Upon the arrival of the Spanish conquistadors, the foundations were laid for evangelization and the gradual cultural conversion of the people of Mexico, to favor the interests of the Spanish Crown. The need to train indigenous priests locally, but also to train administrators, notaries and teachers who would perform different jobs, led to the early founding of schools such as the Santa Cruz de Tlatelolco, and shortly after, the Royal and Pontifical University of Mexico. Throughout the viceroyalty, the Church continued to take charge of education, although, especially during the century, important technical training centers were founded, such as the Royal Mining Seminary.

Este periodo de la historia transcurre durante los años de la aplicación de las Leyes de Reforma, la Segunda intervención francesa en México, el Segundo Imperio Mexicano y el del triunfo de la República "República Restaurada (México)") y del gobierno de orientación acentuadamente liberal de Benito Juárez, y de los orígenes de la época porfiriana.

En el triunfo de la República, las políticas liberalistas adquieren estructura pedagógica-institucional. Esto ocurrió en las Leyes Orgánicas de Instrucción de 1867") y de 1869"), gracias a las cuales, por primera vez, vino a organizarse concienzudamente la enseñanza.

El porfiriato dura 35 años, de 1876 a 1911, y se desenvuelve conforme al lema "Paz, Orden y Progreso". Una de las bases de la política porfiriana fue la consolidación, y se favoreció a los grandes propietarios y terratenientes, a través de un difícil compromiso con los ideales políticos y sociales del movimiento de Reforma.

En la política económica ejercieron una gran influencia los capitalistas extranjeros. Un ejemplo bastante notable fue la construcción de los ferrocarriles, y se extendió el telégrafo en gran parte del país. Estas aportaciones a la nación se llevaron a cabo en contra del proletariado y de los campesinos, a quienes se reprimió con violencia y crueldad.

Durante la época porfiriana existieron personajes de Estado que mantuvieron los ideales de la Reforma, y contaron solamente los instrumentos de la educación. Lograron crearse importantes y fecundas instituciones que en pocos años coadyuvaron a minar la vieja estructura política del país. Una de las construcciones educativas fue la Escuela Modelo de Orizaba"), realizada por los pedagogos Enrique Laubscher") y Enrique C. Rébsamen. Los resultados de la escuela normal fueron positivos. Se buscaba propagar la idea de la escuela elemental.

Dentro de la dictadura del porfiriato, debido a la actitud opresiva del gobierno hacia el pueblo, apareció un grupo llamado Los Científicos, que no era un partido político y tuvo influencia decisiva en la marcha de la administración. El nombre alude a un discurso donde Justo Sierra proclamaba la importancia de la ciencia como base de la política nacional.[4]​.

Durante este periodo la educación superior generalmente se realizaba en el extranjero, siendo hasta el 22 de septiembre de 1910 cuando Porfirio Díaz, con motivo de conmemorar el Centenario de la Independencia, y por iniciativa de Don Justo Sierra, se reabre la Universidad Nacional de México.

The Orizaba model school (Veracruz, Mexico)

The first stage of the Orizaba Model School was its foundation in the state of Veracruz in 1883, under the direction of Enrique Laubscher"), which at that time was called cantonal. The school was in a short time a stimulus and paradigm of Mexican school life. Two stages of the evolution of this school can be distinguished. The first: the Orizaba Model School is a primary school where certain principles of objective teaching were experimented with. Its curriculum surpassed that of many elementary schools; language, calculation, geometry, history, English, French, music, gymnastics were taken as subjects.

The Constitution of 1857. The deputies who wrote and voted for it were the liberals. The constitution was sworn on February 5, 1857.

During the Reform War there were two governments in the country and two presidents: one conservative (Félix Zuloaga), the other liberal (Benito Juárez). The first resided in Mexico City; the second dominated Zacatecas, Aguascalientes, San Luis Potosí and Michoacán.

Ignacio Comonfort, President-elect, adhered to the Tacubaya Plan while Benito Juárez, President of the Supreme Court of Justice, defended the current Constitution and refused to collaborate with the conservatives; for which Comonfort ordered that he be arrested and kept in prison.

The ephemeral and poor organization of studies during the French intervention.

During the years of the intervention and the empire (1861-1867), educational life in Mexico went through one of the saddest and most barren periods.

Once the empire was established, an attempt was made, defective and sterile, to reorganize education, through the law of December 27, 1865. It attempted to simplify the curriculum of primary schools and, what was more serious, left elementary education free of charge, since a monthly fee of one peso was assigned to children who wanted to receive it, except for those who showed significant evidence of poverty.[5]​.

Ministry of Public Education

In its beginnings, the secretariat's activity was characterized by its breadth and intensity: organization of courses, opening of schools, publishing of books and founding of libraries; measures that, together, strengthened a nationalist educational project that also recovered the best traditions of universal culture.

The number of primary education teachers increased from 9,560 in 1919 to 25,312 in 1921; That is, an increase of 164.7 percent was recorded. There were a total of 35 preparatory schools, 12 for lawyers, seven for allopathic doctors, one for homeopathic doctors, four for obstetrics teachers, one for dentists, six for engineers, five for pharmacists, 36 for normal school teachers, three for nursing, two for notaries, ten for fine arts and seven for clergy.

The Lancastrian schools in Mexico

They produced new and timely institutions, due in large part to private initiative. The first school that was opened privately was the Lancasterian Company"). The objective of these institutions was to spread mutual/free education in Mexico. The Lancastrian system was adapted by Bell and Lancaster, of English origin. The organization and method they used were very different from what is customary today, because the teacher's job consisted of choosing the most outstanding students, who then taught 10 or 20 children in the form of a semicircle; these teachers were called monitors and, in addition to these, there was a more important official, the inspector, whose function was to supervise the monitors, deliver and collect teaching supplies from them and indicate to the teacher which ones should be rewarded or punished. In the class, the teacher had to observe the progress of learning and maintain discipline. Teaching in Lancastrian schools was in a large and "conveniently distributed area, facilitating the school tasks that the teacher has planned and explained in advance to the monitors. A severe system of punishments and rewards maintains discipline. The teacher was like a workshop manager who watched over everything and intervened in difficult cases."[5]​.

Regarding school materials and furniture, the Lancastrian school had a platform that was used by the teacher, some benches for the children, the telegraph, the semicircles, the blackboards, the pointers and the posters. The telegraph was a table with which the teacher gave orders to the inspectors or monitors about the progress of learning.

Tactics and discipline were guarded by guards or instructors and monitors, and these were based on honor rolls, black squares, donkey ears "Donkey ears (education)") and on rewards and punishments, so that discipline was enforced. The inspector monitored the instructors and was in charge of delivering and collecting the instruments for the subjects to be taught, and at the end of the day, the teacher indicated to the instructor who should be punished or rewarded.

The monitors were in charge of the subjects in the Lancastrian schools and were rotated between the groups, some monitors could be reading, writing or arithmetic, although some could also be monitors of two or three subjects. The plan of the Lancastrian schools consisted of three subjects: reading, writing and elementary calculation.

The Lancasterian Company in Mexico was founded in Mexico on February 22, 1822; Its creators were: Manuel Condoniú"), Agustín Buenrostro"), Colonel Eulogio Villaurrutia"), Manuel Fernández Aguado"), Eduardo Turreau") and Ignacio Rivoll").[5]​.

Five teachers distinguished themselves above all in the Lancastrian schools: Manuel Cordoniú"), Andrés González Millán"), Ignacio Rivoll"), Pablo de la Llave and Francisco de León.

Period of National Unity

In the 1940s, the end of radicalism in education was proclaimed, that is, socialist education). September 1942 to the former presidents of the Revolutionary Party Adolfo de la Huerta, Plutarco Elías Calles, Emilio Portes Gil, Pascual Ortiz Rubio and Lázaro Cárdenas del Río, in order to eradicate the ideological differences between these characters who were active in the same party, but who did not reach an agreement for the union of the Mexican State.

The being and purpose of the National Unity&action=edit&redlink=1 "National Unity (Mexico) (not yet drafted)"), proposed by President Ávila Camacho and supported by the former presidents of the Revolutionary Party, was to prepare individuals for efficient and productive work. The public cause of an education that would serve to unite all Mexicans. At the same time, National Unity was a slogan that had no other purpose than to align political forces with the government to fight against fascism and Nazism and, along the way, strengthen presidentialism.

