Mexique

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today’s workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level. In the United States, the Council for Aid for Education developed an assessment of generic skills called the CLA+ and carried out testing in six countries between 2016 and 2021. This book provides the data and analysis of this 'CLA+ International Initiative'.

What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world. This report provides a detailed account of classroom management, social and emotional support, and instructional practices in the classrooms of eight countries and economies, drawing upon the observation of lesson videos and instructional materials, the analysis of teacher and student questionnaires, and the measurement of students’ cognitive and non-cognitive outcomes.

La révolution technologique qui a marqué les dernières décennies du XXe siècle a entraîné une forte augmentation de la demande de facultés de traitement de l’information et d’autres compétences cognitives et interpersonnelles sur le marché du travail. Sur la base des résultats des 33 pays et régions ayant participé aux deux premières vagues de l'Enquête sur les compétences des adultes en 2011-12 et 2014-15, ce rapport décrit les compétences dans trois domaines de traitement de l'information et examine comment les compétences sont liées au marché du travail et aux résultats sociaux. Il décrit notamment les résultats des six pays ayant participé à la troisième vague du premier cycle du PIAAC en 2017-18 (Équateur, États-Unis, Hongrie, Kazakhstan, Mexique et Pérou). L’Évaluation des compétences des adultes, un produit du Programme de l’OCDE pour l’évaluation internationale des compétences des adultes (PIAAC), a été conçue pour montrer dans quelle mesure les individus possèdent certaines de ces facultés et compétences clés et comment ils les utilisent dans le cadre professionnel et dans la vie privée. Cette enquête, la première du genre, évalue directement le niveau de compétence dans trois domaines du traitement de l’information : la littératie, la numératie et la résolution de problèmes.

This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.

This report presents an assessment of Mexico's recent education reforms. Education systems worldwide require continued policy efforts in essential areas to improve student learning, such as: the need to prioritise equity; providing learning environments that are fit for the 21st century; ensuring that schools are run and staffed by high-quality professionals who are well supported; and designing evaluation and assessment frameworks that support schools and assist policy makers in promoting effective student learning and quality of education for all. Mexico's education system has evolved in this direction, but many of the recent reforms need time to mature and flexibility to be adjusted to ensure schools can deliver quality education. In Mexico, like in many other countries, there is a considerable distance between national policy making and the learning that happens in schools. Closing this gap requires substantial resources, capacity and support from state authorities, who have an important role to play as operators of the system, as well as from education stakeholders across the country. In complex education systems, implementation is not only about executing the policy but also building and fine-tuning it collaboratively. This OECD report aims to support Mexico in this endeavour.

This review of higher education policy in Mexico was requested by the Mexican Ministry of Education to take stock of progress since the last OECD review of the higher education system in Mexico, published in 2008, and to support development of the new government’s National Development Plan and Sectoral Education Programme. The report examines the state of the higher education sector in Mexico and analyses key policies implemented by the federal and state governments. It assesses national governance and co-operation structures that help to guide the higher education system, and the relevance of existing national strategies. It also looks at public funding of higher education institutions, how the quality of higher education programmes is assured; and the extent to which the higher education system contributes to equity. The report concludes by exploring two key sectors of higher education: teacher education colleges and professional and technical institutions.   A companion volume focusing on the labour market relevance and outcomes of higher education is also available: Higher Education in Mexico: Labour Market Relevance and Outcomes.  

Half a million higher education graduates enter the labour market every year in Mexico. While their labour market outcomes are considerably better on average than those of upper secondary education graduates, some higher education graduates face periods of inactivity and unemployment. Many graduates who find work end up being over-qualified or working in the informal sector. This report finds that the Mexican higher education system needs to be better aligned with the labour market to help students develop the skills employers seek. Students need better support to succeed in their higher education studies and develop labour market relevant skills, which will help facilitate their achievement of good outcomes in the workforce. This calls for a comprehensive whole-of-government approach and the involvement of all higher education stakeholders. The report proposes a set of policy recommendations to address these issues and help Mexican higher education graduates achieve better outcomes in the labour market. The report was developed as part of the OECD Enhancing Higher Education System Performance project and is a companion to the OECD report, The Future of Mexican Higher Education: Promoting Quality and Equity, which focuses on broader issues in higher education, including governance, funding, quality and equity, as well as two key sectors of higher education: teacher education colleges and professional and technical institutions.

Skills are central to Mexico’s future prosperity and the well-being of its people. Improving opportunities for all Mexicans to develop high quality and relevant skills and supporting employers to improve their human resources management can help Mexico to raise productivity levels and, by extension, the incentives for employers to hire individuals in the formal sector. Fostering better and more equitable skills outcomes, especially for women and youth, will also provide the foundation for building a healthier, more equitable, and more cohesive society. The OECD Skills Strategy Diagnostic Report: Mexico sets out eight skills challenges for Mexico. These challenges were identified through two interactive workshops with stakeholders, bilateral meetings, internal discussions with experts at the OECD, and analysis of documents and data produced by the OECD and other organisations. The first six challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next two challenges refer to the 'enabling' conditions that strengthen the overall skills system. Success in tackling these skills challenges will boost performance across the whole skills system.