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Mexico
Overview of the education system (EAG 2022)
  • Between 2000 and 2021, the share of 25-34 year-olds with tertiary attainment in Mexico increased albeit at a slower pace than on average across OECD countries, by 10 percentage points (from 17% in 2000 to 27% in 2021).
  • In Mexico, 27% of 25-34 year-olds had a tertiary qualification in 2021 compared to 47% on average across OECD countries.
  • In 2020, 71% of 3-5 year-olds in Mexico were enrolled in early childhood education programmes education in Mexico, compared to 83% on average across OECD countries. The share of children enrolled in private institutions at pre-primary level was 16%.
  • In Mexico, the share of women among general upper secondary graduates is 54% (OECD average 55%). Men make up 50% of all vocational upper secondary graduates, below the OECD average (55%).
  • In 2019, Mexico spent 4.6% of its GDP or a total of USD 3 577 per full-time equivalent student on primary to tertiary educational institutions compared to USD 11 990 on average across OECD countries. Education funding reached USD 7 341 per student at the tertiary level, 15% of which corresponds to expenditure for research and development (R&D).
  • Based on official regulations or agreements,annual teaching hours in Mexico are 505 hours per year at pre-primary level, 760 hours at primary level, 988 hours at lower secondary level (general programmes) and 843 hours at upper secondary level (general programmes).
    • | Education at a Glance 2022 | Country Note | Annexes from Education at a Glance 2022 | OECD Handbook for Internationally Comparative Education Statistics 2018 | 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.

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    Attainment

    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. (44.2 %, rank 4/42 , 2021) 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. (57.2 %, rank 4/43 , 2021) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (22.4 %, rank 39/43 , 2021) Download Indicator

    Mexico has one of the lowest percentages of 25-64 year-olds whose highest education level is a master's or equivalent tertiary education degree. (1.8 %, rank 36/40 , 2021) Download Indicator

    The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0.1 %, rank 35/37 , 2021) Download Indicator

    The level of below upper secondary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (67.8 %, rank 5/42 , 2021) Download Indicator

    The level of upper secondary or post-secondary non-tertiary education attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (16.3 %, rank 38/42 , 2021) Download Indicator

    In Mexico, the share of 25-34 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0 %, rank 33/34 , 2021) Download Indicator

    In Mexico, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (1.4 %, rank 36/39 , 2021) Download Indicator

    Attainment by gender

    The share of 25-34 year-old men who attained below upper secondary education in Mexico is one of the highest among OECD and partner countries with available data. (44.3 %, rank 4/42 , 2021) Download Indicator

    The share of 25-34 year-old women who attained below upper secondary education in Mexico is one of the highest among OECD and partner countries with available data. (44 %, rank 2/42 , 2021) Download Indicator

    Attainment by field of education

    The percentage of 25-64 year-olds with tertiary education who studied in the field of arts and humanities, social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (13.1 %, rank 27/31 , 2021) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the highest among OECD countries and partner economies with available data. (35 %, rank 3/31 , 2021) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the lowest among OECD countries and partner economies with available data. (3.1 %, rank 27/31 , 2021) Download Indicator

    Participation in education

    The enrolment rate among 15-19 year-olds in Mexico is one of the lowest among OECD and partner countries with available data. (61 %, rank 40/41 , 2020) Download Indicator

    The enrolment rate of 20-24 year-olds in Mexico is one of the lowest among OECD and partner countries with available data. (25.9 %, rank 37/41 , 2020) Download Indicator

    In Mexico, the share of part-time students in master's programmes is relatively small. (0 %, rank 30/34 , 2018) Download Indicator

    The enrolment rate of students aged 18 in general upper secondary programmes in Mexico is one of the lowest among OECD and partner countries with available data. (10.2 %, rank 38/42 , 2020) Download Indicator

    Graduation

    The share of doctorate graduates in public institutions is relatively low in Mexico. (40.4 %, rank 33/36 , 2020) Download Indicator

    Graduation by gender

    In Mexico, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the largest among OECD and partner countries with available data. (21.1 %, rank 2/40 , 2020) Download Indicator

