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Diagram of the education system



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- 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 2017)
  • Mexico has one of the largest shares of students entering science-related tertiary education across OECD countries. In 2015, 32% of new entrants to tertiary education chose the science, technology, engineering and mathematics (STEM) fields of education, 5 percentage points more than the OECD average, placing Mexico in the top six OECD countries for this measure.
  • Mexico increased enrolment in early childhood education among 4-year-olds to 89% in 2015, on a par with the OECD average of 87%, although enrolment rates for 3- and 2-year-olds still lag behind most OECD countries.
  • Recent education reforms have boosted technical education in Mexico, helping young people to engage in training while completing their studies although enrolment rates are still below OECD average. In 2015, 15% of 15-19 year-olds in Mexico were enrolled in vocational upper secondary education programmes, representing over one-third of the total enrolment at the upper secondary level.
  • Teachers’ salaries have improved in recent years in Mexico. Between 2005 and 2015, statutory salaries of pre-primary and primary teachers increased by 12%, and by 13% for lower secondary teachers, double the average increase among OECD countries overall. However, teachers’ salaries are still low compared to other OECD countries except for upper secondary teachers.
    • | Education at a Glance 2017 | Country Note | Country Note (in Spanish) | Country Note Ibero-American Countries (in English) | Country Note Ibero-American Countries (in Spanish) | Annexes from Education at a Glance 2017 | Education at a Glance 2017: Reader's Guide | OECD Education Policy Outlook: Mexico | Secretaría de Educación Pública (Secretariat of Public Education, in Spanish) |
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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.

    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. (36.6 %, rank 42/45 ) 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. (46.7 %, rank 43/45 ) 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. (25.7 %, rank 41/45 ) 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. (16.8 %, rank 41/46 ) 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. (21.8 %, rank 40/46 ) 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. (12.6 %, rank 39/46 ) 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

    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

    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. (57.3 %, rank 40/42 ) 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. (45.8 %, rank 30/36 ) 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 8/35 ) 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. (24.93 Ratio, rank 4/33 ) 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. (26.93 Ratio, rank 3/42 ) Download Indicator

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (26.96 Ratio, rank 2/37 ) 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. (3703 USD Equivalent, rank 38/40 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (2896 USD Equivalent, rank 37/39 ) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (3219 USD Equivalent, rank 38/40 ) 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. (17.5 %, rank 4/38 ) Download Indicator

    In Mexico, public expenditure on education as a percentage of total public expenditure is comparatively high. (17.3 %, rank 3/40 ) Download Indicator

    Between 2010 and 2012, the change in expenditure on educational institutions (from primary to tertiary level) as a percentage of GDP, excluding subsidies, is among the biggest of all OECD countries and partner economies with available data. (102 Index, rank 5/34 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (114 Index, rank 5/34 ) Download Indicator

    Teachers

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively large in Mexico. (1047 Hours, rank 5/35 ) 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 5/35 ) 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. (28690 USD Equivalent, rank 24/33 ) 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. (22434 USD Equivalent, rank 20/27 ) 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. (22434 USD Equivalent, rank 26/33 ) 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. (200 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. (210 Index, rank 4/37 ) 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 high. (132 Index, rank 4/25 ) 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. (203 Index, rank 4/30 ) 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. (395 Index, rank 3/30 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (24.9 %, rank 5/35 ) Download Indicator


