Draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.

Country

Topic

Diagram of the education system



Click on the diagram to get a PDF version
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 2016)
  • While Mexico has one of the lowest unemployment rates among OECD countries, women in Mexico face slightly higher unemployment rates than men and one of the highest gender gaps in earnings across OECD countries. As in other OECD countries, tertiary-educated women earn (32%) less than their male counterparts (OECD average, 27%), but women are more likely to graduate from higher-income fields such as science, mathematics and computing than in other countries.
  • Teachers’ salaries in Mexico are below the OECD average in pre-primary through lower secondary education, but above average for upper secondary education. However, unlike in most OECD countries, teachers from pre-primary to upper secondary education earn, on average, considerably more than other tertiary-educated workers.
  • The enrolment rate of 3-year-olds has been sharply increasing in Mexico, although it still lags behind most OECD countries. Still, by age 4, nearly 90% of children are enrolled in pre-primary education, a rate higher than in most OECD countries.
  • Policies encouraging vocational education and training offer young people the opportunity to engage in training while completing their schooling. Some 14% of 15-19 year-olds in Mexico are enrolled in vocational upper secondary education programmes.
    • | Education at a Glance 2016 | Country Note EAG 2016 | Country Note (in Spanish) | Annexes from Education at a Glance 2016 | Glossary for Education at a Glance | OECD Education Policy Outlook: Mexico | Secretaría de Educación Pública (Secretariat of Public Education, in Spanish) |
    Profile View

    Select first some countries to compare, choose the charts you wish to display and customise them.

    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.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    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. (35.5 %, rank 41/43 ) 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. (44.9 %, rank 41/43 ) 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. (24.7 %, rank 39/43 ) 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. (16.3 %, rank 40/44 ) 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. (21 %, rank 40/44 ) 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. (12 %, rank 40/44 ) 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. (51.3 %, rank 35/37 ) Download Indicator

    Mexico has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (2 %, rank 24/32 ) 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. (23 %, rank 32/38 ) 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. (3.7 %, rank 33/38 ) Download Indicator

    Among OECD countries and partner economies with available data, Mexico has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetime. (25 %, rank 27/30 ) Download Indicator

    Among OECD and partner countries with available data, Mexico has one of the lowest percentages of female graduates from tertiary programmes. (52.4 %, rank 24/31 ) Download Indicator

    The enrolment rate among 20-29 year-olds in Mexico is one of the lowest among OECD and partner countries with available data. (14.7 %, rank 32/39 ) Download Indicator

    The enrolment rate among 15-19 year-olds in Mexico is one of the lowest among OECD and partner countries with available data. (55.6 %, rank 39/41 ) 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. (42.9 %, rank 28/33 ) Download Indicator

    Fields of education

    The proportion of female tertiary graduates in sciences is one of the highest among OECD and partner countries. (46.2 %, rank 7/42 ) Download Indicator

    Classroom environment

    Classes are particularly large in lower secondary schools. (28 Students, rank 7/33 ) 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. (3387 USD Equivalent, rank 34/36 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (2717 USD Equivalent, rank 36/38 ) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (3065 USD Equivalent, rank 36/38 ) 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. (17.4 %, rank 4/38 ) Download Indicator

    In Mexico, public expenditure on education as a percentage of total public expenditure is comparatively high. (17.3 %, rank 2/34 ) Download Indicator

    The change between 2005 and 2012 in private expenditure on tertiary educational institutions is one of the largest compared to other OECD and partner countries with available data. (123 Index, rank 7/26 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (107 Index, rank 7/28 ) Download Indicator

    Teachers

    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 2/32 ) 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. (27 Students, rank 1/40 ) Download Indicator

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (27 Students, rank 1/36 ) Download Indicator

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively large in Mexico. (1047 Hours, rank 3/31 ) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively large in Mexico. (848 Hours, rank 3/30 ) 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. (28337 USD Equivalent, rank 22/29 ) 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. (22148 USD Equivalent, rank 19/23 ) 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. (22148 USD Equivalent, rank 25/29 ) Download Indicator

