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Diagram of the education system



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Key

- Diagram of education system in country language

- Old diagram using ISCED 1997 classification

- General methodological notes for ISCED diagrams

Education system in Mexico

Mexico
Overview of the education system (EAG 2015)
  • Nearly 90% of 4-year-olds in Mexico are enrolled in early childhood education, 4 percentage points above the OECD average, but only 44% of 3-year-olds are (the OECD average is 74%).
  • The ratio of pupils to contact staff (teachers and teachers' aides) in early childhood educational development and pre-primary education is the highest among OECD countries: 25 pupils per contact staff - two to three times higher than that in other OECD countries.
  • From 2005 to 2012, the population of 25-34 year-olds in Mexico that had achieved upper secondary education increased by 8 percentage points, from 38% to 46%. Nevertheless, this is much lower than the OECD average of 83%.
  • In Mexico, only 38% of young people are expected to enter tertiary education in their lifetime (the OECD average is 67%). The difference between the OECD average and Mexico is evident at the most advanced levels of tertiary education. About 4% of young people in Mexico are expected to earn a master's degree in their lifetime (the OECD average is 22%).
  • In 2013, Mexico had one of the largest shares of graduates in social sciences (44% of students) and engineering, manufacturing and construction (22%) of all OECD countries, to the extent that two out of three students were enrolled in one of these two fields. By comparison, on average across OECD countries, 34% of graduates studied social sciences and 14% studied engineering, manufacturing and construction.
  • Between 2000 and 2012, the proportion of 20-24 year-old women who were NEET shrank from 46% to 39%, whereas the proportion of men who were NEET increased from 6% to 10% (the OECD average fell from 22% to 19% for women, and rose from 14% to 16% for men).
  • Mexico's expenditure on primary to tertiary educational institutions as a percentage of GDP has increased from 4.4% in 2000 to 5.2% in 2012, which are similar proportions to the OECD average.
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Educational outcomes

    The level of upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (34 %, rank 39/41 ) Download Indicator

    The level of upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (46 %, rank 39/41 ) Download Indicator

    The level of upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (20 %, rank 39/41 ) Download Indicator

    The level of below upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (54 %, rank 2/40 ) Download Indicator

    The level of below upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (66 %, rank 2/40 ) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (18 %, rank 35/40 ) Download Indicator

    The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (25 %, rank 36/40 ) Download Indicator

    The level of tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (13 %, rank 34/40 ) Download Indicator

    Mexico has one of the highest percentages of 25-64 year-old adults with less than primary education. (15 %, rank 4/26 ) Download Indicator

    Mexico has one of the highest percentages of 25-64 year-old adults who completed only primary education. (19 %, rank 5/36 ) Download Indicator

    Participation in education

    In Mexico, the percentage of today's young people expected to graduate from upper secondary education during their lifetimes is one of the lowest among OECD and partner countries with available data. (51 %, rank 28/28 ) Download Indicator

    Mexico has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (2 Index, rank 23/30 ) Download Indicator

    Mexico has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (22 Index, rank 26/34 ) Download Indicator

    The percentage of today's young people expected to obtain a master's or an equivalent degree during their lifetime is one of the lowest among OECD countries and partner economies with available data. (4 %, rank 28/33 ) Download Indicator

    The enrolment rate of 5-14 year-olds in Mexico is one of the highest among OECD and partner countries with available data. (100 %, rank 2/39 ) Download Indicator

    The percentage of three-year-olds in early childhood education in Mexico is one of the lowest among OECD and partner countries with available data. (44 %, rank 32/37 ) Download Indicator

    The share of new entrants younger than 25 in bachelor's or equivalent programmes is one of the largest among OECD and partner countries with available data. (94 %, rank 5/31 ) Download Indicator

    The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (31 %, rank 5/32 ) Download Indicator

    The percentage of 25-years-old adults who enter tertiary education in Mexico is relatively high. (94 %, rank 2/26 ) Download Indicator

    The percentage of students younger than 25-year-old entering short-cycle tertiary programmes is relatively high. (93 %, rank 1/26 ) Download Indicator

