers and perform other course-related work for his teaching job at Valencia College , a school official said Wednesday.

The claims came to light during a Florida Department of Law Enforcement investigation into misconduct allegations against Tobia raised by a former staffer. No charges were filed and the case was closed.

Tobia told FLORIDA TODAY that staff members did help with some ancillary tasks related to his courses, including assisting him with entering grades into the college's online system, but never actually graded any coursework.

He is currently running for Brevard County Supervisor of Elections after term limits prevented him from running again for county commission. He faces current elections Supervisor Tim Bobanic in next Tuesday's Republican primary election.

Tobia is an instructor at the Orlando-based college, where he teaches history and political science, in addition to his commission work. His teaching salary last year was $100,667, according to his most recent financial disclosure form.

Staffers in Tobia's county commission office told FDLE investigators in sworn interviews that they helped him with various tasks for his work with the college, including grading coursework, checking his emails and other course-related tasks.

Carol Traynor, Valencia senior director of public relations, said in a statement Wednesday that Tobia had been placed on paid administrative while the college reviewed the allegations.

"As of yesterday, Mr. Tobia is on administrative leave with pay while we continue to review the situation," Traynor said. He would not be teaching classes while the leave is in effect, she said. Classes start Monday.

Tobia provided a portion of his notice of leave from the college to FLORIDA TODAY, which noted that the action was temporary and "not considered disciplinary in nature."

"I appreciate Valencia College's commitment to educational integrity and trust that once the College investigates the exact same information that the Florida Department of Law Enforcement and the office of two State Attorneys, the results will be identical," Tobia said in a statement.

According to an FDLE report, Tobia's chief of staff told investigators she would log into Tobia's Valencia email account, helping him grade papers, set-up classes and other "follow-up issues."

"I have on occasion, if he was on a trip and he didn't have good service, he'd ask me to log into his Valencia email. If there was something important that he knew he needed to follow up on, he would ask me to check what that was, and I have assisted him in grading his papers," she said.

A legislative aide in Tobia's office said he also had helped his boss with some course-related work, including once uploading a class syllabus and helping him to cross-reference grades.

Tobia said his staffers had on occasion helped him enter grades into Valencia's online grading system, but said he had assigned all grades for his courses and no protected student information had been exposed.

Eric Rogers is a watchdog reporter for FLORIDA TODAY. Contact Rogers at 321-242-3717 or [email protected].

Institute for Bioethics & Health Humanities committed to moral inquiry, research, teaching, and professional service in healthcare

Call for abstracts: reproductive ethics conference.

The Ninth Annual Reproductive Ethics Conference will take place in Galveston Jan. 9 and 10, 2025. The goal of this conference is to explore the range of topics addressed in reproductive ethics. We welcome individuals from all professional fields to create a rich and robust discussion. We are seeking abstracts for individual presentations, 3-4 person panels, and posters. View the flier linked below for more information.

The Department of Bioethics and Health Humanities Seminar Series Presents: "Concepts of Race in the History of Reproductive Medicine"

By Dr. Miriam Rich Assistant Professor, Department of Bioethics and Health Humanities

Thursday, August 8, 2024 12 - 1 p.m. Health Education Center 3.206 Click HERE to register

50th Anniversary of the Institute for Bioethics and Health Humanities Timeline

In April of 1970, both The University of Texas Graduate School of Biomedical Science at Houston and The University of Texas Medical Branch at Galveston sponsored the symposium "Humanism in Medicine" that would help shape and give impetus to the new institute that would emerge at UTMB in 1973. This new institute would be dedicated to medicine and the humanities.

View Past Seminars & Events

Twitter - X, Log-in

Dr. Moses publishes essay in STAT on the history of stigma amid rising rates of syphilis

Aug 14, 2024, 10:14 AM by Cortney Martin

On May 30, 2024, IBBH Assistant Professor Dr. Jacob D. Moses and Dr. Allan Brandt (Harvard University) published an essay, “ Stigma and the Return of Syphilis, ” in the health news outlet STAT. Syphilis, one of the oldest infections known to humans, has returned to the U.S. at epidemic rates that have been climbing since 2001. In 2022, the last year with complete data, the highest number of infections were recorded in more than 70 years. Stemming the return of syphilis will take more than manufacturing more penicillin. It will require counteracting stigma, a longstanding problem that has resulted in critical failures in health care access and delivery. 