    Economic and social outcomes

    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. (219 Index, rank 5/37 ) 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 5/37 ) 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. (205 Index, rank 5/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (115 Index, rank 15/23 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (205 Index, rank 3/29 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (307 Index, rank 3/29 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (25.3 %, rank 5/40 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • Labour market outcomes are better among the higher-educated: on average across OECD countries, the unemployment rate is 12.4% for adults with below upper secondary education, while it is 4.9% for the tertiary-educated.
    • In all OECD countries, earnings differentials between adults with tertiary education and those with upper secondary education are generally more pronounced than the difference between the earnings of those with upper secondary education and those with below upper secondary education. This suggests large earnings advantages for tertiary education. On average, adults with a master's, doctoral or equivalent degree earn almost twice as those with upper secondary education across OECD countries, and those with a bachelor's or equivalent degree earn 48% more, while those with a short-cycle tertiary degree earn only about 20% 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.
    | Education policies: Attainment | Education policies: Labour market outcomes | OECD Better Life Index | OECD Employment Outlook | OECD Skills Strategy |
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    *The radar plot will by default not display more than five countries to avoid cluttering.
    Click the arrow sign next to the title: arrows to display other variables
    • Across all levels of educational attainment, the gender gap in earnings persists, and although women generally have higher educational attainment, a large gender gap in earnings is seen between male and female full-time workers with tertiary education.
    • Across OECD_countries, tertiary-educated women earn only 73% as much as tertiary-educated men. This gender gap of 27% in earnings for tertiary-educated adults is higher than the gender gap for adults with below upper secondary (24%) and adults with upper secondary or post-secondary non-tertiary education (22%).
    | Education policies: Equity |
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • In a majority of OECD countries, education now begins for most children well before they are 5-years-old. Some 71% of 3-year-olds are enrolled in early childhood education across OECD countries.
    • Based on current patterns, it is estimated that an average of 85% of today's young people in OECD_countries will complete upper secondary education over their lifetime.
    | Education policies: Access and Participation - Early childhood | Education policies: Access and Participation - Primary | Education policies: Access and Participation - Secondary | Education policies: Access and Participation - Vocational |
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • Based on current patterns of graduation, an average of 36% of today's young people across OECD countries are expected to graduate from tertiary education at least once before the age of 30.
    • In 2014, a majority of first-time tertiary graduates (72%) earned a bachelor's degree, 12% earned a_master's degree and 16% earned a short-cycle tertiary diploma, on average across OECD countries.
    | Education policies: Access and Participation - Tertiary |
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • On average, OECD countries spend USD 10 493 per student per year on primary through tertiary educational institutions: USD 8 477 per primary student, USD 9 980 per lower secondary student, USD 9 990 per upper secondary student and USD 15 772 per tertiary student.
    • In 2013, OECD countries spent an average of 5.2% of their gross domestic product (GDP) on educational institutions from primary to tertiary education, ranging from 3.5% in Luxembourg to 6.7% in the United Kingdom.
    | Education policies: Finance and Funding | Does Money Buy Strong Performance in PISA? | Which Factors Determine the Level of Expenditure on Teaching Staff? |
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • The average primary school class in OECD countries has 21 students, and this average increases to 23 in lower secondary education. These figures represent a decrease when compared to the OECD_average class sizes in 2005.
    • The difference in average class size between public and private institutions in primary education varies substantially across OECD countries, but is considerably larger in partner countries.
    • There are 15 students per teacher in primary education, on average across OECD countries. The_figure increases to 17 students per teacher, on average, at the tertiary level.
    • On average across OECD countries, pre-primary teachers' actual salaries are 74% of the earnings of a tertiary-educated 25-64 year-old full-time, full-year worker. Primary teachers are paid 81% of these benchmark earnings, lower secondary teachers 85% and upper secondary teachers 89%.
    | Education policies: Teachers | Attracting, Developing and Retaining Effective Teachers | OECD Teaching and Learning International Survey (TALIS) | International Summit on the Teaching Profession |
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    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.