Abstract
Mexico enjoys dynamic industrial growth and is seen as one of the world’s largest economic centers. Its demographic profile is favorable to this growth, with nearly one fifth of the population aged 15 to 24. Against this backdrop, vocational education and training (VET) is particularly relevant, yet it enjoys only low status in Mexico. Vocational training is considered an option only for those young people who cannot afford high university fees or who fail the university entrance examinations. Their peers prefer to enter the labor market immediately after finishing school, without “wasting time” on technical education of any kind. Meanwhile, companies complain of the inadequate quality of formal vocational schools, including the low level of qualifications held by teachers.
This study focuses on these issues and aims to shed light on the Mexican educational and VET system. Particular attention is paid to training for vocational school teachers. The study also explores the work of in-company trainers in production companies, their educational background, and how their activities fit into the wider context of the educational system.
The findings show that vocational school teachers are inadequately prepared for their role, since there is no formal training for VET teachers. They also address the demand for well-trained trainers and train-the-trainer provision at company level. Most companies rely for their supply of trainers on workers who, while technically experienced, have not been trained to teach and therefore have little, if any, pedagogical and methodological knowledge. This creates challenges, especially in the manufacturing sector. As production processes become increasingly complex, companies − both national and multinational − are in growing need of skilled workers for their production operations. For specialist positions in particular, task-specific on-the-job-training (OJT) by experienced colleagues is of only limited value. As a consequence, there is a huge demand for methodologically and technically well-qualified trainers to improve in-company training.
References
Arteaga García A, Sierra Romero S, Flores Lima R (2010) The vocational training system in Mexico. Characteristics and actors, strengths and weaknesses. In: Bosch G, Charest J (eds) Vocational training. International perspectives. Routledge, New York/London, pp 187–213
BIBB (Federal Institute for Vocational Education and Training) (2015) New alliance in German-Mexican vocational education and training cooperation. https://www.bibb.de/govet/en/29542.php. Accessed 31 Aug 2017
BIBB (Federal Institute for Vocational Education and Training) (2017) Deutsch-mexikanischer Austausch in der Berufsbildung. https://www.bibb.de/govet/de/66999.php. Accessed 31 Aug 2017
Cáceres-Reebs D, Schneider U (2013) Vocational education and training in Mexico – how the country has tropicalized the dual model (translation from the German original published in Berufsbildung in Wissenschaft und Praxis 5: p 11–15). https://www.bibb.de/en/22624.php. Accessed 31 Aug 2017
Cámara de Diputados del H. Congreso de la Unión (04-01-1970) Ley Federal del Trabajo, from 12-06-2015
CAMEXA (Cámara Mexicano-Alemana de Comercio e Industria) (n.d.) Formación Profesional. http://mexiko.ahk.de/berufsbildung/. Accessed 31 Aug 2017
CONALEP (Colegio Nacional de Educación Profesional Técnica) (2016a) Planteles y Oferta Educativa Nacional. Ciclo Escolar 2016–2017. http://www.conalep.edu.mx/quienes-somos/areas_administrativas/Paginas/planteles.aspx. Accessed 31 Aug 2017
CONALEP (Colegio Nacional de Educación Profesional Técnica) (2016b) Oferta de Formación. http://www.conalep.edu.mx/doscentespropuesta/Formaci%C3%B3n%20Docente/Fortalecimiento_competencias/Paginas/default.aspx. Accessed 28 Aug 2017
Cordero Arroyo G, González Barbera C (2016) Análisis del Modelo de Evaluación del Desempeño Docente en el Marco de la Reforma Educativa Mexicana. Education Policy Analysis Archives 24(46):1–21. http://epaa.asu.edu/ojs/article/view/2242/1769. Accessed 01 Sep 2017
Evans K, Hodkinson P, Rainbird H, Unwin L (2006) Improving workplace learning. Improving learning series. Routledge, New York/London
Gerds P (2009) Standards for occupation-directed professional development of TVET personnel in developing countries. In: Maclean R, Wilson D (eds) International handbook of education for the changing world of work. Bridging Academic and Vocational Learning. Springer, Dordrecht, pp 1407–1422
Grollmann P (2008) The quality of vocational teachers: teacher education, institutional roles and professional reality. European Educational Research Journal 7(4):535–547
Grollmann P (2009) Professionalization of VET teachers and lecturers and practices in TVET institutions in an international perspective. In: Maclean R, Wilson D (eds) International handbook of education for the changing world of work. Bridging academic and vocational learning. Springer, Dordrecht, pp 1185–1201
Hattie J (2009) Visible learning. A synthesis of over 800 meta-analysis relating to achievement. Routledge, New York/London
Horna S, Santana L (2012) Addressing the skills gap in Latin America: youth employment and labor market access. http://www.as-coa.org/articles/addressing-skills-gap-latin-america-youth-employment-and-labor-market-access. Accessed 31 Aug 2017
Kis V, Hoeckel K, Santiago P (2009) A learning for jobs review of Mexico. Ed. by Organisation for Economic Co-Operation and Development (OECD). http://www.oecd.org/mexico/43277304.pdf. Accessed 30 Aug 2017
