Quality of Education in Mexico-160505

8/3/2019 Quality of Education in Mexico-160505

http://slidepdf.com/reader/full/quality-of-education-in-mexico-160505 1/43

1

THE QUALITY OF EDUCATION IN MEXICO

Maura Rubio AlmonacidMay 2005



2

ContentsContents

The quality of education as a concept.

Growth, diversification and regional

distribution of educational opportunities. Students¶ academic achievement.

Teachers: training and some working

conditions. Challenges for the Mexican education

system.



3

81.2

(2.15)

97.5

(2.0)

66.8

(3.86)

48.2

(3.81)

34.9

(3.54)25.8

(3.12)19.7

(1.87)16.6

(1.72)14.3

(-0.5)

15.2

(1.14)13.6

0

20

40

60

80

100

120

1900 1910 1921 1930 1940 1950 1960 1970 1980 1990 2000

P o p u l a t i o n ( m i l l i o n s )

MEXICOTOTAL POPULATION AND GROWTH RATE 1900-2000



4

60 and over

7%0 - 5

14%

6

-

1420%

15 - 19

10%

20 - 2410%

25 - 29

9%

30 - 39

14%

40 - 49

10%

50 - 59

6%

MEXICOTOTAL POPULATION BY AGE GROUP 2000

54 %

0 - 24



5

IX to X57%

VII to VIII20%

V to VI12%

III to IV8%

I to II3%

SHARE OF NATIONAL WEALTH BY INCOME QUINTILES 1998

Quintiles 84 94 98

I a II 4.0 3.2 3.1III a IV 8.7 7.5 7.5

V y VI 14.0 12.1 12.4

VII y VIII 22.6 19.8 20.4

IX y X 50.7 57.4 56.6

Total 100 100 100



6

Normative Refers tovalues Philosophicalscope The sense of education

It¶scomplex

Research priorities

Knowledgescope

Quality of Quality of educationeducation

Multifactorial

Determinant factors arenumerous and relate toeach other in several

ways.

QUALITY OF EDUCATION. DEFINITION



7

Quality of Quality of educationeducationQuality of Quality of educationeducation

QUALITY OF EDUCATION. CONCEPTUAL DIMENSIONS

D i m e n s i o n sD i m e n s i o n sD i m e n s i o n sD i m e n s i o n s

1. Philosophical

2. Cultural

Responsiveness to social sectors¶ interests and expectations.

Accordance of learning contents and teaching methods to

individual¶s and social groups¶ learning possibilities.

Achievement of the established learning outcomes.

Efficiency in the use of resources.

Equitable distribution of educational opportunities among

different social groups.

2. Pertinence

3. Efficacy

4. Efficiency

5. Equity

Evaluation criteria

1. Relevance

Dimension

3. Pedagogical

4. Economic

5. Social



8

STRUCTURE OF THE MEXICAN EDUCATION S YSTEM

Master´s degree (2 years)

Specialization (1 year)

Technologicaluniversities

2 years

Teacher educationcolleges

4 years

Universities(professional

careers)4 to 5 years

Technological

institutes4 to 5 years

Generalupper

secondary3 grades

Technologicalupper

secondary3 years

Technical

professional3 years

Lower secondary3 grades

Jobtraining

variable duration

Elementary

6 grades

PreschoolUp to 3 grades. Only one is compulsory

C o m p u l s o r y b a s i c e d

u c a t i o n

Typical starting and ending ages

5

3

11

6

14

12

17

15

20

18

22

23 / 25

25 / 30

26 / 35

LM

LM LM LM

LM LM

LM

LM

LM

Doctorate (up to 5 years)LM

LM = Leads to the labor market

= Terminal choice

S e c o n d a r

y

e d u c a t i o n

H i g h e r e d u c a

t i o n



9

STUDENTS ENROLLMENT BY EDUCATIONAL LEVEL 1970-2001

Basic education

Preschool ElementaryLower

secondary

Total enrollment

in basic

education

Upper

secondary

Higher

education

Job

training Year Total

enrollment

Total % Total % Total % Total % Total % Total % Total %

1970 11.5 0.4 3 9.25 80 1.1 10 10.7 93 0.3 3 0.3 2 0.1 1

1980 21.4 1.1 5 14.67 68 3.0 14 18.8 87 1.4 6 0.9 4 0.3 2

1990 25.1 2.7 11 14.4 57 4.2 17 21.3 85 2.1 8 1.2 5 0.4 2

2000 29.7 3.4 12 14.8 50 5.3 18 23.6 79 2.9 10 2.0 7 1.2 4

2001 30.2 3.5 11 14.8 49 5.5 18 23.8 79 3.1 10 2.1 7 1.1 4



10

* For 70-71 period, it includes the graduate enrollment.