On December 24, 1943, Jaime Torres Bodet was appointed Secretary of Public Education "Secretaría de Educación Pública (Mexico)"). It was he who was in charge of preparing a new text for the 3rd constitutional article"), from which he eliminated the term socialist and incorporated principles of "humanist, comprehensive, secular, national and democratic education, which should help to eliminate discrimination and privileges and was also oriented towards respect for human dignity, family integration, political independence and international solidarity."

In the period of National Unity, the institutions and projects that were carried out were:

Socialist education

The objective of socialist education was to recognize the ideological struggles to restructure the educational function in Mexico after the armed Revolution. In 1934, the Mexican government lacked a philosophy capable of guiding national education; politicians eager to overcome secularism set out to impose what they called the nation.

Once this proposal was at the convention of the National Revolutionary Party, it suggested in the Chamber of Deputies that article 3 of the constitution be modified and that it remain as follows:

“The education provided by the state will be socialist, and, in addition to excluding all religious doctrine, it will combat fanaticism and prejudice, for which the school will organize its teachings and activities in a way that allows youth to create a rational and exact concept of the universe and social life.”

For this reason, the promoters of socialist education considered it mainly in terms of the spirit of social justice that it implied and as it was a fundamental link in the chain of achievements that should lead to social restructuring.[8]​.

Under the Law of Socialist Education") an educational reform consistent with the rise and radicalization of the mass movement was sought, to make the school an important instrument of the reform program of the Cardenista government.

However, the socialist educational project faced a serious obstacle:

"The intellectual and moral reform that Cardenismo proposed for the country was not built from an elaborate conception of the world, but from exclusively a conception of the nation. Hence the explanation of the apparent and real contradictions that characterize the educational work of Cardenista populism, particularly the generation of a so-called “socialist education” within a society that remained capitalist."[9]​.

La educación formal en México se sustenta en el Sistema Educativo Mexicano, cuyos niveles son: educación inicial, educación básica, educación media superior y educación superior.

El Sistema Educativo Mexicano es el conjunto de normas, instituciones, recursos y tecnologías destinados a ofrecer servicios educativos a la población mexicana;[10]​ no se trata de un sistema estático, sino de uno en constante transformación.

El Sistema Educativo Mexicano surge en 1857, y el manejo de la educación es responsabilidad de cada Estado. Haciendo énfasis en la Constitución Política, los diputados que la redactaron y votaron fueron los liberales, la cual fue jurada en 5 de febrero en 1857, en ella se logró establecer la “federación como forma de gobierno y se vino aceptar sin limitación la tolerancia de cultos, suprimiendo la religión de Estado. Tocante los derechos del hombre, reconoció: la libertad de pensar y escribir; la libertad de trabajo y enseñanza”. Más tarde, en 1867, se elaboró la Ley Orgánica de Instrucción Pública.

En 1917 se promulgó la Constitución Política de los Estados Unidos Mexicanos, cuyo artículo 3.º") establecía la libertad de cátedra.

En la Ley Orgánica de Instrucción Pública en el Distrito Federal se establece la enseñanza y se declara gratuita y obligatoria la educación elemental"). La misma ley organiza las bases de la educación secundaria; aquí se funda la Escuela para Señoritas"), la Escuela Nacional Preparatoria&action=edit&redlink=1 "Escuela Nacional Preparatoria (México) (aún no redactado)") y se reglamenta la enseñanza superior.[11]​.

La Encuesta Nacional de Ocupación y Empleo (ENOE) en el 2007 mostró que en realidad una gran cantidad de niños no asisten a la escuela de entre 5 y 17 años, es decir cerca de 3.1 millones de niños y niñas.

Desde luego que México sigue creciendo tanto en educación como en otros aspectos.

Este Sistema Educativo Mexicano es producto de la confluencia de dos corrientes de pensamiento: “el liberalismo mexicano que se reafirma con la Guerra y las Leyes de Reforma de 1859 y 1861, y la revolución mexicana de 1917”.[12]​.

La forma de evaluación es a través de números truncado a decimales, que van del 5.0 al 10.0 donde 5.0 es la mínima y 10.0 la máxima, y donde la calificación mínima aprobatoria es 6.0, cada asignatura consta de 3 bloques o periodos, también llamados trimestres, donde se le califica a cada uno, y finalmente se expresa el promedio final de la misma.

En la educación preescolar los alumnos aprueban con solo la asistencia.

En la educación primaria, en caso de reprobar más de 3 asignaturas, el alumno repetirá el grado escolar.

En la educación secundaria, en caso de reprobar alguna asignatura el alumno tendrá derecho a un examen de recuperación, solo si no reprobó más de 4 asignaturas, si este es el caso el alumno tendrá que repetir el grado escolar.

El 13 de diciembre de 1934 el artículo 3° constitucional") se reformó por primera vez, y en los años 40 se implementaron los libros de texto gratuitos").

El artículo tercero de la Constitución Política de los Estados Unidos Mexicanos y la Ley General de Educación de 1993, que abrogó la Ley Federal de Educación, la Ley del Ahorro Escolar, la Ley que Establece la Educación Normal para Profesores de Centros de Capacitación para el Trabajo y la Ley Nacional de Educación para Adultos, y que fue reformada en el 2000 y cada año a partir del 2002 hasta el 11 de septiembre del 2013, son los principales cuerpos legales que regulan al Sistema Educativo y establecen los fundamentos de la Educación Nacional.

El artículo 3 de la Constitución estipula que todo individuo tiene derecho a recibir educación y que la Federación, los Estados y los municipios la impartirán en los niveles de preescolar, primaria, secundaria y bachillerato.

En 1976 se aprueba la Ley Nacional de Educación para Adultos, que norma y regula la educación que se ha de brindar a los mayores de 15 años que no han concluido su educación primaria o secundaria.

En el año de 1905 Justo Sierra, historiador y filósofo, estableció la Secretaría de Instrucción Pública y Bellas Artes, y volvió abrir en 1910 la Universidad Nacional de México. Por otro lado, su acción principal a nivel primaria sólo abarcó al Distrito Federal y territorios federales del país, sin trascender a las entidades federativas.

En el año de 1921 se establece la Secretaría de Educación Pública, y el presidente Álvaro Obregón nombra a José Vasconcelos Calderón como su primer titular. A partir de ese momento, el Estado se preocupa más por la educación a nivel nacional, y va sembrando poco a poco el territorio de escuelas, maestros, planes y programas educativos. Durante el periodo de Vasconcelos se comienza la lucha contra el analfabetismo, se crea la escuela rural") mexicana, se incrementan las bibliotecas, se editan libros y se impulsan las bellas artes.

Reform to article 3

On September 11, 2012, the then president-elect Enrique Peña Nieto presented the education reform initiative, which was approved by the chamber of deputies on December 20 and by the senate on December 21, 2012. On February 25, 2013, it was promulgated by the president of the republic and published on February 26 of the same year in the Official Gazette of the Federation.

Subsequently, on September 10 of the same year, the executive promulgated the Law of the Institute for the Evaluation of Education, which is a regulatory law of section IX of article 3 of the Political Constitution of the United Mexican States, the General Law of the Professional Teaching Service regulating section III of the same article, as well as a reform to the General Law of Education. The substantial aspect of this Reform lies basically in elevating the concept of quality to constitutional rank. That is, it is established that the education provided by the State must be secular, mandatory, free and of quality.

[13]​

It is considered important that children between 4 and 7 years old should receive attention in the aspects of cognition, socialization, psychomotor, affective, sensorimotor and language, in order to promote their abilities, capacities and skills. This begins to be carried out in the so-called kindergartens and nurseries (see kindergarten, kindergarten and nursery schools). This service is provided to children under four years of age, in an environment rich in formative, educational and emotional experiences, which will allow the minor to acquire skills, habits and values ​​and develop their autonomy, creativity and attitudes necessary in their personal and social performance. Preschool education was declared a priority in 1978.

Basic education

Basic education includes preschool, primary and secondary education.[14]​.

Education in Mexico has presented some problems, although it stands out in many aspects; In the mathematical field it falls somewhat short since it has been proven that 70% of its inhabitants have presented or present problems in this area by having failed the subject on at least one occasion in their history.[15]​.

