SÉMINAIRE INTERNATIONAL SUR LA FORMATION PROFESSIONNNELLE : Systèmes, innovations et résultats

1. SÉMINAIRE INTERNATIONAL SUR LA FORMATION PROFESSIONNNELLE : Systèmes, innovations et résultats THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES Arnulfo Arteaga García Sergio Sierra Romero Roberto Flores Lima Montreal June 6-8, 2005

2. THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES BACKGROUNDS AND MAIN TROUBLES THAT FACES THE VOCATIONAL TRAINING • Economics Framework • 14th economy in the world • Significant commercial openness • In 1986, Mexico joined GATT. • 12 free tradeagreements (43 countries) • NAFTA, started in 1994, represents • more or less 75 % of Mexican external • commerce. • Between 1985 to 2004, non-oil exports in- • creased their participation from 45 to 89%. • . In the last decade, Mexican economy grew • less than population. • Demographic Trends • 106.5 million of inhabitants • 1.1% annual growth • 11th most populated country in the world • 3th most populated country in America • Demographic Transition: • Important effects on size and composition of • demand for education, employment, housing • and health. In the next 10 years, school enroll- • ments will increase 70 %in middle-higher edu- • cation and 50% in professional levels.

3. THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES BACKGROUNDS AND MAIN TROUBLES THAT FACES THE VOCATIONAL TRAINING • Labor Market • Work Force: 45 millions • Annual new jobs required: 1.2 millions • Unemployment Rate: 3.9 % (without unemployment insurance). • Underemployment Rate (labor journal criterion): 8.9 % • Underemployment Rate (labor journal, income and social security criterion) : 30% • Informal Sector: 35 – 50 %(depends on methology) • Sectorial Structure of Employment : • - Primary activities : 16 % • - Industry : 26 % • - Commerce and services : 58 %

4. THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES BACKGROUNDS AND MAIN TROUBLES THAT FACES THE VOCATIONAL TRAINING • Human Resources • Average schooling: From 5.6 years in 1984, to 8.4 years in 2004 (basic education are 9 years). • Significant relation between education and income distribution (rural – urban areas). • Schooling and training have positive effects on incomes. • One fifth of the work force had taken at least one training course • (70% in plant and 30% in training centers or schools). • 72% of trained workers, used in work what they learned (88 % in oil industry and • 59 % by ambulant food merchants). • Low-productivity unstable jobs vs. high productivity formal works with permanent • training programs.

5. MINISTRY OF EDUCATION MINISTRY OF LABOR AND WELFARE THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES INITIAL OR SCHOOL TRAINING PMETYC VOCATIONAL TRAINING LABOR MARKET ON THE JOB TRAINING PMETYC: Program for the Modernization of Technological Education and Training

6. PUBLIC TRAINING SUPPLY NATIONAL TECHNOLOGICAL EDUCATION SYSTEM (NTES) 2,000 schools 1.7 million students 101,000 teachers THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES INITIAL OR SCHOOL TRAINING (IVT) y

7. THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES IVT NTES

8. THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES SOME INITIAL VOCATIONAL TRAINING INDICATORS • Between 1980 and 2004, the number of students in middle-higher education grew 200%. • Introductory or general high school (163%) • Bivalent system (364%) • Low rate of middle-higher education enrolment (47%, between 16 – 18 years old people), • even lower in less developed regions (Chiapas, Puebla and Oaxaca), migrants and indigenous. • Low terminal efficiency because of lack of vocational guidance and economic reasons: • Introductory and technical middle-higher education (61%) • CONALEP (49%). • Disparity between curricula and labor market needs. • Educational methods based on memorizing data in detriment of reasoning, research, • oral and written communication. • Obstacles for students mobility between different educational options.