** For graduate studies, data are for the 85-86 school period; there are no available data for this level anf for previous periods.

Source: SEP, Informes de Labores, v arios años y Poder Ejecutivo Feder al , Anexos Est adísticos de Informes de Gobierno, v arios años.

Annual growth rateEducational level

70-80 80-90 90-99

Preschool 16.8 15.5 2.7

Elementary 5.9 -0.2 0.3

Lower secondary 17.5 3.8 2.8

General upper secondary 27.7 7.8 4.0

Teacher education 34.3 -6.7 9.4

Higher education* 22.2 3.5 5.3

Graduate education** - 0.8 17.5

Total 8.6 1.7 1.6

MEXICAN EDUCATIONAL S YSTEM

ENROLLMENT GROWTH RATE 1970-1999



11

ENROLLMENT, TEACHERS AND SCHOOLS BY LEVEL 2001

LevelEnrollment

(millions)%

Teachers

(millions)%

Schools

(thousands)%

Total 30.2 100% 1.5 100% 221 100%

Basic education 23.8 79% 1.0 68% 201 91%

Upper secondary 3.1 10% 0.2 15% 10 5%

Higher education 2.1 7% 0.2 15% 4 2%

Job training 1.2 4% 0.036 2% 6 3%

0% 20% 40% 60% 80% 100%

Job training

Higher

education

Upper

secondary

Basic

education

Enrollment

Teachers

Schools



12

Low

Medium

High

Federal DistrictDevelopment levels

DEVELOPMENT LEVELS IN MEXICO



13

MEAN YEARS OF SCHOOLING BY STATE 2001 POPULATION OVER 15 YEARS OLD

1. Chiapas 5.71 17. Jalisco 7.74

2. Oaxaca 5.96 18. Colima 7.81

3. Guerrero 6.47 19. Tlaxcala 7.83

4. Michoacán 6.48 20. Morelos 7.86

5. Guanajuato 6.58 21. Chihuahua 7.92

6. Veracruz 6.67 22. Querétaro 7.93

7. Zacatecas 6.67 23. Aguascalientes 8.04

8. Hidalgo 6.82 24. Quintana Roo 8.10

9. Puebla 6.96 25. Tamaulipas 8.24

10. Yucatán 6.99 26. Baja California 8.25

11. San Luis Potosí 7.14 27. Estado de México 8.27

12. Tabasco 7.31 28. Sonora 8.31

13. Campeche 7.39 29. Baja California Sur 8.51

14. Nayarit 7.41 30. Coahuila 8.59

15. Durango 7.47 31. Nuevo León 9.03

16. Sinaloa 7.73 32. Federal District 9.74

Mexico (the country) 7.87

Low Medium High

Development levels



14

8.6 to 7.7

7.6 to 6.7

6.6 to 5.7

9.7 to 8.7

Mean years of schooling

Federal District

MEAN YEARS OF SCHOOLING BY STATE 2001 POPULATION OVER 15 YEARS OLD



15

MEAN EDUCATIONAL LEVELS. POPULATION OVER 15 YEARS OLD.

GROUPS OF STATES BY DEVELOPMENT LEVEL (%)

7.6

6.6

8.78.17.8

7.1

7.0

6.6

6.0

5.9

5.64.9

0

1

2

3

4

5

6

7

8

9

10

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Development levels

Low Medium High

M e a n e d u c a t

i o n a l l e v e l



16

HIGHER EDUCATION INSTITUTIONS 1950-1999



17

HIGHER EDUCATION INSTITUTIONS IN THEPUBLIC AND PRIVATE SECTORS 1950-1999

Public Private



18

PRIVATE EDUCATION SECTOR SHARE IN THE NATIONAL ENROLLMENT

26.1

37.719.3

1994 / 95 %

22.0

26.8

17.1

AÑO

24.4 21.8 19.5

7.9 7.8 8.4

1989 / 90 %

1998 / 99 %

Sources: SEP, Informes de Labores, varios años y Poder Ejecutivo Federal, Anexos Estadísticos de Informes de Gobierno,varios años.