It is made up of three grades: the student enters at 3 years of age (completed at the beginning of the current school year), and leaves at 5 or 6 years of age. It is governed by the Preschool Education Study Program&action=edit&redlink=1 "Preschool Education Study Program (Mexico) (not yet written)") 2011 (PEP 2011); This is national in nature, governing all types and centers of preschool education, whether publicly or privately supported.

In this formative stage, students are expected to live experiences that contribute to their development and learning processes and to develop capacities and skills respecting the fields of development, generating pleasant learning environments.

The PYP 2011 has an "open character", and the diversity in which it is found within the institution and in the classroom, as well as the context in which it is immersed, makes it extremely difficult to establish a sequence of activities or situations that must be carried out successively with the students. The educator is responsible for establishing the order in which the competencies proposed for this educational level will be addressed. The plan proposes six training fields for daily work, where the language field is the primary one to develop. The fields are as follows:

In general, the purposes of preschool education are to create in the child autonomy and willingness to learn; that they acquire confidence in expressing themselves in their native language in different situations, that they develop a taste and interest in reading and that they recognize some properties of writing, that they use mathematical reasoning in situations in which they need to establish relationships of correspondence, quantity and location, that they become interested in the observation of natural phenomena and the characteristics of living beings, that they acquire values "Value (axiology)") and principles "Principle (ethics)") for life in society, that they become familiar with the appreciation and expression of artistic manifestations, through the exercise of imagination and fantasy "Fantasy (psychology)"), and to improve their motor skills, all to promote a healthy life.

It makes up the second level of basic education and is made up of six grades. The student enters at an age between 5 and 6 years, and leaves at approximately 11 or 12 years of age. Primary school (as it is called in Mexico) begins significant learning or literacy, that is, reading, writing, basic calculation and some of the concepts considered essential for culture are taught. Its purpose is to provide all students with common training that makes possible the development of individual motor skills and personal balance; relationship and social action with the acquisition of basic cultural elements; the relative learnings mentioned above. The curriculum is set by the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), which hardly accepts proposals for variations and innovations in it. Being thus the second basic level of education according to the Mexican education system, where it is contemplated, boys and girls who attend this educational level acquire basic knowledge of Spanish, mathematics as well as the use of technologies and even English, currently full-time schools have been implemented where some have food service for children.[16]​.

Preparatory

Upper secondary education in Mexico is the period of study of between two and three years in the school system") through which medium academic skills are acquired to be able to enter higher education. It is known as high school, preparatory "Educación media superior (Mexico)") or high school "Liceo (institution)"). The school year is semester-based in most study centers. Some are divided into several specialty areas, where students acquire basic knowledge to later enter education In addition, there are "technical high schools" and "open high schools"), and all without exception must be directly or indirectly incorporated into the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), and some also depend on the autonomous university of the region where the school is located. Each of the 32 states of the Mexican Republic has an autonomous university (see, here, the list of autonomous universities in Mexico).[19]​.

Upper secondary education is offered to those who have completed basic education studies and mostly serves young people between 15 and 18 years old, contributing to their citizen education with both professional technical and preparatory graduation profiles, through the different baccalaureate plans.

In Mexico, the offer of upper secondary education is organized into three educational models: general or preparatory, technological and technical professional. These are operated by different subsystems within an organizational structure with eight types of administrative and budgetary controls:

· Centralized subsystems, are the responsibility of the Federal Public Administration and to this category belong the schools of the General Directorate of Industrial and Services Technological Education (DGETI) Archived on March 27, 2013 at the Wayback Machine, General Directorate of Agricultural Technological Education and Marine Sciences (DGETAyCM) and General Directorate of Baccalaureate (DGB), which coordinates the services of Open High School and the Student Care Centers. with Disability (CAED). This group also includes the Prepa Online service.

· Decentralized subsystems of the federal government, this category includes the CDMX High School College (COLBACH), the National College of Technical Professional Education (CONALEP-CDMX and Oaxaca) and the Industrial Technical Education Center (CETI Jalisco).

· Deconcentrated subsystem of the SEP, refers to the Centers for Scientific and Technological Studies (CECyTE) of the National Polytechnic Institute (IPN).

· Centralized subsystems of the federative entities, to this category belong the schools dependent on the governments of the federative entities such as the State Baccalaureates, the State Institutes of Fine Arts (IEBAS), the Institute of Higher Secondary Education of the CDMX (IEMS-CDMX), Telebachilleratos and the Community Development Baccalaureate Centers Archived on October 22, 2021 in the Wayback Machine.

Higher education

On September 21, 1551, the first university in Mexico was created, the Royal and Pontifical University of Mexico, which inaugurated its courses on January 25, 1553.[20]​.

The National Autonomous University of Mexico (UNAM) was founded, under the name of the National University of Mexico, in 1910. It has a presence in the 32 states of Mexico.

For the 2019-2020 school year, it has 129 courses with 235 educational options to take them. The university serves 217,808 students in bachelor's and

30,634 in postgraduate studies. In 2019, 22,703 undergraduate students graduated, 75% through options other than the traditional thesis or dissertation and professional exam; and 10,162 specialization, master's and doctoral students.[21]​.

The Open University and Distance Education System (SUAyED) of the UNAM emerged in the 1970s at the initiative of the then rector Pablo González Casanova. It was created as a flexible and innovative educational option, aimed at extending upper secondary and higher education to large sectors of the population. From its beginnings, the mission of SUAyED was to promote educational innovation in the schools and faculties of UNAM. The system takes advantage of digital technologies to promote the inclusion of vulnerable groups in quality educational programs. In this way, UNAM renews its social commitment and strengthens its ties with universities and higher education institutions in the states by promoting the incorporation of information and communication technologies into higher education. This system offers alternatives for professional preparation in open and distance modalities.

The open modality is an innovative and flexible option in its teaching and evaluation methodologies. The teaching materials and resources, regularly printed, become the main support of knowledge that is studied and analyzed in the spaces dedicated to face-to-face consultations with teachers. Students have to assume responsibility for their learning to work on the curricular content on their own, as established by the programs.

The distance modality is a flexible educational option in space and time. Its methodology incorporates the use of Information and Communication Technologies (ICT) as tools of the teaching-learning process. Supported by distance and face-to-face advice, online teaching materials and resources (via the Internet) are the main support for knowledge, which enhances independent study, without influencing time, place of residence, age and work. In this modality we also have the help of an Advisory Council, which provides greater support in terms of any difficulties we may have. The powers of an advisor are:

The SUAyED currently offers the distance baccalaureate, as well as bachelor's degrees, postgraduate degrees (master's degrees and doctorates) and various diploma courses and workshops (continuing education modality), both in the open modality (offers 22 bachelor's degrees in eight faculties and one school) and in the distance modality (offers a bachelor's degree, 20 bachelor's degrees, four doctorates, three specializations, three master's programs in six fields of knowledge and more than twenty programs), in schools and faculties. located on the campus of the University City, as well as in the metropolitan area of Mexico City and in other states of the Mexican Republic.

Distance education in Mexico

The development of distance education in Mexico, at the end of the sixties, charts the course of this educational paradigm to cover the training gap in teaching staff, that is, this educational model appears and responds to the need to professionalize teachers.

The beginnings of distance education date back to 1923, when “itinerant” distance education emerged, which consisted of teachers traveling to students' homes and was complemented by using tools such as radio and mail. This is how the tradition of correspondence courses was born, in fact, in essence educational programs that are limited to distributing courses, advising online, and evaluating over the Internet are correspondence courses.

Based on the correspondence, greater importance was given to the Primary Radio Project"), which was implemented to teach primary school outside the city, in rural areas. Later in the 1960s, the telesecundaria was created, whose coverage was broader, but had disadvantages such as the little personalized attention given to the student.

Later, the National Autonomous University of Mexico established the Open University System), the first in Latin America, inspired by the Open University in England and the UNED in Spain. Subsequently, in 1972, the National Pedagogical University "Universidad Pedagógica Nacional (Mexico)") began to offer the first distance education service that consisted of printed material for students to study at home and was complemented by Saturday consultancies. (In fact, this continued belonging to the category of correspondence education).

Starting in the 1990s, with the boom of the Internet, a 180° turn occurred for education, since it began to involve establishing communication and transmission of study materials through networks.[37]​.