    Fields of education

    The proportion of female tertiary graduates in sciences is one of the highest among OECD and partner countries. (46 %, rank 6/36 ) Download Indicator

    Classroom environment

    In Mexico, the intended instruction time for lower secondary students (in hours per year) is one of the longest among OECD and partner countries with available data. (1167 Hours, rank 2/23 ) Download Indicator

    In Mexico, total intended instruction time for lower secondary students is among the longest among OECD and partner countries with available data. (3500 Hours, rank 6/23 ) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Mexico is among the longest among OECD and partner countries with available data. (8900 Hours, rank 6/34 ) Download Indicator

    In Mexico, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (8900 Hours, rank 4/23 ) Download Indicator

    In Mexico, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1167 Hours, rank 2/34 ) Download Indicator

    Classes are particularly large in lower secondary schools. (27 Students, rank 10/31 ) Download Indicator

    The number of grades that are part of compulsory primary education is one of the highest among OECD and partner countries with available data. (6 Years, rank 4/36 ) Download Indicator

    The number of instruction days per year for lower secondary students is one of the highest among OECD and partner countries with available data. (200 Days, rank 3/34 ) Download Indicator

    The number of instruction days per year for primary students is one of the highest among OECD and partner countries with available data. (200 Days, rank 3/34 ) Download Indicator

    Resources for education

    Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (3509 USD Equivalent, rank 34/37 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (2632 USD Equivalent, rank 35/38 ) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (3007 USD Equivalent, rank 34/38 ) Download Indicator

    The change in the number of students between 2005 and 2012 at primary, secondary and post-secondary non-tertiary levels is comparatively large. (107 Index, rank 4/30 ) Download Indicator

    The change in the number of students between 2005 and 2012 at the tertiary level is comparatively large. (133 Index, rank 5/29 ) Download Indicator

    In Mexico, the change in GDP between 2010 and 2012 is comparatively large. (108 Index, rank 5/36 ) Download Indicator

    The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (17 %, rank 5/36 ) Download Indicator

    In Mexico, public expenditure on education as a percentage of total public expenditure is comparatively high. (18 %, rank 1/32 ) Download Indicator

    The change in total public expenditure for all services, including education, between 2008 and 2012 is one of the largest among OECD and partner countries with available data. (116 Index, rank 4/30 ) Download Indicator

    The change in private expenditure between 2005 and 2012 on primary through post-secondary non-tertiary educational institutions is one of the largest compared to other OECD and partner countries with available data. (119 Index, rank 6/22 ) Download Indicator

    The change between 2005 and 2012 in private expenditure on tertiary educational institutions is one of the smallest compared to other OECD and partner countries with available data. (132 Index, rank 14/23 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (106 Index, rank 6/30 ) Download Indicator

    Teachers

    The number of students per teacher in tertiary institutions is one of the smallest among OECD and partner countries with available data. (14 Students, rank 20/28 ) Download Indicator

    The number of pupils per teacher in pre-primary schools is one of the largest among OECD and partner countries with available data. (25 Students, rank 2/35 ) Download Indicator

    The number of students per teacher in primary schools is one of the largest among OECD countries and partner countries with available data. (28 Students, rank 1/39 ) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially high. (32 Students, rank 1/36 ) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially high. (27 Students, rank 1/36 ) Download Indicator

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (30 Students, rank 1/37 ) Download Indicator

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively large in Mexico. (1047 Hours, rank 3/33 ) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively large in Mexico. (838 Hours, rank 4/32 ) Download Indicator

    The number of days of instruction in a school year in primary school is especially large. (200 Days, rank 3/33 ) Download Indicator

    The number of days of instruction in a school year in lower secondary school is especially large. (200 Days, rank 4/31 ) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (26581 USD Equivalent, rank 23/32 ) Download Indicator

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (20779 USD Equivalent, rank 20/26 ) Download Indicator

    After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (20779 USD Equivalent, rank 25/32 ) Download Indicator