Basic education

Secondary education

Under graduatehigher education-

Graduate education



19

POPULATION OVER 14 YEARS OLD WITH INCOMPLETE BASIC EDUCATION

18.615.9

23.5

36.0

0

10

20

30

40

1970 1980 1990 1999

61.249.2 47.5 45.0

0

20

40

60

80

1970 1980 1990 1999

m i l l i o n s

p e r c e n t a

g e s



20

MEAN EDUCATIONAL LEVEL. POPULATION OVER 15 YEARS OLDGROUPS OF STATES BY DEVELOPMENT LEVEL (%)

7.6

6.6

8.78.17.8

7.1

7.0

6.6

6.0

5.9

5.64.9

0

1

2

3

4

5

6

7

8

9

10

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Sources: SEP, Informe de Labores, 1997-1998; y CONAPO, Desigualdad regional y marginación municipal en México, 1990.

Development levels

Low Medium High

M e a n e d u c a t i o n a l l e v e l



21

4.8

9.7

17.7

5.35.66.2

10.811.4

12.5

20.221.7

24.4

0

5

10

15

20

25

30

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Source: SEP,Informe de Labores, 1997-1998; y CONAPO, Desigualdad regional y marginación municipal en México, 1990.

Development levels

p e r c e n t a g e s

ILLITERACY RATES. POPULATION OVER 15 YEARS OLDGROUPS OF STATES BY DEVELOPMENT LEVEL (%)

Low Medium High



22

22.1

62.1

81.483.5

14.8

58.9

73.8

55.5

68.2

78.4

89.4

86.4

67.9

11.0

71.3

10

20

30

40

50

60

70

80

90

78 83 88 93 98

% o

f 5 y e a r s o l d c h i l d r e n

i n p r e s c h o o l

5 YEARS OLD POPULATION ENROLLED INPRESCHOOL EDUCATION

GROUPS OF STATES BY DEVELOPMENT LEVEL

Low Medium High

Development levels



23

6 TO 11 YEARS OLD POPULATION ENROLLED INELEMENTARY EDUCATION

115.0

110.3

109.3

108.4

116.3

112.5112.3

108.3

115.1

115.2

116.8

116.0

104

106

108

110

112

114

116

118

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Development levels

p e r c e n

t a g e s


Low Medium High



24

69.2

73.6

79.7

87.4

79.280.3

83.8

66.471.9

56.1

59.3

64.9

40

50

60

70

80

90

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

12 TO 14 YEARS OLD POPULATION ENROLLED INLOWER SECONDARY EDUCATION (%)

p e r c e n

t a g e s

Development levels


Low Medium High



25

34.1

41.7

36.0

33.5

31.4

29.8

27.625.7

31.8

26.0

23.622.7

15

20

25

30

35

40

45

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

15 TO 18 YEARS OLD POPULATION ENROLLED INUPPER SECONDARY EDUCATION (%)

Development levels

p e r c e n t a

g e s


Low Medium High



26

18.0

13.0

15.514.815.0

10.111.0

10.011.2

8.89.9

9.4

0

5

10

15

20

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

19 TO 24 YEARS OLD POPULATION ENROLLED INHIGHER EDUCATION (%)

Development levels


Low Medium High



27

ELEMENTARY EDUCATION. TRANSITION AND FINAL EFFICIENCY.

1995-2000 COHORTGROUPS OF STATES BY DEVELOPMENT LEVEL (%)

93.291.2

87.685.3

81.6 80.089.1

83.679.9

76.174.1

87.583.3

74.6

68.5

64.0 61.7

91.5100

0

20

40

60

80

100

1° ingreso Transición 1°

ing. a 2°

Transición 1°

ing. a 3°

Transición 1°

ing. a 4°

Transición 1°

ing. a 5°

Transición 1°

ing. a 6°

Egresados 1°

ing. a 6°

Development levels

Low Medium High



28

ACADEMIC ACHIEVEMENT. RESULTS FROM PISA 2003

% OF STUDENTS BY READING LEVELSELECTED COUNTRIES (%)

Good readersMedium level

readersBad readers

Rank

amongst 41countries Country

Levels 4 and 5 Levels 2 and 3Level 1 and

below

37 Brazil 3.7 40.6 55.8

36 Chile 5.3 46.6 48.2

35 Argentina 10.3 45.8 43.9

34 Mexico 6.9 49.1 44.2

22 Germany 28.2 49.1 22.6

21 Italy 24.8 56.2 18.9

19 Spain 25.3 58.5 16.3

16 United States 33.7 48.4 17.9

15 France 32.2 52.6 15.2

10 Sweden 36.8 50.7 12.6

9 Japan 38.7 51.3 10

8 United Kingdom 40 47.1 12.8

7 Korea 36.8 57.4 5.7

6 Hong Kong 40.8 50.2 9.1

5 Ireland 41.3 47.6 11

4 Australia 42.9 44.7 12.4

2 Canada 44.5 46 9.6

1 Finland 50.1 43 6.9



29

21.1

49.3

30

35.8

17.6

30

0102030405060 0 10 20 30 40 50 60

ACADEMIC ACHIEVEMENT. ELEMENTARY EDUCATION. % OF SCHOOLS BY LEVEL OF CORRECT ANSWERS.