Mexico has a wide variety of public and private universities that offer distance higher education, for example the IPN and the UNAM.[38]​.

The National Polytechnic Institute through Polivirtual Archived April 27, 2014 at the Wayback Machine. offers high school, bachelor's, postgraduate studies and complementary educational services in alternative, innovative and flexible modalities with the support of information and communications technologies. To guarantee the quality of service to students and users, the Polivirtual brings together the efforts and resources of different polytechnic departments, namely: academic units, academic, technical and administrative coordination areas.

Through this system, the IPN offers in a non-school modality the degrees in International Commerce, International Business, Commercial Relations and the Public Accounting career; In the mixed modality, that is, a combination of face-to-face and distance learning, the Bachelor of Tourism is offered.[39]​.

Like the National Polytechnic Institute, the National Autonomous University of Mexico (UNAM) offers through its platform Baccalaureate, Bachelor's and postgraduate programs in open modalities and distance education.

El nuevo modelo educativo llamado Nueva Escuela Mexicana (NEM) comienza a partir del 2019, cuando el gobierno de México modifico la Ley General y la Reforma Educativa impulsado por el gobierno mexicano con el objetivo de promover una educación igualitaria y con oportunidades para todos los estudiantes sin importar su estatus socioeconómico, género o discapacidad.[42]​.

Busca mejorar la calidad de la educación a través de planes y programas actualizados que formen de mejor manera a los docentes, para que los estudiantes tengan un buen desarrollo integral atendiendo a sus necesidades emocionales, físicas y culturales así que no se limita solamente a transmitir conocimientos.[42]​.

Es un proyecto educativo con enfoque crítico, humanista y comunitario para formar estudiantes con una visión integral, es decir, educar no sólo para adquirir conocimientos y habilidades cognitivas sino también para:.

Es decir, con la NEM se desea formar personas capaces de conducirse como ciudadanos autónomos, con sentido humano y crítico para construir su propio futuro en sociedad.

Articulating shafts

Within the curriculum of the New Mexican School, the so-called articulating axes are established, which function as transversal guidelines applicable to all levels and subjects of basic education. Its purpose is to reinforce values, attitudes and knowledge that contribute to the comprehensive training of students.

The articulating axes are:

In Mexico, private education is when schools are managed and paid for by groups that are not part of the government, such as private companies or religious groups (high school and university) where you have to pay money to study at those institutions.

These schools are managed by their own people, but they have to follow the rules and goals set by the Ministry of Public Education (SEP).[44]​.

In Mexico they have grown a lot lately and are now a popular option for many students and families, they have more control over what they teach and who they admit, allowing them to better serve the needs of their students.

Some universities allow you to choose your own schedule or take classes online, so it can be adapted into personalized help, where tutors provide more individual attention and follow up with students.

Unlike a public institution, it does have the necessary resources for the training of its students so that they have optimal development in their education by remaining in those institutions that are focused on a sector of the population with a greater than average economic capacity.[45]​.

En México, muchas universidades han implementado programas de educación a distancia.

In online high school there are several public and private schools that are incorporated into the educational model of the Ministry of Public Education "Secretaría de Educación Pública (Mexico)") (SEP). This has 23 modules that allow people who do not have the capacity to attend at a specific time to take them, but for this they need to pass the call and certain requirements.

Degree

At a higher level, the following universities offer this distance educational model:

Currently open and distance university of Mexico (UnADM).

Doctorate

At this level of study, distance education is difficult since most doctorates are required to be working in person at their respective research sites, which is why the number of doctorates that can be done remotely is very reduced. To date, the University for International Cooperation of Mexico has two doctorates:

Doctorate in Legal Sciences.

Doctorate in Sciences.

These are valid in the SEP and CONACYT and IEXE Universidad[46]​ has a doctorate in public policy and online public security.

State autonomous universities

In addition to the aforementioned institutions, there are state autonomous university institutions, such as the Autonomous University of the State of Hidalgo Archived September 4, 2019 at the Wayback Machine, which obtained its autonomy approximately fifty years ago and is made up of institutes and higher schools, all of which are responsible for providing education at the undergraduate, specialty and postgraduate levels.

Upper secondary education teachers integrate into their teaching practice the methodological and procedural theoretical references that support the Comprehensive Reform of Higher Secondary Education (REIMS) by incorporating innovative strategies based on the construction of competencies. He joined the government of Lázaro Cárdenas.

Upper secondary education in Mexico underwent a significant review that culminated in the proposal of a profound reform. This process had its roots in the seventies, when the OECD carried out the first diagnosis of the Mexican educational system. In that analysis, several areas of improvement for this educational level were highlighted, such as the need to unify the different modalities of upper secondary education through a common curriculum, promote the mobility of students at the national level, facilitate the transition between modalities and separate the high school from the universities.

However, it was not until 2007 that concrete measures were taken to address these challenges, which have been pending since the last century. Studies indicate that this problem was not exclusive to Mexico, as developed countries had implemented similar reforms decades ago, focusing on improving the quality, equity and relevance of their educational systems through competency-focused learning.

What is REIMS?

The Comprehensive Reform of Higher Secondary Education (REIMS) seeks to establish a National Baccalaureate System (SNB) within a framework of diversity. This effort led to the creation of the SNB, structured around four main axes:

Levels of curricular specification.

The implementation of the reform considers different levels of concreteness to respect the diversity of upper secondary education and guarantee the relevance of study plans and programs.

The document summarizes the main aspects of the reform, but suggests consulting complementary materials for a deeper understanding, such as Creation of a National Baccalaureate System in a framework of diversity and Generic Competencies and the Graduate Profile of upper secondary education.

As a slight consequence to add, "in this way the riems included, among others, the Higher Secondary Education Teacher Training Program (prefordems), which had as its primary objective to participate in the generation of the teaching profile of Higher Secondary Education. It points out that the main challenge that must be addressed is that related to the professional development of Higher Secondary Education teachers, a development that must be oriented to reflect on the generation of specific competencies and skills during the progress of the training and training processes, by virtue of the fact that the new programs of the baccalaureate are based on competencies, a situation that makes it necessary for teachers to be trained and qualified under this new curricular approach." (Zepeda Flores M, 2020, p.34)[47]​.

Currently, compulsory basic education includes 12 grades of schooling that include three years of preschool, six years of primary education and three years of secondary education. Each undersecretary has several general directorates.

Mexico has always been characterized as having one of the educational problems worldwide, below countries such as: Finland, Japan, South Korea, Norway, China, the United States, etc. And even below countries such as: Tanzania, Haiti, Spain, etc.[48]​.

This is for several reasons, such as:

The lack of resources and investment for education, conflicts with the teaching profession [CNTE], a teaching system where memorization is encouraged, zero reasoning capacity; as well as attending schools 8 hours a day and among other causes.[49]​.

According to several Mexican and international specialists in Pedagogy, the solution to the Mexican educational problem is through the following points:

1.- Promote scientific research and elimination of the "Prussian memorization" teaching system.

2.- Greater psychological understanding between students and teachers.

3.- Greater promotion of teamwork and in relation to society and reality.

4.- In the case of the study of Natural Sciences subjects such as: Biology, Mathematics, Chemistry, Physics, among others; Materials must be available for further study and compression.

5.- Greater equipment of schools with feeders, computer equipment, science laboratories, better quality music.

6.- Participation of parents and of course the government for the investment in schools.

7.- The elimination of the 8 hours a day of attendance for 6 hours a day and also the increase in high school study from 3 years to 4 years, plus the reduction of Primary school from 6 years to 5 years.

8.- Study of Bullying in schools and greater promotion of sports for the benefit of health.

9.- Formation of extracurricular activity clubs from Primary to High School, such as art, music, theater, leadership, first aid, the formation of a student council, etc.; and of course the creation of sports clubs.

10.- Regarding the educational system: Military, Penitentiary, Night for adults, Homeschool (online study) etc. They are not exempt from educational reform.

The most important thing is that the students who graduate from these institutions understand the world around them, are able to participate in it as conscious citizens to improve it and can face a job field with the knowledge acquired.[50]​.

In 2024 the book Education in the six-year period 2018-2024 was published. Views from educational research that analyzes the educational system in this period.[51]​.