9. SICAT (2002 – 2005) PAC (2002 – 2005) Political Constitution Art.123 PROBECAT (1984 – 2002) CIMO (1987 – 2002) 1978 National Employment, Training and Qualification System (Training Programs Registration) unemployed and underemployed workers employed workers Federal Labor Law THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES ON THE JOB VOCATIONAL TRAINING Labor Market Active Policies Coercive and Protector Model

10. Impact and Cost-Benefict Evaluations National Employment and Training Surveys Sectorial Labor Market and Training Studies 500,000 annually workers trained (CIMO-PAC) THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES ON THE JOB VOCATIONAL TRAINING International Loans World Bank IADB Enterprises Human Capital Invesments Mexican Fiscal Resources • Proyecto de Capacitación de Mano de Obra (1987 - 1992) • Proyecto de Modernización de los Mercados de Trabajo (1992 – 1997) • Proyecto de Modernización de la Educación Técnica y la Capacitación (1995 a 2001) • Programa de Modernización del Mercado Laboral (1997 – 2001) • Programa Multifase de Apoyo a la Capacitación y el Empleo (2001-2005) Laboral Competences Model 500,000 job seekers annually trained (PROBECAT-SICAT)

11. THE VOCATIONAL TRAINING SYSTEM IN MEXICO: MAIN TRAITS, ACTORS, STRENGTHS AND WEAKNESSES THE LONG PROCESS TO BUILD THE PUBLIC POLICY AND OPERATION A VOCATIONAL TRAINING SYSTEM (VTS): Three aspects of the coercive and protective model: 1) Legal framework where all the actors can participate. 2) National & Federal institutions devote to promote the training 3) As a Social Construction allows trust among actors

12. VTS : an encounter and collaboration arena for the actors The external and internal pressures • The turning points in the training model • The shift from a punish nature to promotion approach • The approach based on the demand rather than supply • Change the traditional focus oriented by • “passive training” for training based on active roll • motivated by the requirements of adults in their work life. • 4) The government training policies based on • collaboration and coordination with the actors • 5) Co-funding the Programs & Projects by Mexican • Government & international sponsors (WB & IDB)

13. The Program for the Modernization of Technological Education and Training (PMETYC) Like an instrument to change the VTS The principal goal of the PMETYC: “…laying the foundations to allow the restructuring of the different forms of training for the labor force, and also for training increase its quality and become more flexible and relevant in terms of needs of workers and the national productive sector”

14. The Components of the (PMETYC) I Standardized and Certificate Labor Competence Systems • Operated by Standardized and Certificate of Labor Competence • Council (CONOCER) • Supported by public resources but non-official organization • Tripartite structure: 6 Government Ministries (Labor & Education like • operators); national organizations of employers (6), workers (5) • peasants (1) • The main objectives • Create the Systems for the standardization and certification of labor • competence • Creation of Committees for standardization by economic sector • (tripartite structure including the educations institutions)

15. The Components of the (PMETYC) I Standardized and Certificate Labor Competence Systems • Some features about CONOCER: • Multilevel technical groups of expertsin the laboral function. • 12 laboral competence areas • 62 committees and 602 norms on laboral competence. • Separated evaluation and certification process (and agents). • In 2003, CONOCER stopped operations because the • Government decided to change the juridical figure.

16. The Components of the (PMETYC) II Transforming the Training Supply • Operated by Education Ministry. • Training curricula adapted to productive requirements. • Oriented to facilitate the transit between education and work • throughout productive life. • Education and training based on laboral competences (EBC)

17. The Components of the (PMETYC) III Incentives for the demand of training an certification of competences • Operated by Labor Ministry • Create support schemes for detecting training needs and • financed some of the training, evaluation and certification • actions (PROBECAT and CIMO). • The role of government is to build bridges between • training and consultants services, and micro, small and • mid-size businesses.

18. The Components of the (PMETYC) IV Information, Evaluation, Studies and Research. • Operated by Labor and Education Ministries and CONOCER • Integrated Information systems (laboral competence norms, • National Occupation Catalogue and Educational curricula). • Studies related with laboral, educational and training markets. • Evaluating the project’s impact with the purpose of strategically • oriented CONOCER’s actions and policies.

19. SOME CHALLENGES FOR CONOCER • Updating many of the Technical Standards of Labor Competence (TSLC) • Application and validation of more than 600 norms in the labor market. • Adjusting evaluation and certification cost. • Recover among all the actors, the legitimacy gained as a • non official institution with all the actors.