URBAN AND RURAL AREAS (%)

Urban

Rural

Total

Very low and low achievement High and very high achievement





31

14.4

54.6

17.3

6.5 7.3

11.9

42.7

25.0

9.7 10.79.0

39.9

29.4

9.811.9

0

10

20

30

40

50

60

Sin instrucción Primaria Secundaria Media superior Superior yposgrado

( % )

1984 1994 1997

Source: Pliego, M. (1997). La evolución del empleo en México: 1982-1995, desempleo, participación de la fuerza laboral y ocupación

informal. En López, J. (coord.) Macroeconomía del empleo y políticas de pleno empleo para México. México: UNAM / Miguel AngelPorrúa; y STPS. Encuesta Nacional de Educación, Capacitación y Empleo. 1997.

SCHOOLING PROFILE OF THE ECONOMICALLY ACTIVEPOPULATION 1984-1997 (%)



32

0.4

1.4

3.0

3.6

2.6

2.1

1.2

2.0

4.4

6.1

4.1

3.4

0.7

1.6

3.5

4.7

3.12.6

0

1

2

3

4

5

6

7

Sin instrucción Primaria Secundaria Media superior Superior yposgrado Total

T a s a d e d

e s e m p l e o

Hombres Mujeres Total

Source: STPS. Encuesta Nacional de Educación, Capacitación y Empleo. 1997.

UNEMPLOYMENT RATE BY EDUCATIONAL LEVEL AND GENDER1997 (%)



33

Source: Secretaria del Trabajo y Previsión Social, 1994.

0

10

20

30

40

50

60

None 1-3 grades 4-5 grades 6 grades 7-9 grades 10 and over

P e r c e n t a g

e s

% formal sector

% informal sector

POPULATION WITH A FORMAL OR INFORMAL EMPLOYMENT BYSCHOOLING LEVEL 1998

Schooling level



34

Source: Bracho, T. (1995). Gasto privado en educación. México, 1984-1992. Revista Mexicana de Sociología. 2, pp. 91-119.

18.4

30.8

6.9

1.3

Low salary0.2

14.7

22.3

8.9

7.1

Medium salary7.2

10

12.5

9.1

2.4

High salary

37.7

0

5

10

15

20

25

30

35

40

Sin esc. Prim. Sec. MS Sup.

P e r c e n t a g e s

Low salary Medium salary High salary

INDIVIDUALS EARNING HIGH, MEDIUM AND LOW SALARIES BYACHIEVED SCHOOLING LEVEL 1998



35

2.392.62

3.02

3.67

3.973.74 3.69 3.73

4.09 4.00 4.07

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

Source: Proyecto de Presupuesto de Egresos de la Federación para el año 2000; y ComunicadoNo. 24 del Observatorio Ciudadano

de la Educación.

FEDERAL EXPENDITURE IN EDUCATION% OF THE GDP



36

100

81

36

29 28

17

0

20

40

60

80

100

120

Canada United States Argentina Uruguay Chile Mexico

P e r c e n t a g e s

19-24 YEARS OLD POPULATION ENROLLED IN HIGHER EDUCATIONIN DIFFERENT COUNTRIES (%)



37

Source: OECD, Education at a Glance, 2000.

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

Preeschool Primary Secondary Tertiary

Canada United States Mexico Argentina Brazil Chile

PER PUPIL EDUCATION EXPENDITURE IN DIFFERENT COUNTRIES BY EDUCATIONAL LEVEL 2000 (%)

(power purchase parity in US dollars)



38

NUMBER OF YEARS OF POST-SECONDARY EDUCATION REQUIREDTO BECOME A TEACHER (2001)



39

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

A u s t r a l i a

A u s t r i a

B e l g i u m ( F

l . )

B e l g i u m ( F

r . )

D e n m a r k

E n g l a n d

F r a n c e

G e r m a n y

G r e e c e

I r e l a n d

I t a l y

J a p a n

K o r e a

M e x i c o

N e t h e r l a n d s

P o r t u g a l

S c o t l a n d

S p a i n

S w e d e n

S w i t z e r l a n d

T u r k e y

U n i t e d S t a t e s

C o u n t r y m e a n

A r g e n t i n a

B r a z i l

C h i l e

P e r u

U r u g u a y

TEACHERS¶ SALARIES. STARTING AND AFTER 15 YEARS OFEXPERIENCE SALARIES. ANNUAL STATUTORY SALARIES.