    In Mexico, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (3.1 %, rank 40/41 , 2020) Download Indicator

    In Mexico, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively large. (15.9 %, rank 2/41 , 2020) Download Indicator

    Graduation by field of education

    The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (3.8 %, rank 36/40 , 2020) Download Indicator

    The percentage of tertiary graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (3.5 %, rank 36/40 , 2020) Download Indicator

    The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (2.6 %, rank 36/40 , 2020) Download Indicator

    The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (18.6 %, rank 5/40 , 2020) Download Indicator

    The share of doctoral graduates in the field of arts and humaties in Mexico is relatively small. (4.4 %, rank 40/42 , 2020) Download Indicator

    The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Mexico is relatively small. (11.9 %, rank 41/42 , 2020) Download Indicator

    The share of doctoral graduates in the field of engineering, manufacturing and construction in Mexico is relatively small. (6.6 %, rank 39/42 , 2020) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Mexico is relatively small. (3.8 %, rank 39/42 , 2020) Download Indicator

    Fields of education

    In Mexico, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (4.1 %, rank 34/36 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to tertiary education in the field of natural sciences, mathematics and statistics is relatively low. (2.7 %, rank 33/36 , 2020) Download Indicator

    The share of female who enter tertiary education in the field of arts and humanities is one of the smallest among OECD and partner countries with available data. (55.4 %, rank 34/36 , 2020) Download Indicator

    The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (68.4 %, rank 34/36 , 2020) Download Indicator

    In Mexico, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (61.1 %, rank 30/34 , 2020) Download Indicator

    In Mexico, the share of women among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (69.6 %, rank 33/36 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in health and welfare in Mexico is one of the smallest compared to other OECD countries and partner economies. (60.8 %, rank 33/36 , 2020) Download Indicator

    The share of female students entering short cycle tertiary programmes in health and welfare in Mexico is one of the smallest compared to other OECD countries and partner economies. (64.8 %, rank 28/30 , 2020) Download Indicator

    In Mexico, the share of men among new entrants in bachelor's programmes in the field of health and welfare is one of the largest among OECD and partner countries with available data. (30.4 %, rank 4/36 , 2020) Download Indicator

    The share of male students entering master's or equivalent programmes in health and welfare in Mexico is one of the largest compared to other OECD countries and partner economies. (39.2 %, rank 3/36 , 2020) Download Indicator

    The share of male students entering short-cycle tertiary programmes in information and communication technologies in Mexico is one of the smallest compared to other OECD countries and partner economies. (72.9 %, rank 23/26 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively low, compared to other countries with available data. (4.9 %, rank 33/34 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively high, compared to other countries with available data. (21.6 %, rank 1/34 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to doctoral programmes in the field of engineering, manufacturing and construction is relatively low, compared to other countries with available data. (5.9 %, rank 34/34 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to doctoral programmes in the field of health and welfare is relatively low, compared to other countries with available data. (4.6 %, rank 33/34 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively low, compared to other countries with available data. (1.2 %, rank 30/33 , 2020) Download Indicator

    In Mexico, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively low. (10.1 %, rank 34/34 , 2020) Download Indicator

    Student mobility

    The percentage of international students entering tertiary education in Mexico is relatively low. (0.7 %, rank 31/32 , 2020) Download Indicator

    The percentage of international students entering bachelor's programmes is relatively low. (0.7 %, rank 33/34 , 2020) Download Indicator

    The share of international students entering doctoral or equivalent programmes in Mexico is relatively small. (7.3 %, rank 32/35 , 2020) Download Indicator

    The percentage of national tertiary students enrolled abroad in Mexico is relatively low. (0.7 %, rank 36/38 , 2020) Download Indicator

    In Mexico, international or foreign students from North America are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (51.2 %, rank 1/74 , 2020) Download Indicator

    In Mexico, international or foreign students from Asia are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (1.1 %, rank 71/74 , 2020) Download Indicator

    The proportion of international students among the new entrants in master's programmes in Mexico is relatively low compared to other OECD and partner countries. (2.7 %, rank 33/35 , 2020) Download Indicator

