Mexico Philipp Grollmann, Dietmar Frommberger, Ute Clement, Thomas Deißinger, Uwe Lauterbach, Matthias Pilz, Georg Spöttl (Eds.)
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INTERNATIONAL HANDBOOK OF VOCATIONAL EDUCATION AND TRAINING Kristina Wiemann Mexico Philipp Grollmann, Dietmar Frommberger, Ute Clement, Thomas Deißinger, Uwe Lauterbach, Matthias Pilz, Georg Spöttl (eds.) International Handbook of Vocational Education and Training Kristina Wiemann Mexico In collaboration with José Antonio Botello Ramírez Issue 53 Volume 26 Citation: Wiemann, Kristina: Mexico. International Handbook of Vocational Education and Training. Editors: Grollmann, Philipp; Frommberger, Dietmar; Clement, Ute; Dreißinger, Thomas; Lauterbach, Uwe; Pilz, Matthias; Spöttl, Georg. Bonn 2020 1st edition 2020 Translation of the German edition published in 2018. Publisher: Federal Institute for Vocational Education and Training Robert-Schuman-Platz 3 D-53175 Bonn Internet: www.bibb.de Publication management: Strategic Office “Publications and Scientific Information Services“ E-Mail: [email protected] www.bibb.de/veroeffentlichungen Production: Verlag Barbara Budrich Stauffenbergstraße 7 D-51379 Leverkusen Internet: www.budrich.de E-Mail: [email protected] Licence The content of this work is subject to a Creative Commons Licence (licence type: Attribution — Non- Commercial — No Derivatives — 4.0 International). For further information, please visit www.bibb.de/oa. ISBN 978-3-8474-2977-7 (Print) ISBN 978-3-96208-146-1 (Open Access) urn:nbn:de:0035-0838-3 Bibliographical information from the German National Library The German National Library catalogues this publication in the German National Bibliography. Detailed information is available online at http://dnb.dnb.de Printed on PEFC certified paper 3 Editorial Mexico is firmly embedded within the North American Economic Area whilst also dis- playing a separate Central American culture. This makes it a bridge between the An- glo-Saxon-influenced countries in North America and the Latin countries in the south of the continent. Mexico is also an important trading partner for German and European companies, which have been investing and manufacturing there for a considerable peri- od of time. In strategic terms, Mexico is seeking to expand the export orientation of its economy. Achievement of this objective is, however, being impeded by an issue which has been identified on a recurring basis – a shortage of skilled workers. As a result, vocational education and training is a particular object of policy atten- tion in Mexico. The promotion of vocational education and training is firmly established at a high political level in various documents. One example of the kind of initiative being pursued is a project aimed at the introduction of a dual Mexican training model [Modelo Mexicano de Formación Dual, MMFD] launched in 2013. It will be interesting to observe the further development of this model. No detailed and systematic publication dealing with vocational education and train- ing in Mexico which is similar in form to the present country study currently exists. This country study thus provides a basis for gaining familiarisation with vocational education and training and for the classification of present reform projects. Bonn, Osnabrück, Bremen, Frankfurt am Main, Kassel, Cologne and Konstanz On behalf of the editors Philipp Grollmann and Dietmar Frommberger 5 Table of Contents Editorial ......................................................................................................... 3 Basic data [2016] .......................................................................................... 10 United Mexican States/Estados Unidos Mexicanos/MX ....................................... 10 Main economic focuses [2016] [in %] ................................................................ 11 Economic output [2016] .................................................................................... 11 Index of abbreviations ................................................................................... 12 Introduction .................................................................................................. 22 1.Country-specific context ............................................................................. 25 1.1 General social and cultural conditions ...................................................... 25 1.2 General political and legal conditions ....................................................... 29 1.3 General economic conditions ................................................................... 32 2. Typical vocational education and training processes or training programmes ................................................................................. 41 2.1 Learning in the informal sector ................................................................. 41 2.2 School-based training and the difficult entry to the labour market ............ 42 2.3 Elite academic training ............................................................................. 43 3. Overview of the educational system .......................................................... 45 3.1 Historical and current development ............................................................. 48 3.2 Governance and financing ............................................................................ 50 3.3 Structure .................................................................................................. 55 3.3.1 Right to education and mandatory schooling ............................................ 55 3.3.2 School attendance .................................................................................... 56 3.3.3 The Mexican Qualifications rameworkF .................................................... 57 3.4 Brief characterisation of the different educational sectors and types of school .......................................................................................... 59 3.4.1 Early years education [Educación Inicial] ................................................. 59 3.4.2 Basic education [Educación Básica] .......................................................... 60 3.4.3 Upper secondary education [Educación Media Superior] ......................... 66 3.4.4 Vocational orientation [Orientación Vocacional] ...................................... 68 3.4.5 Special schools/special schools system [Educación Especial] .................... 68 3.4.6 Tertiary education [Educación Superior] .................................................. 69 3.4.7 Adult education [Educación para Adultos] ............................................... 72 6 Table of Contents 3.4.8 Distance study and distance learning [Modalidades no escolarizadas y Programas a Distancia] ............................................................................ 73 4. Initial and continuing vocational education and training .......................... 75 4.1 Development and significance of vocational education and training ......... 75 4.2 Structure of vocational education and training and provision ................... 77 4.3 Summary of forms of provision and the training programmes aligned to them ........................................................................................ 78 4.3.1 Vocational upper secondary school leaving certificate [Bachillerato Tecnológico and Profesional Técnico Bachiller] ................... 78 4.3.2 Mexican model of dual vocational education and training [Modelo Mexicano de Formación Dual] .................................................... 81 4.3.3 Technologist [Tecnólogo] ......................................................................... 86 4.3.4 Higher technician [Técnico Superior Universitario] .................................. 86 4.3.5 In-company training [Capacitación] ......................................................... 87 4.3.6 Continuing and advanced vocational education and training and preparatory courses [Capacitación para y en el trabajo]............................ 89 4.4 Recognition of competences acquired by non-formal and informal means ........................................................................................ 90 5. Important general conditions and factors determining vocational education and training ............................................................. 93 5.1 Legal standardisation of VET and school-based and company-based training ........................................................................... 93 5.2 Governance structures in VET and school-based and company-based training ........................................................................... 95 5.2.1 Governance structures in the national education system ........................... 95 5.2.2 Governance structures of company-based VET activities ........................... 98 5.2.3 Further stakeholders ................................................................................ 99 5.3 Financing of VET and training .................................................................. 100 5.4 Training of VET staff ................................................................................. 102 5.4.1 Teachers at vocational schools .................................................................. 102 5.4.2 In-company trainers ................................................................................. 107 5.5 VET research ............................................................................................ 108 5.6 Procedures for quality assurance in VET ................................................... 110 5.6.1 Educational reporting and educational indicators ..................................... 110 5.6.2 Securing quality