PRIMARY EDUCATION. SELECTED COUNTRIES.

Initial salary After 15 years of experience salary



40

The organization of teachers¶ working time (2001)

Number of teaching weeks, teaching days, net teaching hours, andteacher working time over the school year

Number of days of instruction

Net teaching time in hoursWorking time required at

school in hours

Country Primar y educat i on

Lower sec ondar y educat i on

Primar y educat i on


Primar y educat i on


England 190 190 a a 1,265 1,265

Japan 193 193 635 557 m m

Korea 220 220 828 553 m m

Mexico 200 200 800 1,182 800 1,182

United States 180 180 1,139 1,127 1,353 1,371

Brazil 200 200 800 800 m m

Chile 191 191 860 860 m m

THE ORGANIZATION OF TEACHERS¶ WORKIND TIME (2001). SELECTED COUNTRIES.



41

-

5,000

10,000

15,000

20,000

25,000

TEACHERS¶ SALARIES IN SELECTED COUNTRIES. DIFFERENCEBETWEEN THE STARTING SALARY AND THE AFTER 15 YEARS OF

EXPERIENCE SALARY. PRIMARY EDUCATION.



42

Adjustments to base salary for teachers in public schools (2001) T ypes of adjustments to base salary awarded to teachers in publ ic school s, by authority responsi bl e for mak ing the

decision reg arding the adjustment

Japan Korea England Mexico UnitedStates

Sweden

Dec i si on f or add i t i onal bonu s mad e by the«

1. Holding an initial educationalqualification higher than the minimumqualification required to enter theteaching profession

Nationalauthority

Schoolprincipal &

localauthority

Localauthority

Schoolprincipal

2. Reaching high scores in thequalification examination

Nationalauthority

Schoolprincipal

3. Holding an educational qualification inmultiple subjects (e.g., history andmathematics)

Schoolprincipal

4. Successful completion of professionaldevelopment activities School

principal

Schoolprincipal &

localauthority

Localauthority

Schoolprincipal

5. Management responsibilities in additionto teaching duties (e.g., serving as ahead of department or coordinator of

teachers in a particular class/grade)

Localauthority

Nationalauthority

Schoolprincipal

Localauthority

Schoolprincipal

6. Holding a higher than minimum level of teacher certification or training obtainedduring professional life (e.g., master teacher; holding an advanced certificaterather than an ordinary certificate)

Nationalauthority

Localauthority &

nationalauthority

Localauthority

Schoolprincipal

7. Outstanding performance in teaching (e.g. based on higher studentachievement, independent assessmentof teaching skills, etc.)

Schoolprincipal

Nationalauthority

Localauthority

Schoolprincipal



43

Adjustments to base salary for teachers in public schools (2001) T ypes of adjustments to base salary awarded to teachers in publ ic school s, by authority responsi bl e for mak ing the

decision reg arding the adjustment (2/2)

Japan Korea England Mexico UnitedStates

Sweden

Dec i si on f or add i t i onal bonu s mad e by the«

1. Teaching courses in a particular field (e.g., mathematics or science)

Local

authority

School

principal

2. Teaching students with special

educational needs (in regular schools)

Local

authority

National

authority

School

principal

Local

authority

School

principal

3. Teaching more classes or hours than

required by full-time contract (e.g.,overtime compensation)

Localauthority

Nationalauthority

Schoolprincipal

Localauthority

Schoolprincipal

4. Special activities (e.g., sports anddrama clubs, homework clubs, Summer

school, etc.)

Local

authoritySchool

principal

Local

authoritySchool

principal

5. Special tasks (e.g., training studentteachers, guidance counseling)

Localauthority

Schoolprincipal

6. Teaching in a disadvantaged, remote or high cost area (location allowance)

Localauthority

Nationalauthority

School

principal &nationalauthority

Nationalauthority

Localauthority

Schoolprincipal

7. Family status (e.g., married, number of children)

Localauthority

Nationalauthority

Documents

Quality of Education in Mexico-160505