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    General findings
    • In most OECD countries, the most popular tertiary degrees held by adults are in business, administration or law. However, interest in science, technology, engineering and mathematics (STEM) grows with higher levels of education, with almost double the share of students graduating from these fields at doctoral level than at bachelor’s level in 2015.
    • STEM-related fields tend to benefit from higher employment rates on average across OECD countries though inequities persist: natural sciences, mathematics and statistics graduates are more likely to have similar employment rates as arts and humanities graduates – both lower than the rates enjoyed by engineers or ICT specialists.
    • Gender parity is still a distant dream for some fields of study. At the tertiary level, women still represent approximately only one in four entrants to engineering, manufacturing and construction, but three out of four entrants in health and welfare on average across OECD countries.
    | Education policies: Gender | Education at a Glance 2017 (EAG 2017): OECD Indicators | Which careers do students go for? |
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    • On average across OECD countries, expenditure has been increasing at a much higher rate than student enrolments at all levels, particularly tertiary. Total expenditure on tertiary educational institutions increased by more than twice the rate of students over the same period, reflecting the priority given by government and society to higher education.
    • While public expenditure on educational institutions has clearly been rising, it did not keep up with the increase in GDP between 2010 and 2014 on average across OECD countries. This has led to a decrease of 2% in public expenditure on educational institutions as a percentage of GDP over the same period.
    • The share of public funding is significantly higher at lower levels of education than for tertiary education on average across OECD countries. While the public sector still provides 91% of the funds at primary, secondary and post-secondary non-tertiary levels, it only provides for 70% of total expenditure at tertiary level.
    | Education policies: Finance and Funding | Education at a Glance 2017 (EAG 2017): OECD Indicators | Does Money Buy Strong Performance in PISA? | Which Factors Determine the Level of Expenditure on Teaching Staff? |
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    • The teaching profession is getting older, particularly at higher levels of education. On average across OECD countries, 35% of primary to secondary teachers were at least 50 years old in 2015, up 3 percentage points from 2005.
    • The profession is still largely dominated by women, who make up seven out of ten teachers on average across OECD countries. However gender parity improves at higher levels of education – while 97% of teachers at the pre-primary level are women, they make up 43% at the tertiary level.
    • Primary and secondary teachers’ salaries are low compared to other similarly educated full-time workers. While salaries increase with the level of education taught, they still range between 78% and 94% of the salaries of full-time workers with tertiary education on average across OECD countries.
    | Education policies: Teachers | Education at a Glance 2017 (EAG 2017): OECD Indicators | Attracting, Developing and Retaining Effective Teachers | OECD Teaching and Learning International Survey (TALIS) | International Summit on the Teaching Profession |
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    • In a majority of OECD countries, education now begins for most children well before they are five years old – 78% of three-year-olds are enrolled in early childhood education on average across OECD countries.
    • The proportion of children enrolled in private early childhood education programmes is considerably greater than the private enrolment shares at primary and secondary levels. On average, 55% of children in early childhood educational development programmes and 33% in pre-primary programmes attend private institutions.
    • Public expenditure accounts for 83% of all resources allocated for pre-primary education and 71% of funding for early childhood educational development.
    | Education at a Glance 2017 (EAG 2017): OECD Indicators | Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care | Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education |
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    • Based on current patterns, it is estimated that on average across OECD countries, 80% of today’s young people will graduate from upper secondary education before the age of 25.
    • General upper secondary education programmes are more popular than vocational programmes: 57% of 15-19 year-old students are enrolled in general programmes, compared to 43% in vocational programmes.
    • Adults with upper secondary as highest attainment level have lower employment advantages and are least likely to recover from economic downturns that those that have attained tertiary education.
    | Education policies: Access and Participation - Secondary | Education at a Glance 2017 (EAG 2017): OECD Indicators |
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    • Based on current patterns of graduation, an average of 49% of today’s young people across OECD countries are expected to graduate from tertiary education at least once in their lifetime.
    • People’s relative earning advantage increases with their level of tertiary education. On average across OECD countries, those with a short-cycle tertiary degree earn only about 22% more than those with upper secondary education, while those with a master’s, doctoral or equivalent degree earn about twice as much.
    • Students become more mobile as they reach higher tertiary education levels. International students account for only 5.6% of total enrolment in tertiary programmes, but over a quarter of enrolments at doctoral level across OECD countries.
    | Education policies: Access and Participation - Tertiary | Education at a Glance 2017 (EAG 2017): OECD Indicators |
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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 2017 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.