Mexico

The "International Handbook of Vocational Education and Training (IHBB)" has developed into a practically related standard work for comparative VET research in the German-speaking countries. The studies concentrate on national vocational education and training and educational systems and provide an introductory insight into the general socio-economic conditions and educational policy competences in the respective countries. The Handbook presents the educational systems from a VET perspective and traces their structural and historical lines of development.

Inhaltsverzeichnis

Editorial ......................................................................................................... 3Basic data [2016] .......................................................................................... 10United Mexican States/Estados Unidos Mexicanos/MX ....................................... 10Main economic focuses [2016] [in %] ................................................................ 11Economic output [2016] .................................................................................... 11Index of abbreviations ................................................................................... 12Introduction .................................................................................................. 221.Country-specifi c context ............................................................................. 251.1 General social and cultural conditions ...................................................... 251.2 General political and legal conditions ....................................................... 291.3 General economic conditions ................................................................... 322. Typical vocational education and training processes ortraining programmes ................................................................................. 412.1 Learning in the informal sector ................................................................. 412.2 School-based training and the difficult entry to the labour market ............ 422.3 Elite academic training ............................................................................. 433. Overview of the educational system .......................................................... 453.1 Historical and current development ............................................................. 483.2 Governance and financing ............................................................................ 503.3 Structure .................................................................................................. 553.3.1 Right to education and mandatory schooling ............................................ 553.3.2 School attendance .................................................................................... 563.3.3 The Mexican Qualifi cations Framework .................................................... 573.4 Brief characterisation of the different educational sectors andtypes of school .......................................................................................... 593.4.1 Early years education [Educación Inicial] ................................................. 593.4.2 Basic education [Educación Básica] .......................................................... 603.4.3 Upper secondary education [Educación Media Superior] ......................... 663.4.4 Vocational orientation [Orientación Vocacional] ...................................... 683.4.5 Special schools/special schools system [Educación Especial] .................... 683.4.6 Tertiary education [Educación Superior] .................................................. 693.4.7 Adult education [Educación para Adultos] ............................................... 72Table of Contents 63.4.8 Distance study and distance learning [Modalidades no escolarizadas yProgramas a Distancia] ............................................................................ 734. Initial and continuing vocational education and training .......................... 754.1 Development and signifi cance of vocational education and training ......... 754.2 Structure of vocational education and training and provision ................... 774.3 Summary of forms of provision and the training programmesaligned to them ........................................................................................ 784.3.1 Vocational upper secondary school leaving certifi cate[Bachillerato Tecnológico and Profesional Técnico Bachiller] ................... 784.3.2 Mexican model of dual vocational education and training[Modelo Mexicano de Formación Dual] .................................................... 814.3.3 Technologist [Tecnólogo] ......................................................................... 864.3.4 Higher technician [Técnico Superior Universitario] .................................. 864.3.5 In-company training [Capacitación] ......................................................... 874.3.6 Continuing and advanced vocational education and training andpreparatory courses [Capacitación para y en el trabajo]............................ 894.4 Recognition of competences acquired by non-formal andinformal means ........................................................................................ 905. Important general conditions and factors determiningvocational education and training ............................................................. 935.1 Legal standardisation of VET and school-based andcompany-based training ........................................................................... 935.2 Governance structures in VET and school-based andcompany-based training ........................................................................... 955.2.1 Governance structures in the national education system ........................... 955.2.2 Governance structures of company-based VET activities ........................... 985.2.3 Further stakeholders ................................................................................ 995.3 Financing of VET and training .................................................................. 1005.4 Training of VET staff ................................................................................. 1025.4.1 Teachers at vocational schools .................................................................. 1025.4.2 In-company trainers ................................................................................. 1075.5 VET research ............................................................................................ 1085.6 Procedures for quality assurance in VET ................................................... 1105.6.1 Educational reporting and educational indicators ..................................... 1105.6.2 Securing quality of provision in educational institutions ........................... 1115.6.3 Educational standards and certifi cation .................................................... 1135.7 International mobility/internationalisation/international VETcooperation .............................................................................................. 1145.7.1 Mutual recognition of qualifi cations and international mobility ................ 1145.7.2 Multilateral institutions ............................................................................ 1155.7.3 German-Mexican VET cooperation ........................................................... 1165.7.4 Training activities undertaken by German companies ............................... 1185.7.5 German education and training providers ................................................ 1205.7.6 Further international cooperation agreements ......................................... 1215.8 Major approaches to reform in VET .......................................................... 1225.8.1 Development of a national competence system via PMETyC,PROFORHCOM and El Nuevo CONOCER (1994-approx. 2013) ............... 1245.8.2 RIEMS (since 2008) ................................................................................. 1255.8.3 PROFORHCOM (2014-2021) ................................................................... 1256. Bibliography .............................................................................................. 1277. Further information ................................................................................... 1427.1 Legal foundations, training regulations, curricular materials .................... 1427.2 Addresses ................................................................................................. 1437.3 Internet addresses .................................................................................... 144Organigram of the educational system (general education andvocational training including higher education) ........................................... 146Index of keywords ......................................................................................... 148Author ........................................................................................................... 149

Über den Autor / die Autorin

Kristina Wiemann works as an academic researcher in the Faculty of Business and Social Education at the University of Cologne

Produktdetails

• Autoren: Kristina Wiemann
• Mitarbeit: Bundesinstitut für Berufsbildung (Herausgeber), Bundesinstitut für Berufsbildung (BIBB) (Herausgeber), Bundesinstitut für Berufsbildung (Herausgeber), Bundesinstitu für Berufsbildung (BIBB) (Herausgeber), Bundesinstitut für Berufsbildung (BIBB) (Herausgeber)
• Verlag: Verlag Barbara Budrich
• Sprache: Englisch
• Produktform: Taschenbuch
• Erschienen: 01.12.2020
• EAN: 9783847429777
• ISBN: 978-3-8474-2977-7
• Seiten: 149
• Abmessung: 173 mm x 9 mm x 242 mm
• Gewicht: 378 g
• Serien: International Handbook of Vocational Education and Training - IHBB; International Handbook of Vocational Education and Training – IHBB 26
• Thema: Geisteswissenschaften, Kunst, Musik > Pädagogik