• Health Care
• UTMB Support Areas

Here Are The Colleges With The Most 2024 Olympic Medals—And What To Know About Them

• Share to Facebook
• Share to Twitter
• Share to Linkedin

PALO ALTO, CA - OCTOBER 2: A general view of Hoover Tower through the arches of the Main Quadrangle ... [+] on the campus of Stanford University before a college football game against the Oregon Ducks on October 2, 2021 played at Stanford Stadium in Palo Alto, California. (Photo by David Madison/Getty Images)

The 2024 Paris Olympic Games, which concluded this week, showcased not only the incredible talents of athletes from around the world, but also the American universities where many of them trained for their successes. From exceptional programs in swimming and gymnastics to track and field, certain colleges have consistently produced Olympians who go on to achieve extraordinary success—both during and after their collegiate careers.

Whether you hope to join the ranks of Olympic athletes or simply dream of donning your school colors and cheering your classmates on to gold, here’s what you need to know about the U.S. colleges and universities whose athletes took home the most medals in Paris this summer:

Stanford University

Number of Medals: 39

Notable Athletes: Brody Malone (Gymnastics), Asher Hong (Gymnastics), Katie Ledecky (Swimming)

What to know about the school: Stanford University is known as one of the most prestigious universities in the nation; it is consistently ranked as a top ten school by U.S. News and World Report , ranking third in 2024. But academics is not the only area in which Stanford excels. With a litany of Olympic champions, the university has made a name for itself with student-athletes. Prior to this Olympic Games, the school boasted 296 medals from 177 medalists, including Katie Ledecky , the most decorated American female athlete in history. This summer marked a record-breaking year for Stanford athletics, taking home the most medals of any university and breaking their all-time record for most medals won in a single Olympic Games.

Apple iPhone 16 And iPhone 16 Pro Key Upgrades Revealed In Latest Dispatch

The blake lively backlash on tiktok, explained, today’s nyt mini crossword clues and answers for thursday, august 15.

University of California, Berkeley

Number of Medals: 23

Notable Athletes: Ryan Murphy (Swimming), Abbey Weitzel (Swimming), Jack Alexy (Swimming)

What to know about the school: UC Berkeley, also known as Cal, is another highly ranked institution for both academics and athletics. With an impressive array of over 300 degree programs across 15 colleges and schools, the university offers a rich and diverse environment where students are encouraged to explore, innovate, and challenge themselves—whether in the classroom, on the field, or in the pool. The school’s athletic program, particularly in swimming, has produced numerous Olympians and medalists. This year, the school sent 59 athletes to the Games and earned 23 medals; tying with its already existing record of 23 medals. This number brings the school to 246 all-time Olympic medals, with 126 golds.

University of Texas, Austin

Number of Medals: 16

Notable Athletes: Scottie Scheffler (Golf), Ryan Crouser (Shot Put), Julien Alfred (Track & Field), Kevin Durant (Basketball)

What to know about the school: Established in 1883 , UT Austin has grown into a leading public research university with a diverse student body of over 50,000 students from all 50 states and 130 countries. The university has a vibrant sports culture that has consistently produced dozens of top-tier athletes. While the university has a history of Olympic excellence, with 162 athletes having earned 156 medals prior to this summer, the Paris Olympics saw a historic delegation from the school, with 30 UT-affiliated athletes competing. UT saw particular success in Track & Field, with the talents of Julien Alfred and Ryan Crouser captivating viewers from around the world.

University of Southern California

Number of Medals: 15

Notable Athletes: Rai Benjamin (Track & Field, formerly UCLA), Anna Cockrell (Track & Field)

What to know about the school: The University of Southern California holds the record for the most Olympic medals won by any U.S. institution, having earned 326 medals prior to the 2024 Olympic Games. This summer, USC saw particular success in water polo, with USC-affiliated athletes winning gold, silver, and bronze for Spain, Australia, and the U.S.A., respectively. The Trojan spirit , characterized by a deep sense of community and loyalty, permeates every aspect of campus life at USC, encouraging students to excel not only in their academic pursuits but also in their personal, professional, and athletic development.

University of California, Los Angeles

Number of Medals: 14

Notable Athletes: Jordan Chiles (Gymnastics), Tom Daly (Diving)

What to know about the school: The #1 ranked public university in the nation according to U.S. News & World Report , the University of California, Los Angeles (UCLA) is a highly sought-after institution for its academics—but UCLA is also an athletic powerhouse, boasting 284 Olympic medals in total. In addition to the high-profile wins of Jordan Chiles (who announced her intention to return to UCLA to compete following the Olympics) and Tom Daly, UCLA also saw Olympic success in Track & Field and water polo.

