Elba Esther Gordillo

A Window of Opportunity for Education in Mexico

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Here is a link to my latest article on AQBlog, titled “A Window of Opportunity for Education in Mexico“, published on February 27th, 2013. Please feel free to visit and comment. Here is a verbatim copy of it in case you prefer to read it on my personal blog, though I recommend actually going to the site because of additional content, other blogger’s articles, etc.

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On Monday February 25, having achieved the needed support in Congress, President Enrique Peña Nieto put into effect an education reform that will transform the public education system at its core. If enacted correctly, the reform will allow the country to take important steps forward and proactively tackle one of its most relevant social issues.

The reform calls for a new autonomous government institute to be created, with the sole purpose of strengthening and professionalizing the teaching profession by establishing a talent performance system that will ensure that teaching positions are awarded based on merit and not discretional criteria. The system includes periodical evaluations for the public system teachers, a change that undoubtedly will generate resistance from teachers who have become quite comfortable in mediocrity under the protection of a backwards thinking union that is too strong and powerful for its own good.

The new institute will also be responsible for ensuring that a trustworthy database comprising numbers of schools, teachers and students is created and kept up to date. This administrative responsibility also used to be in the hands of the SNTE (Sindicato Nacional de Trabajadores de la Educación), who kept whatever data they had away from public scrutiny.

In what can only be interpreted as a strategy to hit them while their down, one day after Peña Nieto published the reform, the country was surprised with the arrest of SNTE’s controversial and powerful leader, Elba Esther Gordillo who is facing charges for fraud, money laundering and links to organized crime.

The case being built up by the Public Attorney’s office (PGR) highlights accusations of SNTE’s money being used to pay for purchases made by Gordillo from 2009 to 2012 in the upscale store Neiman Marcus, amounting to up to $3 million. This is not the first time questionable purchases have been made with SNTE’s money but it is the first time the government has moved against the union’s leader so decisively and surely, the only way they were going to be able to get rid of this influential character, whose position as leader of the union did not have an expiration date on it.

With the new educational reform put in place and the largest obstacle for its success removed and (at least temporarily) placed in a jail cell, the future for education in Mexico seems bright as it does for PRI and Peña Nieto, who up to now has not been able to gain public sympathy or project himself as having the capabilities to lead. If Peña continues on this path and ensures that the reform results in actions with tangible results for society, PRI will have taken a huge step toward rebuilding its political machinery and consolidating its power both at state and federal levels in future elections.

If that’s what it takes to start making much needed improvements in Mexico’s education, the nation will surely welcome the return of PRI’s perfect dictatorship. Let’s hope the trade-offs (because no question, there will be major ones) are worth it.

*Arjan Shahani is a contributing blogger to AQ Online. He lives in Monterrey, Mexico, and is an MBA graduate from Thunderbird University and Tecnológico de Monterrey and a member of the International Advisory Board of Global Majority—an international non-profit organization dedicated to the promotion of non-violent conflict resolution.

Mexico is Flunking in Education

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Here is a link to my latest article on AQBlog, titled “Mexico is Flunking in Education“, published on July 25th, 2012. Please feel free to visit and comment. Here is a verbatim copy of it in case you prefer to read it on my personal blog, though I recommend actually going to the site because of additional content, other blogger’s articles, etc.

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On July 22, the Mexican Education Ministry (Secretaría de Educación Pública, or SEP) published the results for the Knowledge, Ability and Teaching Skills National Exam, the annual test the Mexican government uses to award teaching positions in the country. The outcome paints a grim picture for children seeking quality education in Mexico.

A year ago, I wrote about the fact that the test in itself is not exigent enough and that the passing grade is a meager 30 percent. Back then I took a deep dive into the way the test is structured and concluded that it was practically impossible to fail. Well the results are in, and unfortunately, I underestimated the level of ignorance in the people responsible for preparing Mexico’s youth for the challenges of tomorrow. There’s something categorically wrong in Mexico’s education system when out of 134,704 people that took this simple test, over 70 percent don’t get half of it right and only 309 (0.2 percent) get a perfect score.