    In Mexico, the proportion of international or foreign students enrolled in bachelor's programmes is one of the smallest among OECD and partner countries with available data. (0.7 %, rank 35/38 , 2020) Download Indicator

    In Mexico, the proportion of international or foreign students enrolled in master's programmes is one of the smallest among OECD and partner countries with available data. (2.3 %, rank 35/38 , 2020) Download Indicator

    In Mexico, the number of international or foreign students for every hundred national students home or abroad is comparatively low . (1 Students, rank 35/38 , 2020) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (7341 USD Equivalent, rank 35/37 , 2019) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (3577 USD Equivalent, rank 36/36 , 2019) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (2977 USD Equivalent, rank 36/36 , 2019) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (2890 USD Equivalent, rank 36/36 , 2019) Download Indicator

    Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (6272 USD Equivalent, rank 32/33 , 2019) Download Indicator

    Annual expenditure per student on research and development in tertiary education is one of the lowest among OECD and partner countries with available data. (1069 USD Equivalent, rank 32/33 , 2019) Download Indicator

    Expenditure per student on research and development for primary to tertiary education in Mexico is comparatively low. (156 USD Equivalent, rank 32/33 , 2019) Download Indicator

    In Mexico, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively low. (2933 USD Equivalent, rank 36/36 , 2019) Download Indicator

    At primary, secondary and post-secondary non-tertiary level, the public expenditure on public educational institutions per full-time equivalent student is comparatively low in Mexico. (2693 USD Equivalent, rank 37/38 , 2019) Download Indicator

    In Mexico, the total expenditure per full-time equivalent student on primary, secondary and post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (2760 USD Equivalent 2015, rank 36/36 , 2019) Download Indicator

    The public expenditure per full-time equivalent student from primary to tertiary education is relatively low in Mexico. (3100 USD Equivalent, rank 36/36 , 2019) Download Indicator

    In Mexico, the total expenditure per full-time equivalent student on primary to tertiary education is one of the lowest among OECD and partner countries with available data. (3365 USD Equivalent 2015, rank 36/36 , 2019) Download Indicator

    The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively low in Mexico. (6380 USD Equivalent, rank 31/35 , 2019) Download Indicator

    In Mexico, the total expenditure per full-time equivalent student on tertiary education is one of the smallest among OECD and partner countries with available data. (6907 USD Equivalent 2015, rank 35/37 , 2019) Download Indicator

    Expenditure in education and national wealth

    In Mexico, total expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education is relatively low compared to 2010. (84 Index, rank 34/34 , 2019) Download Indicator

    In Mexico, expenditure on educational institutions as a percentage of GDP for primary to tertiary education is low compared to 2015. (88 Index, rank 32/34 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on educational institutions at primary, secondary and post-secondary non-tertiary level is relatively low in Mexico. (-0.3 %, rank 30/32 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on educational institutions per full-time equivalent student at primary, secondary and post-secondary non-tertiary level is relatively low in Mexico. (-0.7 %, rank 31/32 , 2019) Download Indicator

    The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively large in Mexico. (1.2 %, rank 5/27 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Mexico is one of the smallest among OECD and partner countries with available data. (-0.5 %, rank 31/31 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the largest in Mexico. (5.9 %, rank 1/40 , 2019) Download Indicator

    The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively high in Mexico. (0.6 %, rank 5/28 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Mexico is one of the lowest among OECD and partner countries with available data. (-2.8 %, rank 29/31 , 2019) Download Indicator

    Public and private expenditure in education

    The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (18.5 %, rank 4/36 , 2019) Download Indicator

    In Mexico, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (13.9 %, rank 5/42 , 2019) Download Indicator

    In Mexico, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 27/31 , 2019) Download Indicator

    In Mexico, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0 %, rank 26/30 , 2019) Download Indicator

    In Mexico, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (81.5 %, rank 33/36 , 2019) Download Indicator

    Compared to 2015, the share of public expenditure on educational institutions as a percentage of total government expenditure, for primary to tertiary education is comparatively small. (87 Index, rank 33/37 , 2019) Download Indicator

