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El PROBLEMA de la EDUCACIÓN en México — Transcript

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0:00"Study so you can get ahead" is one of
0:02the most common phrases heard in Mexico
0:04. But what happens when that promise
0:06doesn't become a reality? For decades,
0:09education in our country has been full
0:11of political, social, and even
0:12budgetary issues that put the quality
0:15of millions of students 'education at
0:17risk, and that is very evident in the
0:19results. At the end of 2023, the
0:21international ratings were
0:23unquestionable. The results of the 2022
0:27PISA test, conducted every three years
0:29by the OECD, revealed that education
0:32suffered a major setback globally, and
0:34unfortunately, Mexico was one of the
0:37countries with the worst results,
0:39ranking 35th out of 37 countries
0:41evaluated. While the OECD average was
0:45478 points, our country reached an
0:48average score of just 407. So far,
0:52these have been our worst results since
0:54Mexico began participating. That was
0:56back in the year 2000. We lost 14
0:59points in math, nine in science, and
1:01five in reading comprehension. And
1:05these results mean that two out of
1:06every three Mexican students do not
1:08reach the basic level in math, a
1:10proportion that has increased by 11
1:12percentage points in the last 10 years.
1:15In other words, while artificial
1:17intelligence and technology are growing
1:19by leaps and bounds in today's world,
1:21most children aren't even acquiring the
1:24necessary skills to compete. And in
1:27these cases, most people look to
1:28identify those to blame. Is it the
1:30teachers who take to the streets to
1:32protest and shut down schools? Or is it
1:34the fault of the politicians and their
1:36educational reforms that change with
1:38every new government? To understand the
1:42severity of the educational crisis in
1:44Mexico, it is not enough to just look
1:46at the poor results we had in the last
1:48PISA test. Many might think that it
1:51would be enough for students to just
1:52step up, memorize the formulas, and
1:54study the topics that will be on the
1:56exams to get better results next time.
1:59But that perspective completely
2:01simplifies the problem and unfairly
2:03points to the students and their
2:05capabilities as those responsible for
2:07the evaluations. We must understand
2:09that it is a whole set of factors that
2:11have led us to this point. Of course,
2:14socioeconomic inequality in Mexico is
2:16what often determines whether a student
2:18completes their studies or gets trapped
2:19in the cycle of academic delay.
2:21According to data from CONEVAL, 36%of
2:24the Mexican population lives in poverty
2:27and 19%suffers from educational delay.
2:31And if we look at this small diagram
2:33created by the IMCO, we realize that of
2:35the nearly 35 million children and
2:37youth of compulsory education age, a
2:39little over 6 million do not attend
2:41school, and nearly half of them belong
2:43to groups that have historically been
2:46vulnerable, such as indigenous
2:47communities, people with disabilities,
2:50rural populations, and Afro-descendants
2:52. The numbers can be hard to believe.
2:56While nine out of 10 primary students
2:58manage to reach middle school, the
2:59figure drops to seven among those who
3:01speak an indigenous language and to six
3:04among youth with disabilities, while
3:05only three out of 10 indigenous youth
3:07manage to enter university. So, we can
3:11confirm that socioeconomic status
3:13indeed becomes a predictable aspect of
3:15academic success. In the latest 2022
3:19PISA test, students belonging to the 20
3:21%of households with the highest income
3:24outperformed students from the poorest
3:2620%of households by 59 points in
3:29mathematics. A difference that,
3:31according to the IMCO, is equivalent to
3:333 years of schooling. Added to this
3:35situation is the abyss of the digital
3:37divide. With the COVID pandemic and the
3:40suspension of in-person classes in
3:42March 2020, the Mexican government
3:43implemented the distance education
3:45strategy, Learn at Home. According to
3:49research published in 2023 and
3:51conducted by academics Felipe Evia and
3:54Saman Vergara López in Xalapa,
3:55Veracruz, this strategy faced many
3:58limitations due to socioeconomic
4:00inequalities in Mexican households,
4:02especially access to suitable devices
4:04and a stable internet connection. This
4:08proved to be decisive and accentuated
4:10the gaps that already existed, while
4:12hindering the educational process. This
4:16same research showed that students in
4:18environments with a high digital divide
4:20suffered significant losses in
4:21elementary learning, such as fluent
4:23reading and complex mathematical
4:25operations. Only one in three students
4:29could read fluently aloud. And
4:32according to this graph created by the
4:34authors, we see that only 23%of the
4:36surveyed students, ranging from third
4:38to sixth grade of primary school, could
4:40understand readings with a fourth-grade
4:42difficulty level. The graph and the
4:45mathematics results are no more
4:47encouraging. Only 15%of those surveyed
4:50could solve divisions and 1%could solve
4:52fractions. The IMCO points out that
4:56while in states like Tlaxcala or Mexico
4:58City eight out of 10 schools have
4:59educational computers, in entities like
5:01Chiapas, Oaxaca, and Tabasco, only
5:03three out of 10 schools have access to
5:05computers and the internet. This makes
5:08the digital divide a key factor of
5:10inequality, deepening academic
5:12backwardness and social exclusion among
5:14students. Another one of the biggest
5:17challenges in Mexican education is
5:18multi-grade schools, an educational
5:20offering commonly seen in the Mexican
5:22countryside. But, Mori, what are these
5:24multi-grade schools? Well, according to
5:27research published by Mariana Castro,
5:29Cristina Perales, and Lenin Priego in
5:312019, they are schools where a single
5:34teacher serves students of different
5:36grades and ages in the same classroom,
5:38and these represent nearly 37%of the
5:41country's public schools. These schools
5:44can be regulated by the Secretariat of
5:46Public Education, the SEP, or the
5:48National Council for Educational
5:49Development, CONAFE, depending on the
5:51number of students. If enrollment is
5:54greater than 29 students, it is handled
5:56by the SEP, and if the location is very
5:58small or dispersed, community education
5:59is offered through CONAFE. The problem
6:03is that, as you might imagine, these
6:04schools face many deficiencies. 29%of
6:07them lack drinking water and 80%do not
6:10have internet access, in addition to
6:12poor infrastructure, few school
6:15supplies, and working conditions that
6:17sometimes lead to abandonment by
6:20teachers. Multi-grade schools are
6:23required to comply with an educational
6:25model designed for the ideal urban
6:26school, and they overwhelm teachers
6:28with management and administrative
6:30burdens without providing them with
6:32training or materials specific to
6:33multi-grade teaching. So, for a child
6:36in a rural or indigenous area of the
6:38country not to leave school to help
6:40their parents harvest vegetables, or
6:42for a teacher not to get discouraged
6:44when facing schools in precarious
6:46situations, the entire educational
6:48system must be changed. And that has
6:51been attempted, but in recent years it
6:53seems that instead of solving the
6:54situation, the purpose has been
6:56different. The history of education in
7:02Mexico has undergone constant changes
7:04in recent years. According to an
7:07article published by Dr. Braulio
7:09González Ortega in 2021, since the
7:111917 Constitution, Article 3 on freedom
7:14of education has been modified 11 times
7:16, but six of those reforms have been
7:18concentrated in the 21st century. These
7:23have occurred in a short time and with
7:25very accelerated modifications, so that
7:27instead of reforming the law to achieve
7:29better educational results, education
7:31has become a kind of laboratory where
7:33each administration in power comes to
7:35experiment. Especially in the last two
7:37reforms, this clash of two ideological
7:40visions can be clearly seen. On one
7:43hand, the 2013 educational reform,
7:45promoted by then-President Enrique
7:47Peña Nieto under the Pact for Mexico,
7:49launched a neoliberal model focused on
7:51competency-based education, a model
7:53promoted by international organizations
7:55like the OECD. Its central pillar was
7:59the creation of the professional
8:00teaching service and the autonomy of
8:02the National Institute for the
8:03Evaluation of Education. The INE,
8:06although it elevated the concept of
8:08educational quality to a constitutional
8:10status, conditioned the hiring,
8:12promotion, and job security of teachers
8:15on mandatory standardized evaluations.
8:18Although this reform sought for the
8:20State to regain power to prevent the
8:22sale or inheritance of positions and
8:24thus eradicate payroll anarchy, the
8:26truth is that the reform was perceived
8:27by the teaching profession as a
8:29punitive and labor-related measure.
8:33Furthermore, territorial inequalities
8:34were completely ignored, subjecting the
8:36teacher in an urban area to the same
8:38exam as the rural teacher. This caused
8:41a major national social confrontation,
8:44a wave of early retirements, and an
8:46increase in burnout among teachers. On
8:49the other hand, the 2019 reform was
8:51enacted during the administration of
8:53Andrés Manuel López Obrador and
8:55sought to completely dismantle the
8:56previous reform's scheme. With this,
8:59the National Institute for the
9:01Evaluation of Education and the
9:02Professional Teaching Service were
9:04eliminated, thereby removing the
9:05punitive focus that characterized
9:07teacher evaluation. The concept of
9:09quality was replaced by that of
9:11excellence, and mandatory and free
9:13education was expanded from early
9:15childhood to higher education. In
9:19addition, the New Mexican School was
9:21established, which, according to the
9:23Ministry of Public Education, is based
9:25on three pillars: Mexican humanism,
9:26critical thinking, and community
9:28learning. Basic education was also
9:32reorganized into six learning phases
9:34instead of rigid grades, replacing
9:36traditional subjects with four
9:38formative fields and promoting a
9:40formative and qualitative evaluation.