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2 Ratio, rank 4/32 ) Download Indicator

    The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the highest among OECD and partner countries with available data. (2 Ratio, rank 3/26 ) Download Indicator

    The ratio of primary teachers' salaries at the top of scale to their starting salary is one of the highest among OECD and partner countries with available data. (2 Ratio, rank 4/32 ) Download Indicator

    Economic and social outcomes

    The employment rate among 25-64 year-olds with tertiary education is comparatively low. (79 %, rank 32/37 ) Download Indicator

    The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (63 %, rank 8/37 ) Download Indicator

    The employment rate among 25-64 year-old men without upper secondary education is comparatively high. (88 %, rank 2/37 ) Download Indicator

    The employment rate among 25-64 year-old men with upper secondary or a post-secondary non-tertiary education is comparatively high. (90 %, rank 1/37 ) Download Indicator

    The employment rate among 25-64 year-old women with tertiary education is comparatively low. (71 %, rank 34/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively low. (5 %, rank 37/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (6 %, rank 32/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively high. (7 %, rank 9/37 ) Download Indicator

    The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (87 %, rank 1/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (58 %, rank 1/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively high. (75 %, rank 2/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively high. (47 %, rank 2/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively high. (90 %, rank 1/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively high. (76 %, rank 1/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively high. (86 %, rank 1/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively high. (65 %, rank 1/24 ) Download Indicator

    The proportion of male full-time earners among all earners aged 35 to 44 with tertiary education is comparatively high. (88 %, rank 6/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively high. (73 %, rank 2/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively high. (88 %, rank 1/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively high. (70 %, rank 1/25 ) Download Indicator

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high. (207 Index, rank 5/34 ) Download Indicator

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite high. (187 Index, rank 5/34 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (199 Index, rank 5/34 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a short-cycle tertiary education degree is one the highest of all OECD countries and partner economies for which data are available. (6 %, rank 4/25 ) Download Indicator

    The proportion of 15-19 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (15 %, rank 4/37 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (25 %, rank 5/36 ) Download Indicator

    The proportion of 25-29 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (28 %, rank 5/36 ) Download Indicator

    The proportion of 15-29 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (22 %, rank 5/37 ) Download Indicator

    The percentage of 15-29 year-old women who are not in education, are unemployed and are not in the labour force in Mexico is one of the highest among OECD and partner countries with available data. (35 %, rank 2/37 ) Download Indicator

    The percentage of 15-29 year-olds without an upper secondary degree who are neither employed nor in education or training is comparatively high in Mexico. (29 %, rank 3/36 ) Download Indicator

    The percentage of 15-19 year-old women who are neither employed nor in education or training in Mexico is one of the highest among OECD and partner countries with available data. (22 %, rank 3/36 ) Download Indicator

    The percentage of 20-24 year-old women who are neither employed nor in education or training in Mexico is one of the highest among OECD and partner countries with available data. (39 %, rank 2/36 ) Download Indicator