    In Mexico, the relative share of public expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (82.5 %, rank 25/28 , 2019) Download Indicator

    In Mexico, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (17.5 %, rank 4/28 , 2019) Download Indicator

    In Mexico, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively low. (74.7 %, rank 22/26 , 2019) Download Indicator

    Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively small in Mexico. (89 Index, rank 36/37 , 2019) Download Indicator

    In Mexico, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively large. (25.3 %, rank 4/26 , 2019) Download Indicator

    In Mexico, the relative share of private expenditure from initial source of funds on tertiary education is comparatively large. (43.5 %, rank 5/27 , 2019) Download Indicator

    Teachers

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively high in Mexico. (988 Hours, rank 2/33 , 2021) Download Indicator

    The number of days of instruction in a school year in upper secondary school is especially low. (172 Days, rank 27/31 , 2021) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively low in Mexico. (505 Hours, rank 27/27 , 2021) Download Indicator

    Who the teachers are

    The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (54.1 %, rank 36/40 , 2020) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (49.1 %, rank 38/42 , 2020) Download Indicator

    The share of women among teaching staff in general upper secondary education in Mexico is relatively small. (50.3 %, rank 31/32 , 2019) Download Indicator

    In Mexico, the share of women among teaching staff in vocational upper secondary education is one of the lowest among OECD and partner countries with available data. (47.8 %, rank 27/29 , 2019) Download Indicator

    Teachers' salaries progression

    Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (22028 USD Equivalent, rank 29/33 , 2021) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (22028 USD Equivalent, rank 23/27 , 2021) Download Indicator

    The ratio of upper secondary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.23 Ratio, rank 30/33 , 2021) Download Indicator

    In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (2.93 Ratio, rank 2/31 , 2021) Download Indicator

    Ratio of student to teaching staff

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (26.9 Ratio, rank 2/38 , 2020) Download Indicator

    In Mexico, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (27.8 Ratio, rank 1/33 , 2019) Download Indicator

    In Mexico, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (34.6 Ratio, rank 1/40 , 2020) Download Indicator

    In Mexico, the number of students per teacher in all public secondary education is one of the highest among OECD and partner countries with available data. (30.5 Ratio, rank 1/40 , 2020) Download Indicator

    Class size

    In independent private institutions at lower secondary level, classes are one of the largest in Mexico among OECD and partner countries with available data. (23 Students, rank 4/17 , 2019) Download Indicator

    Employment and educational attainment

    The employment rate among 25-34 year-olds with a short-cycle tertiary education is comparatively low. (73.1 %, rank 28/32 , 2021) Download Indicator

    In Mexico, the inactivity rate of 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (18.8 %, rank 5/43 , 2021) Download Indicator

    In Mexico, the inactivity rate of 25-34 year-olds with a short cycle tertiary education degree is one of the highest among countries with available data. (21.9 %, rank 3/28 , 2021) Download Indicator

    In Mexico, the inactivity rate of 25-64 year-olds with a short cycle tertiary education degree is one of the highest among countries with available data. (24.2 %, rank 3/35 , 2021) Download Indicator

    In Mexico, the inactivity rate of 25-64 year-olds with tertiary education is one of the highest among countries with available data. (18.2 %, rank 4/43 , 2021) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-34 year-old men with below upper secondary education is compartively high in Mexico. (89.3 %, rank 2/42 , 2021) Download Indicator

    Employment by field of education

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of educaton is low compared to other OECD and partner countries. (77.9 %, rank 27/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is low compared to other OECD and partner countries. (74.5 %, rank 27/29 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of arts and humanities, social sciences, journalism and information is low compared to other OECD and partner countries. (76.3 %, rank 28/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of business and administration is low compared to other OECD and partner countries. (79.4 %, rank 16/17 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of law is low compared to other OECD and partner countries. (81.8 %, rank 14/15 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of business, administration and law is low compared to other OECD and partner countries. (80 %, rank 29/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is low compared to other OECD and partner countries. (76.2 %, rank 30/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of information and communication technologies is low compared to other OECD and partner countries. (83.6 %, rank 30/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is low compared to other OECD and partner countries. (83.9 %, rank 29/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of health (medical and dental) is low compared to other OECD and partner countries. (79.1 %, rank 14/14 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is low compared to other OECD and partner countries. (76 %, rank 14/14 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of health and welfare is low compared to other OECD and partner countries. (77.5 %, rank 31/31 , 2021) Download Indicator

