Mexico is among the few countries with improvements in both equity and quality in PISA 2012. Although its performance remains below the OECD average in mathematics, science and reading, Mexico has achieved improvements in mathematics and reading, and unchanged performance in science across PISA cycles. The socio- economic background of students and schools had less impact on their performance in PISA 2012 than the OECD average, demonstrating improvements in equity of learning opportunities. Early childhood and education and care (ECEC) usually starts at age 4-5 and the enrolment rate of 3 and 4 year-olds in early childhood education is below the OECD average. Education in Mexico is compulsory from age 4 to 15. Grade repetition is high, and there is a gap with other OECD countries in upper secondary and tertiary attainment, enrolment, graduation and performance. New upper secondary programmes provide learning opportunities in remote regions and the technological baccalaureate has been reformed. Enrolment in upper secondary vocational education and training (VET) is among the lowest across OECD countries, with weak links between VET and employers, and low investment from firms in this sector. Unemployment is low compared to the OECD average. One-quarter of 15-29 year-olds were not in education and not employed in 2012.

Institutions: In Mexican sch ools, levels of autonomy over curriculum and assessment and over resource allocation are below the OECD average. Lower secondary teachers in Mexico undergo four years of pre-service training including a mandatory teaching practicum. Working conditions for primary and secondary teachers in Mexico include teaching time and class size above the OECD average. Also, a higher proportion of teachers in Mexico than the TALIS average consider that the teaching profession is valued in society and would choose to work as teachers if they could decide again. Some key issues regarding school improvement remain, including the process of selecting teachers and assigning them to schools, balancing formative and summative appraisal in their evaluations, improving the quality of teacher training programmes and of teaching in the classroom, as well as reviewing the incentives to improve performance.

System: Governance of the education system in Mexico is shared between central and regional authorities. Within the federal system, the government has been prioritising education and setting objectives through agreements and pacts with the states and main stakeholders. As all 31 states operate education services and administrative norms vary from state to state, there is a need to strengthen capacity to ensure a successful implementation of policies. The National Union of Education Workers (Sindicato Nacional de Trabajadores de la Educación, SNTE), with leaders in each state, plays a role in education policy issues, which is being rebalanced with the state. Most decisions in lower secondary education are taken by the central or state governments. Expenditure on education institutions as a percentage of GDP (for all educational levels combined) is above the OECD average, with a higher share of private funding than the OECD average.

‌‌Key issues and goals

Students: Mexico is working to increase education performance and attainment in compulsory education. Large performance and completion gaps persist, especially for indigenous and low socio-economic status populations. System-level policies should focus on improving educational success of students from diverse backgrounds and delivering quality education across all schools, including upper secondary and VET.

System: Balancing central and reg ional governance and ensuring effective engagement of stakeholders are key issues. Mexico faces challenges for achieving transparent and equitable funding of students and schools.