OECD (Organisation for Economic Co-Operation and Development) (2005) Teachers matter. Attracting, developing and retaining effective teachers. Overview. OECD Publishing, Paris. https://www.oecd.org/edu/school/34990905.pdf. Accessed 1 Sep 2017
OECD (Organisation for Economic Co-Operation and Development) (2015) Education policy outlook 2015: making reforms happen. OECD Publishing, Paris. http://www.oecd.org/publications/education-policy-outlook-2015-9789264225442-en.htm. Accessed 1 Sep 2017
Ostendorf A (2012) Informal workplace ‘educators’: the hidden protagonists of workplace learning. In: Chisholm L, Lunardon K, Ostendorf A, Pasqualoni PP (eds) Decoding the meanings of learning at work in Asia and Europe. Innsbruck University Press, Innsbruck, pp 67–76
Rose R, Wignanek G (1990) Training without trainers. How Germany avoids Britain’s supply-side bottleneck. Anglo-German Foundation, London
Sánchez-Castañeda A (2007) La Capacitación y Adiestramiento en México: Regulación, Realidades y Retos. Revista Latinoamericana de Derecho Social 5:191–228
SEGOB (Secretaría de Gobernación) (2015) Acuerdo número 06/06/15 por el que se establece la formación dual como una opción educativa del tipo medio superior. DOF: 11/06/2015. http://dof.gob.mx/nota_detalle.php?codigo=5396202&fecha=11/06/2015 Accessed 30 Aug 2017
SEP (Secretaría de Educación Pública) (2016) Principales Cifras del Sistema Educativo Nacional 2015–2016. http://www.planeacion.sep.gob.mx/Doc/estadistica_e_indicadores/principales_cifras/principales_cifras_2015_2016_bolsillo_preliminar.pdf. Accessed 30 Aug 2017
SEP (Secretaría de Educación Pública) (2017a) Etapas, Aspectos, Métodos e Instrumentos. Proceso de Evaluación para el Ingreso a las Funciones Docentes y Técnicos Docentes en la Educación Media Superior. http://servicioprofesionaldocente.sep.gob.mx/content/ms/docs/2017/ingreso/EAMI_INGRESO_EMS_2017_2018.pdf. Accessed 30 Aug 2017
SEP (Secretaría de Educación Pública) (2017b) Etapas, Aspectos, Métodos e Instrumentos. Proceso de Evaluación Diagnóstica del Personal Docente y Técncio Docente de Nuevo Ingreso al Término de su Primer Año Escolar. Educación Media Superior. http://servicioprofesionaldocente.sep.gob.mx/content/ms/docs/2017/evaluacion_diagnostica/EAMI_Evaluacion_Diagnostica_EMS.pdf. Accessed 30 Aug 2017
SEP (Secretaría de Educación Pública) (2017c) Evaluación del Desempeño Técnico Docente de Educación Media Superior Ciclo Escolar 2017–2018. http://servicioprofesionaldocente.sep.gob.mx/content/general/docs/2017/Info_tecnico_docente_ems.pdf. Accessed 30 Aug 2017
SEP (Secretaría de Educación Pública) (2017d) Etapas, Aspectos, Métodos e Instrumentos. Proceso de Evaluación del Desempeño en la Función Docente y Técnico Docente. Educación Media Superior. http://servicioprofesionaldocente.sep.gob.mx/2017/ms/EAMI_DOC_TECNICO_DOC_EMS_2017.pdf. Accessed 30 Aug 2017
SEP (Secretaría de Educación Pública) (n.d.) Curso Observar para Aprender: Interacción con los Alumnos. https://www.gob.mx/cms/uploads/attachment/file/63632/3.2_-ObservarParaAprender_Interaccio_nAlumnos.pdf. Accessed 30 Aug 2017
STPS (Secretaría del Trabajo y Previsión Social) (2016) Autorización y Registro como Agente Capacitador Externo, para brindar servicios de capacitación a las empresas. https://www.gob.mx/stps/acciones-y-programas/agentes-capacitadores-externos. Accessed 30 Aug 2017
Terhart E (2013) Teacher resistance against school reform: reflecting an inconvenient truth. School Leadership & Management 33(5):486–500
The World Bank (n.d.) Data bank. World development indicators. http://databank.worldbank.org/data/reports.aspx?source=world-development-indicators. Accessed 6 Sep 2017
Villar AB, Llinàs-Audet X, Escardíbul J-O (2013) International briefing 31. Training and development in Mexico. International Journal of Training and Development 17(4):310–320
Wernstedt R, John-Ohnesorg M (2010) Der Lehrerberuf im Wandel. Wie Reformprozesse Eingang in den Schulalltag finden können. Ed. by Friedrich-Ebert-Stiftung, Berlin. http://library.fes.de/pdf-files/studienfoerderung/07023.pdf. Accessed 30 Aug 2017
Wiemann J (2017) Export of German-style vocational education: a case study in the automotive industry in Puebla, Mexico. International Journal of Automotive Technology and Management 17(2):208–222
Wieman, K (2018) Mexiko. Internationales Handbuch der Berufsbildung, Vol. 49. Ed. by Grollmann P et al. Barbara Budrich, Leverkusen
Wiemann K, Pilz M (2017) Berufliche Ausbildung durch mexikanische und deutsche Unternehmen in Mexiko – ein Home International-Vergleich. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft 23(2):217–245
Acknowledgements
I gratefully acknowledge financial support for this study as part of the research project “Global strategies and local forms of technical vocational education and training in German multinational companies: A comparison across Emerging Economies” (Grant No. PI 418/5-1). I would like to thank the project partners Matthias Pilz, Martina Fuchs and Judith Wiemann for their constant help and inspiration for this research.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this entry
Cite this entry
Wiemann, K. (2018). Vocational Teachers and In-Company Trainers in Mexico: Under-Trained and Under Pressure. In: McGrath, S., Mulder, M., Papier, J., Suart, R. (eds) Handbook of Vocational Education and Training. Springer, Cham. https://doi.org/10.1007/978-3-319-49789-1_37-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-49789-1_37-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-49789-1
Online ISBN: 978-3-319-49789-1
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education