    Unemployment and educational attainment

    The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively low. (3.9 %, rank 39/41 , 2021) Download Indicator

    The unemployment rate among 25-64 year-olds without upper secondary education is comparatively low. (2.9 %, rank 40/42 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for at least a year among all unemployed adults with below upper secondary education is relatively low. (4.2 %, rank 36/37 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with below upper secondary education is relatively low. (17.4 %, rank 29/30 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with below upper secondary education is relatively high. (78.3 %, rank 1/30 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for at least a year among all unemployed adults with tertiary education is relatively low. (9 %, rank 37/38 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with tertiary education is relatively low. (27.9 %, rank 29/31 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with tertiary education is relatively high. (63.1 %, rank 2/30 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for at least a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively low. (5.5 %, rank 36/37 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively low. (26 %, rank 27/30 , 2021) Download Indicator

    In Mexico, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively high. (68.5 %, rank 2/30 , 2021) Download Indicator

    Earnings and educational attainment

    In Mexico, the share of workers earning more than twice the median among those with a bachelor's or equivalent education degree is comparatively high. (52.8 %, rank 3/28 , 2020) Download Indicator

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with below upper secondary education are one of the lowest among countries with available data. (53.7 %, rank 35/37 , 2020) Download Indicator

    Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with below upper secondary education are one of the lowest among countries with available data. (66.1 %, rank 35/37 , 2020) Download Indicator

    In Mexico, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively high. (81.5 %, rank 3/28 , 2020) Download Indicator

    In Mexico, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively high. (308.1 %, rank 3/32 , 2020) Download Indicator

    In Mexico, the share of worker earning more than twice the median among those with a short-cycle tertiary education degree is comparatively high. (30 %, rank 1/30 , 2020) Download Indicator

    In Mexico, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (53 %, rank 1/38 , 2020) Download Indicator

    Neither in education nor employed

    The share of unemployed youth neither in formal education nor training among 18-24 year-olds in Mexico is one of the lowest among countries with available data. (4 %, rank 33/37 , 2021) Download Indicator

    The share of youth who have been unemployed for at least 3 months but less than a year and not in formal education or training among 18-24 year-olds in Mexico is one of the lowest among countries with available data. (0.7 %, rank 26/26 , 2021) Download Indicator

    In Mexico, the percentage of women neither employed nor in education or training among 20-24 year-olds is relatively high . (34.9 %, rank 5/37 , 2021) Download Indicator

    Participation in education by gender

    The share of female students entering short-cycle tertiary programmes in Mexico is comparatively small. (40.4 %, rank 30/34 , 2020) Download Indicator

    Entrance

    In Mexico, the average age of new entrants in short-cycle programmes is one of the lowest among OECD and partner countries with available data. (19.5 Years, rank 32/32 , 2020) Download Indicator

    In Mexico, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the smallest among OECD and partner countries with available data. (22 %, rank 35/36 , 2020) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    • Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
    • Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
    • Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
    
                            
    
                            
    
                                | Education policies: Access and Participation - Tertiary | Education policies: Finance and Funding - Tertiary | Education policies: Labour market outcomes - Tertiary | 
    
                            
    
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    • Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
    • Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries. 
    • Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
    • In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
    • While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
    • Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
    • Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
    • On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
    • In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
    • On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
    • Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
    • On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
    • Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
    • Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
    • Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
    
                            
    
                            
    
                                | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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            Diagram of funding flows - Mexico
            
    
            
    
        
    


        
		
    
            
    
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            Country Reviews for Mexico
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            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 averages.
		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 2021 for more details about the data collections.
            

    
			B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China:
Beijing, Shanghai, Jiangsu and Zhejiang.
			

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