Upon the arrival of the Spanish conquistadors, the foundations were laid for evangelization and the gradual cultural conversion of the people of Mexico, to favor the interests of the Spanish Crown. The need to train indigenous priests locally, but also to train administrators, notaries and teachers who would perform different jobs, led to the early founding of schools such as the Santa Cruz de Tlatelolco, and shortly after, the Royal and Pontifical University of Mexico. Throughout the viceroyalty, the Church continued to take charge of education, although, especially during the century, important technical training centers were founded, such as the Royal Mining Seminary.

Este periodo de la historia transcurre durante los años de la aplicación de las Leyes de Reforma, la Segunda intervención francesa en México, el Segundo Imperio Mexicano y el del triunfo de la República "República Restaurada (México)") y del gobierno de orientación acentuadamente liberal de Benito Juárez, y de los orígenes de la época porfiriana.

En el triunfo de la República, las políticas liberalistas adquieren estructura pedagógica-institucional. Esto ocurrió en las Leyes Orgánicas de Instrucción de 1867") y de 1869"), gracias a las cuales, por primera vez, vino a organizarse concienzudamente la enseñanza.

El porfiriato dura 35 años, de 1876 a 1911, y se desenvuelve conforme al lema "Paz, Orden y Progreso". Una de las bases de la política porfiriana fue la consolidación, y se favoreció a los grandes propietarios y terratenientes, a través de un difícil compromiso con los ideales políticos y sociales del movimiento de Reforma.

En la política económica ejercieron una gran influencia los capitalistas extranjeros. Un ejemplo bastante notable fue la construcción de los ferrocarriles, y se extendió el telégrafo en gran parte del país. Estas aportaciones a la nación se llevaron a cabo en contra del proletariado y de los campesinos, a quienes se reprimió con violencia y crueldad.

Durante la época porfiriana existieron personajes de Estado que mantuvieron los ideales de la Reforma, y contaron solamente los instrumentos de la educación. Lograron crearse importantes y fecundas instituciones que en pocos años coadyuvaron a minar la vieja estructura política del país. Una de las construcciones educativas fue la Escuela Modelo de Orizaba"), realizada por los pedagogos Enrique Laubscher") y Enrique C. Rébsamen. Los resultados de la escuela normal fueron positivos. Se buscaba propagar la idea de la escuela elemental.

Dentro de la dictadura del porfiriato, debido a la actitud opresiva del gobierno hacia el pueblo, apareció un grupo llamado Los Científicos, que no era un partido político y tuvo influencia decisiva en la marcha de la administración. El nombre alude a un discurso donde Justo Sierra proclamaba la importancia de la ciencia como base de la política nacional.[4]​.

Durante este periodo la educación superior generalmente se realizaba en el extranjero, siendo hasta el 22 de septiembre de 1910 cuando Porfirio Díaz, con motivo de conmemorar el Centenario de la Independencia, y por iniciativa de Don Justo Sierra, se reabre la Universidad Nacional de México.

The Orizaba model school (Veracruz, Mexico)

The first stage of the Orizaba Model School was its foundation in the state of Veracruz in 1883, under the direction of Enrique Laubscher"), which at that time was called cantonal. The school was in a short time a stimulus and paradigm of Mexican school life. Two stages of the evolution of this school can be distinguished. The first: the Orizaba Model School is a primary school where certain principles of objective teaching were experimented with. Its curriculum surpassed that of many elementary schools; language, calculation, geometry, history, English, French, music, gymnastics were taken as subjects.

The Constitution of 1857. The deputies who wrote and voted for it were the liberals. The constitution was sworn on February 5, 1857.

During the Reform War there were two governments in the country and two presidents: one conservative (Félix Zuloaga), the other liberal (Benito Juárez). The first resided in Mexico City; the second dominated Zacatecas, Aguascalientes, San Luis Potosí and Michoacán.

Ignacio Comonfort, President-elect, adhered to the Tacubaya Plan while Benito Juárez, President of the Supreme Court of Justice, defended the current Constitution and refused to collaborate with the conservatives; for which Comonfort ordered that he be arrested and kept in prison.

The ephemeral and poor organization of studies during the French intervention.

During the years of the intervention and the empire (1861-1867), educational life in Mexico went through one of the saddest and most barren periods.

Once the empire was established, an attempt was made, defective and sterile, to reorganize education, through the law of December 27, 1865. It attempted to simplify the curriculum of primary schools and, what was more serious, left elementary education free of charge, since a monthly fee of one peso was assigned to children who wanted to receive it, except for those who showed significant evidence of poverty.[5]​.

Ministry of Public Education

In its beginnings, the secretariat's activity was characterized by its breadth and intensity: organization of courses, opening of schools, publishing of books and founding of libraries; measures that, together, strengthened a nationalist educational project that also recovered the best traditions of universal culture.

The number of primary education teachers increased from 9,560 in 1919 to 25,312 in 1921; That is, an increase of 164.7 percent was recorded. There were a total of 35 preparatory schools, 12 for lawyers, seven for allopathic doctors, one for homeopathic doctors, four for obstetrics teachers, one for dentists, six for engineers, five for pharmacists, 36 for normal school teachers, three for nursing, two for notaries, ten for fine arts and seven for clergy.

The Lancastrian schools in Mexico

They produced new and timely institutions, due in large part to private initiative. The first school that was opened privately was the Lancasterian Company"). The objective of these institutions was to spread mutual/free education in Mexico. The Lancastrian system was adapted by Bell and Lancaster, of English origin. The organization and method they used were very different from what is customary today, because the teacher's job consisted of choosing the most outstanding students, who then taught 10 or 20 children in the form of a semicircle; these teachers were called monitors and, in addition to these, there was a more important official, the inspector, whose function was to supervise the monitors, deliver and collect teaching supplies from them and indicate to the teacher which ones should be rewarded or punished. In the class, the teacher had to observe the progress of learning and maintain discipline. Teaching in Lancastrian schools was in a large and "conveniently distributed area, facilitating the school tasks that the teacher has planned and explained in advance to the monitors. A severe system of punishments and rewards maintains discipline. The teacher was like a workshop manager who watched over everything and intervened in difficult cases."[5]​.

Regarding school materials and furniture, the Lancastrian school had a platform that was used by the teacher, some benches for the children, the telegraph, the semicircles, the blackboards, the pointers and the posters. The telegraph was a table with which the teacher gave orders to the inspectors or monitors about the progress of learning.

Tactics and discipline were guarded by guards or instructors and monitors, and these were based on honor rolls, black squares, donkey ears "Donkey ears (education)") and on rewards and punishments, so that discipline was enforced. The inspector monitored the instructors and was in charge of delivering and collecting the instruments for the subjects to be taught, and at the end of the day, the teacher indicated to the instructor who should be punished or rewarded.

The monitors were in charge of the subjects in the Lancastrian schools and were rotated between the groups, some monitors could be reading, writing or arithmetic, although some could also be monitors of two or three subjects. The plan of the Lancastrian schools consisted of three subjects: reading, writing and elementary calculation.

The Lancasterian Company in Mexico was founded in Mexico on February 22, 1822; Its creators were: Manuel Condoniú"), Agustín Buenrostro"), Colonel Eulogio Villaurrutia"), Manuel Fernández Aguado"), Eduardo Turreau") and Ignacio Rivoll").[5]​.

Five teachers distinguished themselves above all in the Lancastrian schools: Manuel Cordoniú"), Andrés González Millán"), Ignacio Rivoll"), Pablo de la Llave and Francisco de León.

Period of National Unity

In the 1940s, the end of radicalism in education was proclaimed, that is, socialist education). September 1942 to the former presidents of the Revolutionary Party Adolfo de la Huerta, Plutarco Elías Calles, Emilio Portes Gil, Pascual Ortiz Rubio and Lázaro Cárdenas del Río, in order to eradicate the ideological differences between these characters who were active in the same party, but who did not reach an agreement for the union of the Mexican State.

The being and purpose of the National Unity&action=edit&redlink=1 "National Unity (Mexico) (not yet drafted)"), proposed by President Ávila Camacho and supported by the former presidents of the Revolutionary Party, was to prepare individuals for efficient and productive work. The public cause of an education that would serve to unite all Mexicans. At the same time, National Unity was a slogan that had no other purpose than to align political forces with the government to fight against fascism and Nazism and, along the way, strengthen presidentialism.