University of Virginia

Notable Athletes: Kate Douglass (Swimming), Gretchen Walsh (Swimming)

What to know about the school: Consistently ranked in the Top 5 athletic standings in the NCAA and with 750 student athletes competing on 27 varsity teams, University of Virginia is a hub for excellence both on and off the field. UVA is yet another U.S. school to dominate in the pool during the 2024 Olympic Games, taking home three gold medals in the women’s 4x100 meter relay, one in the mixed 4x100 meter relay, and another in the 200 meter breaststroke. In total, 11 of the 14 medals earned by Cavalier athletes were in swimming events. Given that UVA-affiliated athletes earned 10% of the medals won for Team U.S.A. during the Games, this summer is likely to boost the university’s recruiting efforts—particularly drawing new students into the pool.

• Editorial Standards
• Reprints & Permissions

Jump to navigation

International Conference on Globalisation in Languages, Education, Culture and Communication (GLECC2025) 30-31 July, 2025, Manchester, UK

The first International Conference on Globalisation in Languages, Education, Culture and Communication (GLECC2025) is going to be held 30-31 July, 2025, Manchester, UK. ( https://glecc.org/2025/ )

The past two decades have witnessed remarkable advancements in the studies into Education, Second and Foreign Languages, Translation and Interpreting, Cultural Studies, and Communication. This growth, evident in both the number of active researchers and the volume of scholarly throughput and outcomes, can be largely attributed to the forces of globalisation. Consequently, adopting the globalisation perspective is timely and provides a natural framework for connecting these diverse yet interlinked disciplines.

This conference aims to bring together researchers, educators, practitioners, and policymakers from the realms of education, foreign and second languages, cultural studies, translation, interpreting, and communication to disseminate research outcomes, share insights, discuss findings, exchange visions, and identify challenges and trends in an interactive and immersive multidisciplinary environment.

This conference, notwithstanding the dissemination of works within individual and traditional discipline specified scopes, endeavours to break the subject silos. Papers and other contributions in Education, Second and Foreign Languages, Translation and Interpreting, Cultural Studies, or Communication, as well as contributions crossing the borders of traditional disciplines or emerged from frontier research, are welcome.

The conference is co-organised by AT Publishing in association with its three journals namely, Research in Education Curriculum and Pedagogy: Global Perspectives (RECAP) [ISSN: 2977-1633]; Journal of Second and Foreign Languages (JSFL) [ISSN: 3033-490X] and The International Journal of Chinese and English Translation & Interpreting (IJCETI) [ISSN: 2753-6149]. There is a “conference first” policy in place. Selected papers will be invited to further develop into full journal articles free of APCs.

Conference proceedings will be published open access with an ISBN.

Call for papers and other contributions

The conference contributions may take the forms of

•     Full paper
•     Panel discussion proposal
•     Workshop proposal
•     Abstract

Please visit the conference website for more details.

Submission deadline: 30 April, 2025

Acceptance notification:  30 May, 2025

Camera ready version due:                                                               25 June 2025

Early bird registration deadline:                                                         15 June 2025

Conference dates:                                                                             30-31 July 2025

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Sutton Grammar 2024 style papers English and Maths

Subject: English

Age range: 7-11

Resource type: Assessment and revision

Last updated

11 August 2024

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Sutton Grammar 2024 style papers English and Maths papers with solutions. 44 questions realistic papers set for Sutton Grammar. Perfect for students who are preparing for Sutton Grammar. A cost effective way to check progress of your children’s performance for 11+ exams.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

• Share full article

Advertisement

Supported by

How China Built Tech Prowess: Chemistry Classes and Research Labs

Stressing science education, China is outpacing other countries in research fields like battery chemistry, crucial to its lead in electric vehicles.

By Keith Bradsher

Reporting from Changsha, Beijing and Fuzhou, China

China’s domination of electric cars, which is threatening to start a trade war, was born decades ago in university laboratories in Texas, when researchers discovered how to make batteries with minerals that were abundant and cheap.

Companies from China have recently built on those early discoveries, figuring out how to make the batteries hold a powerful charge and endure more than a decade of daily recharges. They are inexpensively and reliably manufacturing vast numbers of these batteries, producing most of the world’s electric cars and many other clean energy systems.

Batteries are just one example of how China is catching up with — or passing — advanced industrial democracies in its technological and manufacturing sophistication. It is achieving many breakthroughs in a long list of sectors, from pharmaceuticals to drones to high-efficiency solar panels.

Beijing’s challenge to the technological leadership that the United States has held since World War II is evidenced in China’s classrooms and corporate budgets, as well as in directives from the highest levels of the Communist Party.

A considerably larger share of Chinese students major in science, math and engineering than students in other big countries do. That share is rising further, even as overall higher education enrollment has increased more than tenfold since 2000.

Spending on research and development has surged, tripling in the past decade and moving China into second place after the United States. Researchers in China lead the world in publishing widely cited papers in 52 of 64 critical technologies, recent calculations by the Australian Strategic Policy Institute reveal.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .