Education and training situation in Mexico

Focus: Children and young people from poor, rural and indigenous families

1. access to and participation in the education system

• Strong social inequalityChildren from poor, rural and indigenous families have significantly worse educational opportunities than children from urban, affluent households.

• More than half of children in Mexico live in poverty. Rural regions in the south and south-east and indigenous communities are particularly affected. Here, over 60 % of children and young people are affected by poverty^1.

• Dropping out of school and missing school6.1 million children between the ages of 3 and 17 do not attend pre-school or school. 2.5 million children between the ages of 5 and 17 work, often to contribute to the family income - which severely hampers their school career^1.

2. special challenges for indigenous and rural children

• High poverty rate71 % of the indigenous population live in poverty, the risk is even higher in rural areas^2.

• Educational qualificationOnly 27 % of indigenous young people complete "secundaria" (lower secondary level, 11-15 years). Illiteracy among indigenous 15-year-olds is 25 % - four times higher than the national average^2.

• Language barriersMany indigenous children do not speak Spanish as their mother tongue. As most lessons are taught in Spanish, they are often left behind. Bilingual education programs are still insufficiently implemented^2.

• Discrimination and cultural heteronomy: Curricula are usually drawn up without the participation of indigenous communities. Indigenous teachers experience discrimination and cultural conflicts in the education system^3.

3. rural regions: Structural deficits

• Lack of infrastructureMany schools in rural areas are poorly equipped and lack qualified teachers, teaching materials and transportation facilities^4.

• Financial hurdlesEven if school books are free, costs for uniforms, transportation or food can become a problem. Many children have to work to support their families, which interrupts their schooling^2.

• Covid-19 episodes: The pandemic has exacerbated existing educational deficits. Over 1.5 million pupils did not return after school closures due to the pandemic^6.

4. training and career prospects

• Low completion ratesAlmost half of the population aged 15 and over have only completed elementary school. The transition rates to secondary school and vocational training are particularly low among poor and indigenous young people^7.

• Vocational training: Vocational training programs ("técnica") exist, but are rarely used by children from poor and rural families, as they often have to leave school early to work^4.

• Social mobilityEducation is the most important factor for social advancement, but remains difficult to access, especially for disadvantaged groups^8.

5. initiatives and alternative approaches

• Indigenous education initiativesIn some regions (e.g. Chiapas), there are autonomous indigenous schools that cater to the needs and languages of the communities. However, these are often not recognized by the state and receive little support^9.

• Social programsThere are government and civil society programs to promote school attendance and literacy, but they do not reach all those in need and are often underfunded^1.

6. overview: central problems and figures

Conclusion

Children and young people from poor, rural and especially indigenous families in Mexico continue to be massively disadvantaged in the education system. The main problems are poverty, a lack of infrastructure, language and cultural barriers and a lack of state recognition of alternative educational pathways. Without targeted reforms and investment, social advancement through education remains an unfulfilled promise for many of these children^1^3^6.

Supplementary assessment from a Gradido perspective

This compilation shows very clearly how profoundly social and structural disadvantages affect the lives and future opportunities of so many children in Mexico - especially in poor, rural and indigenous communities. Let us show you how Gradido could work and heal here:

Education is a human right and the key to development - but not a gift that is only available to a few.

The child from the poor village, the young person from an indigenous community - they have just as many dreams, talents and wisdom within them as their peers in the city. But poverty, lack of resources, language barriers and cultural disregard often rob them of the chance to develop well. For me, this reveals Gradido's deepest mission: to make the potential of all children visible, developable and flourishing.

This is how Gradido would work:

• Securing a livelihood as a prerequisite for education:
  If children and families make valuable contributions through unconditional participation and are securely provided for with the Active Basic Income, there is no need for children to work. Children can play, learn and develop instead of having to contribute to survival.

• Resources for education - no matter where:
  Decentralized value creation enables the targeted development of schools, teaching materials and infrastructure in all regions - not according to economic usefulness, but according to human needs.

• Cultural and linguistic diversity as a treasure:
  Gradido honors every identity. Educational programs could be designed together with indigenous communities, multilingual and tailored to local traditions. This strengthens dignity and belonging.

• Appreciation for all educational paths:
  Both traditional and manual, cultural or ecological learning paths are promoted visibly and equally - talents and gifts count more than formal qualifications.

• Empower parents and teachers:
  Because care and educational work is recognized, more people can dedicate themselves to their vocation as teachers instead of taking on remote jobs for economic reasons.

• The joy of learning instead of the fear of lack:
  Education is associated with participation and hope - not with selection, pressure or fear for one's livelihood.

Children are seeds of change.
Where they do not starve, are not discriminated against, are not discouraged, the strength for a new earth grows. With Gradido, every single person - no matter where they were born - is given the best conditions for development, joy and a dignified life.