On December 24, 1943, Jaime Torres Bodet was appointed Secretary of Public Education "Secretaría de Educación Pública (Mexico)"). It was he who was in charge of preparing a new text for the 3rd constitutional article"), from which he eliminated the term socialist and incorporated principles of "humanist, comprehensive, secular, national and democratic education, which should help to eliminate discrimination and privileges and was also oriented towards respect for human dignity, family integration, political independence and international solidarity."

In the period of National Unity, the institutions and projects that were carried out were:

Socialist education

The objective of socialist education was to recognize the ideological struggles to restructure the educational function in Mexico after the armed Revolution. In 1934, the Mexican government lacked a philosophy capable of guiding national education; politicians eager to overcome secularism set out to impose what they called the nation.

Once this proposal was at the convention of the National Revolutionary Party, it suggested in the Chamber of Deputies that article 3 of the constitution be modified and that it remain as follows:

“The education provided by the state will be socialist, and, in addition to excluding all religious doctrine, it will combat fanaticism and prejudice, for which the school will organize its teachings and activities in a way that allows youth to create a rational and exact concept of the universe and social life.”

For this reason, the promoters of socialist education considered it mainly in terms of the spirit of social justice that it implied and as it was a fundamental link in the chain of achievements that should lead to social restructuring.[8]​.

Under the Law of Socialist Education") an educational reform consistent with the rise and radicalization of the mass movement was sought, to make the school an important instrument of the reform program of the Cardenista government.

However, the socialist educational project faced a serious obstacle:

"The intellectual and moral reform that Cardenismo proposed for the country was not built from an elaborate conception of the world, but from exclusively a conception of the nation. Hence the explanation of the apparent and real contradictions that characterize the educational work of Cardenista populism, particularly the generation of a so-called “socialist education” within a society that remained capitalist."[9]​.

La educación formal en México se sustenta en el Sistema Educativo Mexicano, cuyos niveles son: educación inicial, educación básica, educación media superior y educación superior.

El Sistema Educativo Mexicano es el conjunto de normas, instituciones, recursos y tecnologías destinados a ofrecer servicios educativos a la población mexicana;[10]​ no se trata de un sistema estático, sino de uno en constante transformación.

El Sistema Educativo Mexicano surge en 1857, y el manejo de la educación es responsabilidad de cada Estado. Haciendo énfasis en la Constitución Política, los diputados que la redactaron y votaron fueron los liberales, la cual fue jurada en 5 de febrero en 1857, en ella se logró establecer la “federación como forma de gobierno y se vino aceptar sin limitación la tolerancia de cultos, suprimiendo la religión de Estado. Tocante los derechos del hombre, reconoció: la libertad de pensar y escribir; la libertad de trabajo y enseñanza”. Más tarde, en 1867, se elaboró la Ley Orgánica de Instrucción Pública.

En 1917 se promulgó la Constitución Política de los Estados Unidos Mexicanos, cuyo artículo 3.º") establecía la libertad de cátedra.

En la Ley Orgánica de Instrucción Pública en el Distrito Federal se establece la enseñanza y se declara gratuita y obligatoria la educación elemental"). La misma ley organiza las bases de la educación secundaria; aquí se funda la Escuela para Señoritas"), la Escuela Nacional Preparatoria&action=edit&redlink=1 "Escuela Nacional Preparatoria (México) (aún no redactado)") y se reglamenta la enseñanza superior.[11]​.

La Encuesta Nacional de Ocupación y Empleo (ENOE) en el 2007 mostró que en realidad una gran cantidad de niños no asisten a la escuela de entre 5 y 17 años, es decir cerca de 3.1 millones de niños y niñas.

Desde luego que México sigue creciendo tanto en educación como en otros aspectos.

Este Sistema Educativo Mexicano es producto de la confluencia de dos corrientes de pensamiento: “el liberalismo mexicano que se reafirma con la Guerra y las Leyes de Reforma de 1859 y 1861, y la revolución mexicana de 1917”.[12]​.

La forma de evaluación es a través de números truncado a decimales, que van del 5.0 al 10.0 donde 5.0 es la mínima y 10.0 la máxima, y donde la calificación mínima aprobatoria es 6.0, cada asignatura consta de 3 bloques o periodos, también llamados trimestres, donde se le califica a cada uno, y finalmente se expresa el promedio final de la misma.

En la educación preescolar los alumnos aprueban con solo la asistencia.

En la educación primaria, en caso de reprobar más de 3 asignaturas, el alumno repetirá el grado escolar.

En la educación secundaria, en caso de reprobar alguna asignatura el alumno tendrá derecho a un examen de recuperación, solo si no reprobó más de 4 asignaturas, si este es el caso el alumno tendrá que repetir el grado escolar.

El 13 de diciembre de 1934 el artículo 3° constitucional") se reformó por primera vez, y en los años 40 se implementaron los libros de texto gratuitos").

El artículo tercero de la Constitución Política de los Estados Unidos Mexicanos y la Ley General de Educación de 1993, que abrogó la Ley Federal de Educación, la Ley del Ahorro Escolar, la Ley que Establece la Educación Normal para Profesores de Centros de Capacitación para el Trabajo y la Ley Nacional de Educación para Adultos, y que fue reformada en el 2000 y cada año a partir del 2002 hasta el 11 de septiembre del 2013, son los principales cuerpos legales que regulan al Sistema Educativo y establecen los fundamentos de la Educación Nacional.

El artículo 3 de la Constitución estipula que todo individuo tiene derecho a recibir educación y que la Federación, los Estados y los municipios la impartirán en los niveles de preescolar, primaria, secundaria y bachillerato.

En 1976 se aprueba la Ley Nacional de Educación para Adultos, que norma y regula la educación que se ha de brindar a los mayores de 15 años que no han concluido su educación primaria o secundaria.

En el año de 1905 Justo Sierra, historiador y filósofo, estableció la Secretaría de Instrucción Pública y Bellas Artes, y volvió abrir en 1910 la Universidad Nacional de México. Por otro lado, su acción principal a nivel primaria sólo abarcó al Distrito Federal y territorios federales del país, sin trascender a las entidades federativas.

En el año de 1921 se establece la Secretaría de Educación Pública, y el presidente Álvaro Obregón nombra a José Vasconcelos Calderón como su primer titular. A partir de ese momento, el Estado se preocupa más por la educación a nivel nacional, y va sembrando poco a poco el territorio de escuelas, maestros, planes y programas educativos. Durante el periodo de Vasconcelos se comienza la lucha contra el analfabetismo, se crea la escuela rural") mexicana, se incrementan las bibliotecas, se editan libros y se impulsan las bellas artes.

Reform to article 3

On September 11, 2012, the then president-elect Enrique Peña Nieto presented the education reform initiative, which was approved by the chamber of deputies on December 20 and by the senate on December 21, 2012. On February 25, 2013, it was promulgated by the president of the republic and published on February 26 of the same year in the Official Gazette of the Federation.

Subsequently, on September 10 of the same year, the executive promulgated the Law of the Institute for the Evaluation of Education, which is a regulatory law of section IX of article 3 of the Political Constitution of the United Mexican States, the General Law of the Professional Teaching Service regulating section III of the same article, as well as a reform to the General Law of Education. The substantial aspect of this Reform lies basically in elevating the concept of quality to constitutional rank. That is, it is established that the education provided by the State must be secular, mandatory, free and of quality.

[13]​

It is considered important that children between 4 and 7 years old should receive attention in the aspects of cognition, socialization, psychomotor, affective, sensorimotor and language, in order to promote their abilities, capacities and skills. This begins to be carried out in the so-called kindergartens and nurseries (see kindergarten, kindergarten and nursery schools). This service is provided to children under four years of age, in an environment rich in formative, educational and emotional experiences, which will allow the minor to acquire skills, habits and values ​​and develop their autonomy, creativity and attitudes necessary in their personal and social performance. Preschool education was declared a priority in 1978.

Basic education

Basic education includes preschool, primary and secondary education.[14]​.

Education in Mexico has presented some problems, although it stands out in many aspects; In the mathematical field it falls somewhat short since it has been proven that 70% of its inhabitants have presented or present problems in this area by having failed the subject on at least one occasion in their history.[15]​.