9:44The reform promotes the revaluation of
9:46teachers, granting hiring priority to
9:48graduates of normal schools, the
9:50National Pedagogical University (UPN),
9:52and the Multiple Attention Centers (CAM
9:54). However, specialists have pointed
9:58out gaps in the transition. Due to the
10:02rush to implement the New Mexican
10:03School, a curricular gap was caused
10:06between 2019 and 2022, forcing teachers
10:08to work with up to three different
10:10study plans at the same time. But let's
10:14go back to what I told you a few
10:15minutes ago: even if reform is made on
10:17paper, reality does not change if it
10:19does not come with training,
10:21infrastructure, and a budget that truly
10:23guarantees a good education. In 2023,
10:26investment in education was just under
10:293%of the GDP, a figure well below the 4
10:32%recommended by UNESCO, which for many
10:35could be a clear sign that education is
10:38far from being a true public priority.
10:43Therefore, reforms could be seen more
10:45as a capricious response from one
10:46government regarding its predecessor.
10:49In addition to affecting academic
10:51performance, it also leads to teacher
10:52burnout. They haven't even finished
10:54adapting to one model before a new one
10:56is imposed on them. And this causes
10:59widespread dissatisfaction that
11:01eventually ends up exploding. In our
11:07country, there is a strong clash
11:09between reforms, the harsh reality of
11:10schools, and the working conditions of
11:12teachers. This has led thousands of
11:15teachers to leave their classrooms and
11:17take to the streets. And the demands
11:19made by the National Coordination of
11:21Education Workers, the CNTE, and the
11:23Union are not new in the country, but
11:25they have intensified in recent years.
11:28That is why it is no surprise to see
11:30blocked avenues, encampments, and
11:32interruptions to the school year. And
11:34this is one of the biggest debates in
11:36public opinion. What do the teachers
11:39want and why do they strike constantly?
11:41To understand this, we must analyze the
11:43situation a little more. In 2015,
11:45facing the imminent evaluation of
11:47teachers and after the statement by the
11:49then-Secretary of Public Education,
11:51Emilio Chuayffet, who stated, "Rain,
11:53thunder, or lightning, teachers would
11:55be subjected to the evaluation." The
11:58CNTE led massive protests demanding an
12:00end to the reform because it threatened
12:02their job stability. Years later,
12:05history repeats itself. During mid-2026
12:08, teacher mobilizations managed to
12:10corner the federal government, led by
12:12President Claudia Sheinbaum, just
12:14before the World Cup began; with
12:16indefinite sit-ins of more than 10,000
12:18teachers in Mexico City's Zócalo,
12:20which threatened to boycott the
12:22inaugural match. So, what is it that
12:25the teachers are demanding? Well,
12:27basically three important points. One,
12:30salary and labor dignity. They are
12:32demanding a 100%salary increase to
12:34compensate for the loss of purchasing
12:36power in the face of inflation.
12:39Although Claudia Sheinbaum's government
12:41has proposed gradual increases of 10%
12:42and 9%, the union considers them
12:44insufficient. Number two, justice in
12:47pensions. They are calling for the
12:49repeal of the 2007 ISSSTE law, the
12:51dismantling of the pension system based
12:53on individual accounts, and a return to
12:55the state-administered solidarity
12:57retirement system. This is based on the
12:59argument that private pension funds (
13:01Afores) and PENSIONISSSTE condemn them
13:03to precarious retirements. Three, total
13:05annulment of the legislative patches.