    The percentage of 25-29 year-old women who are neither employed nor in education or training in Mexico is one of the highest among OECD and partner countries with available data. (45 %, rank 3/36 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • On average, over 80% of tertiary-educated people are employed compared with over 70% of people with an upper secondary or post-secondary non-tertiary education and less than 60% of people with below upper secondary education.
    • Across OECD countries, compared with adults with upper secondary education with income from employment, those with a tertiary degree earn about 60% more.
    • Adults with higher qualifications were more likely to report desirable social outcomes, including good or excellent health, participation in volunteer activities, interpersonal trust, and political efficacy.
    • First generation tertiary-educated adults and tertiary-educated adults whose parents also hold a tertiary degree share similar employment rates and pursue similar fields of study.
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    *The radar plot will by default not display more than five countries to avoid cluttering.
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    • OECD countries have made significant progress in narrowing gender gaps in educational attainment, pay and labour market participation. Nevertheless, in tertiary education, young women are still under-represented in the fields of mathematics, physical science and computing.
    • One in five 20-24 year-olds is neither employed nor in education or training. In addition, young people with lower attainment levels are more likely to be unemployed than their counterparts with higher attainment level.
    • Participation in employer-sponsored education is strongly related to proficiency levels in key skills such as literacy and numeracy as well as to educational attainment. About 57% of employed adults with good skills in ICT and problem solving participate in employer-sponsored formal and/or non-formal education, while only 9% of adults who cannot use a computer and lack of problem solving skills do.
    • When parents' education is taken into account, adults with tertiary education are 23 percentage points more likely than those with upper secondary or post-secondary non-tertiary education as their highest level of education to be among the top 25% in monthly earnings.
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    • In a majority of OECD countries, education now begins for most children well before they are 5 years old. Some 74% of 3-year-olds are enrolled in early childhood education across OECD countries.
    • The average primary school class in OECD countries has 21 students, and this average increases to 24 in lower secondary education. Larger classes are correlated with less time spent on actual teaching and learning and with more time spent on keeping order in the classroom. Specifically, one additional student added to an average-size class is associated with a 0.5 percentage-point decrease in time spent on teaching and learning activities.
    • Graduating from upper secondary education has become increasingly important in all countries. Analysing countries for which comparable trends data are available for 2005 and 2013, the first-time graduation rate at the upper secondary level increased from 79% to 84%.
    • Across OECD countries, 77% of individuals with a vocational upper secondary or post-secondary non-tertiary qualification are employed - a rate that is 7 percentage points higher than that among individuals with a general upper secondary education as their highest qualification.
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    • Even though tertiary attainment is increasing, entry rate to more advanced tertiary degrees such as master's and doctoral levels tend to be lower than bachelor. More than one in two students is expected to enter a bachelor degree programme, compared to about one in five for master degree programmes
    • In most OECD and partner countries, labour market opportunities are better for adults with a master's degree or equivalent than for adults with a bachelor's degree.
    • Doctoral students tend to be much more internationally mobile than other students in tertiary education, and they are also more likely to study sciences and engineering. Women are still under-represented in doctoral programmes. In most OECD countries in 2013, around 45% of advanced.
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    • On average, OECD countries spend USD 10 220 per student per year from primary through tertiary education, with large variations between levels of education : Educational institutions spend an average of 1.2 times more per secondary student and 1.8 times more per tertiary student than per primary student.
    • Public funding accounts for 83% of funds for educational institutions from primary to tertiary education; varying from 91% for primary, secondary and post-secondary non-tertiary educational institutions to 70% for tertiary institutions.
    • OECD countries spend an average of 5.3% of GDP on educational institutions from primary to tertiary education.
    • The share of private funding in tertiary education is increasing over the last 10 years, and the differentiation of tuition fees is increasing: About two thirds of private funding of tertiary institutions comes from households, through tuition fees.
    • More than 60% of current expenditure relates to compensation of teaching staff at primary and secondary levels. In most countries, salaries increased less since 2005 than between 2000 and 2005, and, only half of OECD countries show an increase in real terms between 2008 and 2013.
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    • Pre-primary and primary teachers earn 79% of the salary of a similarly-educated, 25-64 year-old full-time, full-year worker, lower secondary teachers are paid 81%, and upper secondary teachers are paid 83% of that benchmark salary.
    • Public school teachers teach an average of 1 005 hours per year at the pre-primary level, 772 hours at the primary level, 694 hours at the lower secondary level, and 643 hours at the upper secondary level of education. In countries with available data, the amount of teaching time in primary, lower secondary and upper secondary education remained largely unchanged between 2000 and 2013.
    • The teaching workforce across OECD countries is ageing with the proportion of secondary teachers aged 50 or older climbed by 3 percentages points between 2005 and 2013, on average among countries with comparable data.
    • Teacher appraisal is legislated/required by policy or regulation in three-quarters of OECD and partner countries with available data.
    • Despite the increased use of ICT in a student's life, the use of ICTs in learning and pedagogy remains scarce. This may be because, among other things, teachers feel they are not sufficiently skilled in using ICT.
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    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.