It is made up of three grades: the student enters at 3 years of age (completed at the beginning of the current school year), and leaves at 5 or 6 years of age. It is governed by the Preschool Education Study Program&action=edit&redlink=1 "Preschool Education Study Program (Mexico) (not yet written)") 2011 (PEP 2011); This is national in nature, governing all types and centers of preschool education, whether publicly or privately supported.

In this formative stage, students are expected to live experiences that contribute to their development and learning processes and to develop capacities and skills respecting the fields of development, generating pleasant learning environments.

The PYP 2011 has an "open character", and the diversity in which it is found within the institution and in the classroom, as well as the context in which it is immersed, makes it extremely difficult to establish a sequence of activities or situations that must be carried out successively with the students. The educator is responsible for establishing the order in which the competencies proposed for this educational level will be addressed. The plan proposes six training fields for daily work, where the language field is the primary one to develop. The fields are as follows:

In general, the purposes of preschool education are to create in the child autonomy and willingness to learn; that they acquire confidence in expressing themselves in their native language in different situations, that they develop a taste and interest in reading and that they recognize some properties of writing, that they use mathematical reasoning in situations in which they need to establish relationships of correspondence, quantity and location, that they become interested in the observation of natural phenomena and the characteristics of living beings, that they acquire values "Value (axiology)") and principles "Principle (ethics)") for life in society, that they become familiar with the appreciation and expression of artistic manifestations, through the exercise of imagination and fantasy "Fantasy (psychology)"), and to improve their motor skills, all to promote a healthy life.

It makes up the second level of basic education and is made up of six grades. The student enters at an age between 5 and 6 years, and leaves at approximately 11 or 12 years of age. Primary school (as it is called in Mexico) begins significant learning or literacy, that is, reading, writing, basic calculation and some of the concepts considered essential for culture are taught. Its purpose is to provide all students with common training that makes possible the development of individual motor skills and personal balance; relationship and social action with the acquisition of basic cultural elements; the relative learnings mentioned above. The curriculum is set by the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), which hardly accepts proposals for variations and innovations in it. Being thus the second basic level of education according to the Mexican education system, where it is contemplated, boys and girls who attend this educational level acquire basic knowledge of Spanish, mathematics as well as the use of technologies and even English, currently full-time schools have been implemented where some have food service for children.[16]​.

Preparatory

Upper secondary education in Mexico is the period of study of between two and three years in the school system") through which medium academic skills are acquired to be able to enter higher education. It is known as high school, preparatory "Educación media superior (Mexico)") or high school "Liceo (institution)"). The school year is semester-based in most study centers. Some are divided into several specialty areas, where students acquire basic knowledge to later enter education In addition, there are "technical high schools" and "open high schools"), and all without exception must be directly or indirectly incorporated into the Ministry of Public Education "Secretaría de Educación Pública (Mexico)"), and some also depend on the autonomous university of the region where the school is located. Each of the 32 states of the Mexican Republic has an autonomous university (see, here, the list of autonomous universities in Mexico).[19]​.

Upper secondary education is offered to those who have completed basic education studies and mostly serves young people between 15 and 18 years old, contributing to their citizen education with both professional technical and preparatory graduation profiles, through the different baccalaureate plans.

In Mexico, the offer of upper secondary education is organized into three educational models: general or preparatory, technological and technical professional. These are operated by different subsystems within an organizational structure with eight types of administrative and budgetary controls:

· Centralized subsystems, are the responsibility of the Federal Public Administration and to this category belong the schools of the General Directorate of Industrial and Services Technological Education (DGETI) Archived on March 27, 2013 at the Wayback Machine, General Directorate of Agricultural Technological Education and Marine Sciences (DGETAyCM) and General Directorate of Baccalaureate (DGB), which coordinates the services of Open High School and the Student Care Centers. with Disability (CAED). This group also includes the Prepa Online service.

· Decentralized subsystems of the federal government, this category includes the CDMX High School College (COLBACH), the National College of Technical Professional Education (CONALEP-CDMX and Oaxaca) and the Industrial Technical Education Center (CETI Jalisco).

· Deconcentrated subsystem of the SEP, refers to the Centers for Scientific and Technological Studies (CECyTE) of the National Polytechnic Institute (IPN).

· Centralized subsystems of the federative entities, to this category belong the schools dependent on the governments of the federative entities such as the State Baccalaureates, the State Institutes of Fine Arts (IEBAS), the Institute of Higher Secondary Education of the CDMX (IEMS-CDMX), Telebachilleratos and the Community Development Baccalaureate Centers Archived on October 22, 2021 in the Wayback Machine.

Higher education

On September 21, 1551, the first university in Mexico was created, the Royal and Pontifical University of Mexico, which inaugurated its courses on January 25, 1553.[20]​.

The National Autonomous University of Mexico (UNAM) was founded, under the name of the National University of Mexico, in 1910. It has a presence in the 32 states of Mexico.

For the 2019-2020 school year, it has 129 courses with 235 educational options to take them. The university serves 217,808 students in bachelor's and

30,634 in postgraduate studies. In 2019, 22,703 undergraduate students graduated, 75% through options other than the traditional thesis or dissertation and professional exam; and 10,162 specialization, master's and doctoral students.[21]​.

The Open University and Distance Education System (SUAyED) of the UNAM emerged in the 1970s at the initiative of the then rector Pablo González Casanova. It was created as a flexible and innovative educational option, aimed at extending upper secondary and higher education to large sectors of the population. From its beginnings, the mission of SUAyED was to promote educational innovation in the schools and faculties of UNAM. The system takes advantage of digital technologies to promote the inclusion of vulnerable groups in quality educational programs. In this way, UNAM renews its social commitment and strengthens its ties with universities and higher education institutions in the states by promoting the incorporation of information and communication technologies into higher education. This system offers alternatives for professional preparation in open and distance modalities.

The open modality is an innovative and flexible option in its teaching and evaluation methodologies. The teaching materials and resources, regularly printed, become the main support of knowledge that is studied and analyzed in the spaces dedicated to face-to-face consultations with teachers. Students have to assume responsibility for their learning to work on the curricular content on their own, as established by the programs.

The distance modality is a flexible educational option in space and time. Its methodology incorporates the use of Information and Communication Technologies (ICT) as tools of the teaching-learning process. Supported by distance and face-to-face advice, online teaching materials and resources (via the Internet) are the main support for knowledge, which enhances independent study, without influencing time, place of residence, age and work. In this modality we also have the help of an Advisory Council, which provides greater support in terms of any difficulties we may have. The powers of an advisor are:

The SUAyED currently offers the distance baccalaureate, as well as bachelor's degrees, postgraduate degrees (master's degrees and doctorates) and various diploma courses and workshops (continuing education modality), both in the open modality (offers 22 bachelor's degrees in eight faculties and one school) and in the distance modality (offers a bachelor's degree, 20 bachelor's degrees, four doctorates, three specializations, three master's programs in six fields of knowledge and more than twenty programs), in schools and faculties. located on the campus of the University City, as well as in the metropolitan area of Mexico City and in other states of the Mexican Republic.

Distance education in Mexico

The development of distance education in Mexico, at the end of the sixties, charts the course of this educational paradigm to cover the training gap in teaching staff, that is, this educational model appears and responds to the need to professionalize teachers.

The beginnings of distance education date back to 1923, when “itinerant” distance education emerged, which consisted of teachers traveling to students' homes and was complemented by using tools such as radio and mail. This is how the tradition of correspondence courses was born, in fact, in essence educational programs that are limited to distributing courses, advising online, and evaluating over the Internet are correspondence courses.

Based on the correspondence, greater importance was given to the Primary Radio Project"), which was implemented to teach primary school outside the city, in rural areas. Later in the 1960s, the telesecundaria was created, whose coverage was broader, but had disadvantages such as the little personalized attention given to the student.

Later, the National Autonomous University of Mexico established the Open University System), the first in Latin America, inspired by the Open University in England and the UNED in Spain. Subsequently, in 1972, the National Pedagogical University "Universidad Pedagógica Nacional (Mexico)") began to offer the first distance education service that consisted of printed material for students to study at home and was complemented by Saturday consultancies. (In fact, this continued belonging to the category of correspondence education).