13:09They point out that both the 2013
13:11reform and the 2019 measures have not
13:13solved the underlying problems, nor
13:15have they fully reinstated teachers
13:17dismissed in previous struggles. After
13:2019 days of sit-ins and strikes, the
13:22teachers decided to suspend this
13:23activity, not because they accepted
13:25what the government offered them, but
13:27because they seek to reorganize to
13:28continue with their demands. However,
13:30the social cost of these mobilizations
13:33can be detrimental. According to
13:36reports from the organization Mexicanos
13:38Primero, national strikes like those
13:40recorded in states such as Oaxaca,
13:42Guerrero, and Michoacán have left more
13:45than 1.5 million children and
13:47adolescents without classes for entire
13:49weeks. This interruption in the school
13:52cycle completely affects learning
13:54trajectories. It can create cumulative
13:56pedagogical gaps that are impossible to
13:58recover. And as we have seen throughout
14:02this analysis, it hits students in the
14:03poorest communities hardest, for whom
14:05school is often the only space for
14:07protection and daily nourishment. With
14:10teacher protests, a vicious cycle is
14:12created. The lack of classes makes
14:16academic lag more severe, which is
14:17reflected in evaluations like PISA, and
14:20consequently, a large part of society
14:22ends up blaming the teacher alone for
14:24the educational collapse, when in
14:25reality, the truth is that they are
14:27also a victim. Therefore, the State
14:30should not have the task of suppressing
14:32protests, and obviously, it should not
14:33ignore them either. What it must do is
14:37find a balance where the labor rights
14:39of teachers can coexist with the
14:41constitutional right of children to
14:44receive a continuous and quality
14:46education. At the end of the day,
14:48perhaps the easiest thing we can do is
14:50point to an administration, a political
14:52party, or a particular group for the
14:54problem that exists in education in
14:56Mexico. And it is common to look for a
14:58culprit. It is tempting to simply say
15:00that if education fails, it is because
15:02of the reform from a certain six-year
15:04term or because teachers are not
15:06teaching students properly. But if this
15:09type of analysis has taught us anything
15:10, it is that pointing to a single
15:12culprit is a very comfortable way to
15:13evade a responsibility that is much
15:15greater and collective. Instead of
15:18looking for culprits, we should
15:20question what kind of country we have
15:21built when we allow education to become
15:23a secondary issue. And the fact is that
15:26the education problem in Mexico already
15:27has a diagnosis. We know that poverty
15:29determines whether a child finishes
15:31middle school or decides to abandon the
15:32classroom because they have to work in
15:34the fields with their parents. We also
15:37know that the digital divide, mainly in
15:38the south of the country, condemns
15:40thousands of young people to compete at
15:42a disadvantage in the educational world
15:43and even in a society that has advanced
15:45by leaps and bounds in technology. We
15:48know that multi-grade schools are
15:50practically abandoned, and that
15:51teachers are expected to work without
15:54water, electricity, or materials. And
15:57we also know that a teacher without a
15:58decent salary and without adequate
16:00certainty for their retirement will
16:01hardly be able to carry the weight of
16:03this system on their shoulders. If PISA
16:06results show us that two out of three
16:08students cannot solve basic math
16:10operations and that the worst results
16:12are concentrated in the most vulnerable
16:15areas of the country, why don't we seek
16:17to change education into something that
16:19truly transforms the classroom?
16:23Regrettably, we have become accustomed
16:25to a system that perpetuates inequality
16:26in every aspect, including the
16:28education sector. When curricula are
16:31designed, they are done so from the
16:32comfort of a desk in our country's
16:34capital, without looking at the reality
16:37of rural communities. And if they try
16:39to do so, in the end, they don't cover
16:41the needs or take into account the real
16:43deficiencies in most of these locations
16:44. While adults argue about laws,
16:48budgets, reforms, and even teachers'
16:50union demands. The reality check is
16:53felt in the classrooms. There are the
16:56millions of children who miss classes
16:57when schools close. The girls from
17:00indigenous communities whose
17:01probability of reaching university is
17:03barely 3 in 100. And the young people
17:06who have to enter an increasingly
17:08demanding job market without the
17:09ability to understand what they read or
17:11without the necessary tools to get
17:13ahead. Whose responsibility is it when
17:17the phrase "study to get ahead" becomes
17:20an unreachable promise? It is easy to
17:23tell a teacher not to protest, it is
17:24easy to demand that students "step it
17:26up." But how can we demand that if
17:28there are children who arrive to study
17:30without having eaten or who go to
17:31schools where there is not even
17:32electricity? If investment in education
17:36remains below international standards
17:38and if school infrastructure continues
17:40to fail, we can conclude that the
17:42education of our country's next
17:43generations is not a national priority.
17:47Perhaps the first step we must take is
17:49to demand an education that stops being
17:51framed by government ideologies and
17:53becomes a project that can truly work
17:54long-term, rather than one seeking to
17:56be revoked by the next administration
17:58in power. We must start building an
18:01education that can truly transform the
18:03reality of our country. Only then will
18:06we stop failing international
18:08assessments. But tell me, what do you
18:10think? What do you think could be done
18:12to solve this problem? Leave me your
18:14opinion in the comments; I’ll be
18:15reading them. Don't forget to like and
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18:22I’ll leave this video here where we
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