Starting in the 1990s, with the boom of the Internet, a 180° turn occurred for education, since it began to involve establishing communication and transmission of study materials through networks.[37]​.

Mexico has a wide variety of public and private universities that offer distance higher education, for example the IPN and the UNAM.[38]​.

The National Polytechnic Institute through Polivirtual Archived April 27, 2014 at the Wayback Machine. offers high school, bachelor's, postgraduate studies and complementary educational services in alternative, innovative and flexible modalities with the support of information and communications technologies. To guarantee the quality of service to students and users, the Polivirtual brings together the efforts and resources of different polytechnic departments, namely: academic units, academic, technical and administrative coordination areas.

Through this system, the IPN offers in a non-school modality the degrees in International Commerce, International Business, Commercial Relations and the Public Accounting career; In the mixed modality, that is, a combination of face-to-face and distance learning, the Bachelor of Tourism is offered.[39]​.

Like the National Polytechnic Institute, the National Autonomous University of Mexico (UNAM) offers through its platform Baccalaureate, Bachelor's and postgraduate programs in open modalities and distance education.

El nuevo modelo educativo llamado Nueva Escuela Mexicana (NEM) comienza a partir del 2019, cuando el gobierno de México modifico la Ley General y la Reforma Educativa impulsado por el gobierno mexicano con el objetivo de promover una educación igualitaria y con oportunidades para todos los estudiantes sin importar su estatus socioeconómico, género o discapacidad.[42]​.

Busca mejorar la calidad de la educación a través de planes y programas actualizados que formen de mejor manera a los docentes, para que los estudiantes tengan un buen desarrollo integral atendiendo a sus necesidades emocionales, físicas y culturales así que no se limita solamente a transmitir conocimientos.[42]​.

Es un proyecto educativo con enfoque crítico, humanista y comunitario para formar estudiantes con una visión integral, es decir, educar no sólo para adquirir conocimientos y habilidades cognitivas sino también para:.

Es decir, con la NEM se desea formar personas capaces de conducirse como ciudadanos autónomos, con sentido humano y crítico para construir su propio futuro en sociedad.

Articulating shafts

Within the curriculum of the New Mexican School, the so-called articulating axes are established, which function as transversal guidelines applicable to all levels and subjects of basic education. Its purpose is to reinforce values, attitudes and knowledge that contribute to the comprehensive training of students.

The articulating axes are:

In Mexico, private education is when schools are managed and paid for by groups that are not part of the government, such as private companies or religious groups (high school and university) where you have to pay money to study at those institutions.

These schools are managed by their own people, but they have to follow the rules and goals set by the Ministry of Public Education (SEP).[44]​.

In Mexico they have grown a lot lately and are now a popular option for many students and families, they have more control over what they teach and who they admit, allowing them to better serve the needs of their students.

Some universities allow you to choose your own schedule or take classes online, so it can be adapted into personalized help, where tutors provide more individual attention and follow up with students.

Unlike a public institution, it does have the necessary resources for the training of its students so that they have optimal development in their education by remaining in those institutions that are focused on a sector of the population with a greater than average economic capacity.[45]​.

En México, muchas universidades han implementado programas de educación a distancia.

In online high school there are several public and private schools that are incorporated into the educational model of the Ministry of Public Education "Secretaría de Educación Pública (Mexico)") (SEP). This has 23 modules that allow people who do not have the capacity to attend at a specific time to take them, but for this they need to pass the call and certain requirements.

Degree

At a higher level, the following universities offer this distance educational model:

Currently open and distance university of Mexico (UnADM).

Doctorate

At this level of study, distance education is difficult since most doctorates are required to be working in person at their respective research sites, which is why the number of doctorates that can be done remotely is very reduced. To date, the University for International Cooperation of Mexico has two doctorates:

Doctorate in Legal Sciences.

Doctorate in Sciences.

These are valid in the SEP and CONACYT and IEXE Universidad[46]​ has a doctorate in public policy and online public security.

State autonomous universities

In addition to the aforementioned institutions, there are state autonomous university institutions, such as the Autonomous University of the State of Hidalgo Archived September 4, 2019 at the Wayback Machine, which obtained its autonomy approximately fifty years ago and is made up of institutes and higher schools, all of which are responsible for providing education at the undergraduate, specialty and postgraduate levels.

Upper secondary education teachers integrate into their teaching practice the methodological and procedural theoretical references that support the Comprehensive Reform of Higher Secondary Education (REIMS) by incorporating innovative strategies based on the construction of competencies. He joined the government of Lázaro Cárdenas.

Upper secondary education in Mexico underwent a significant review that culminated in the proposal of a profound reform. This process had its roots in the seventies, when the OECD carried out the first diagnosis of the Mexican educational system. In that analysis, several areas of improvement for this educational level were highlighted, such as the need to unify the different modalities of upper secondary education through a common curriculum, promote the mobility of students at the national level, facilitate the transition between modalities and separate the high school from the universities.

However, it was not until 2007 that concrete measures were taken to address these challenges, which have been pending since the last century. Studies indicate that this problem was not exclusive to Mexico, as developed countries had implemented similar reforms decades ago, focusing on improving the quality, equity and relevance of their educational systems through competency-focused learning.

What is REIMS?

The Comprehensive Reform of Higher Secondary Education (REIMS) seeks to establish a National Baccalaureate System (SNB) within a framework of diversity. This effort led to the creation of the SNB, structured around four main axes:

Levels of curricular specification.

The implementation of the reform considers different levels of concreteness to respect the diversity of upper secondary education and guarantee the relevance of study plans and programs.

The document summarizes the main aspects of the reform, but suggests consulting complementary materials for a deeper understanding, such as Creation of a National Baccalaureate System in a framework of diversity and Generic Competencies and the Graduate Profile of upper secondary education.

As a slight consequence to add, "in this way the riems included, among others, the Higher Secondary Education Teacher Training Program (prefordems), which had as its primary objective to participate in the generation of the teaching profile of Higher Secondary Education. It points out that the main challenge that must be addressed is that related to the professional development of Higher Secondary Education teachers, a development that must be oriented to reflect on the generation of specific competencies and skills during the progress of the training and training processes, by virtue of the fact that the new programs of the baccalaureate are based on competencies, a situation that makes it necessary for teachers to be trained and qualified under this new curricular approach." (Zepeda Flores M, 2020, p.34)[47]​.

Currently, compulsory basic education includes 12 grades of schooling that include three years of preschool, six years of primary education and three years of secondary education. Each undersecretary has several general directorates.

Mexico has always been characterized as having one of the educational problems worldwide, below countries such as: Finland, Japan, South Korea, Norway, China, the United States, etc. And even below countries such as: Tanzania, Haiti, Spain, etc.[48]​.

This is for several reasons, such as:

The lack of resources and investment for education, conflicts with the teaching profession [CNTE], a teaching system where memorization is encouraged, zero reasoning capacity; as well as attending schools 8 hours a day and among other causes.[49]​.

According to several Mexican and international specialists in Pedagogy, the solution to the Mexican educational problem is through the following points:

1.- Promote scientific research and elimination of the "Prussian memorization" teaching system.

2.- Greater psychological understanding between students and teachers.

3.- Greater promotion of teamwork and in relation to society and reality.

4.- In the case of the study of Natural Sciences subjects such as: Biology, Mathematics, Chemistry, Physics, among others; Materials must be available for further study and compression.

5.- Greater equipment of schools with feeders, computer equipment, science laboratories, better quality music.

6.- Participation of parents and of course the government for the investment in schools.

7.- The elimination of the 8 hours a day of attendance for 6 hours a day and also the increase in high school study from 3 years to 4 years, plus the reduction of Primary school from 6 years to 5 years.

8.- Study of Bullying in schools and greater promotion of sports for the benefit of health.

9.- Formation of extracurricular activity clubs from Primary to High School, such as art, music, theater, leadership, first aid, the formation of a student council, etc.; and of course the creation of sports clubs.

10.- Regarding the educational system: Military, Penitentiary, Night for adults, Homeschool (online study) etc. They are not exempt from educational reform.

The most important thing is that the students who graduate from these institutions understand the world around them, are able to participate in it as conscious citizens to improve it and can face a job field with the knowledge acquired.[50]​.

In 2024 the book Education in the six-year period 2018-2024 was published. Views from educational research that analyzes the educational system in this period.[51]​.