Of the over 18,000 teaching-position vacancies that will be filled this year, 309 applicants are up to par based on the already low standards SEP was able to negotiate with the National Educational Workers Union (SNTE). The rest of our new teachers present huge deficiencies in curricular content (actual subject matter), scholastic competencies, logic, and/or ethics.

This test was applied in all Mexican states except Michoacán and Oaxaca, where the teacher’s union is controlled by the National Educational Workers Coordinator (CNTE), a group which has opposed teacher evaluations in general and is even more radical than Elba Esther Gordillo’s SNTE. One can only imagine what the outcome of the test would have been in these entities. And if the teachers are flunking out, it doesn’t take a genius to figure out what is happening with the students, which is good, because we apparently don’t have too many of them anyways (geniuses, not students).

Election after election, Mexico has heard the same story. In every race, candidates point to education as a critical issue and yet these promises seldom become more than empty political rhetoric. There are a number of reasons for this:

Amount of money is not the main issue. Contrary to popular belief, the education problem in Mexico has less to do with available federal budget resources and more to do with their allocation. About 5.3 percent of Mexico’s GDP goes to education. That’s more than Canada, Costa Rica and Australia and just under the United States. The problem is that while these countries actually invest in the quality of their teachers and improvements in infrastructure, Mexico’s education budget is funneled through depraved unions and very little actually seeps through to the schools.

There is no short-term incentive for long-term projects. Mexico’s federal projects and plans are created on a six-year window. Without reelection the president has no real reason to invest in a project that will not deliver tangible results during his tenure. The Minister of Education has little hopes for running for president (though Ernesto Zedillo did and won and recently Josefina Vázquez Mota had a run for the position but failed miserably) and even so, they can always blame the unions for the education having stagnated. Conversely, union leaders, which do not change every six years, have clear interests in maintaining control and power so it is in their interest to favor teachers above student development. The less that they have to hold their constituencies accountable for quality in the work, the more likely they are to continue reaping the benefits of leading the unions.

Our education system is based on memorization and not critical thinking. Students are “taught” to memorize dates and events, multiplication tables, etc. but going back to the question of quality in education, Mexico still has a long way to go. Here, the overwhelming role catholic religion plays in our children’s youth does not help at all. Mexico is not breeding thinkers or leaders; we’re raising followers and record players. We cannot keep pouring money into a system that’s broken in its core. A complete revamping of what is taught and how it is taught is needed for the system to evolve.

Myopically, low levels of education serve the political parties’ interests. It’s easier to get votes out of a dumbed-down constituency than a critical one. There is no clearer example of parties’ narrow-minded take on elections than the presidential race Mexico has just completed. Moreover, as long as our national economic projects continue to point toward cheap labor as Mexico’s source of competitive advantage, there is no real incentive to migrate to an economy of knowledge.

Literacy rates are can easily deceive. According to the CIA World Factbook Mexico has a 86.1 percent literacy rate but evidently, knowing how to read and understanding what it is that we are reading is not the same. PISA (Programme for International Student Assessment) places Mexico’s reading comprehension levels second to last among OECD countries. Canada, which spends less of its GDP on education is almost on top of the list, only bested by Finland. It’s clear that having an over 85 percent literacy rate is in itself, nothing to brag about.

What’s the solution?

More important than “what”, “who” is the key to solving the education problem in Mexico. There are at least two specific groups that need to band together in order to pressure the government to deliver on education programs.

Organized civil society has to take a more active role in ensuring that governments are accountable for what they promise. We have to demand more from our elected officials. Hopefully the social mobilization momentum created around the recent elections can be proactively directed toward this endeavor. The second group that needs to take an active role in education is not surprisingly, the private sector. More businesses need to understand that by fostering, promoting and supporting better education programs, they are investing in more wealth creation capabilities in their consumers and thus, more business. It just makes sense for big business to partner with civil society and government in implementing effective education programs which will give them return on investment in the long run.

De panzazo – Trailer de la película

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Se ve interesante y tengo interés en ir al cine para conocer más del documental. Una observación sin embargo: veo que es dirigida por Carlos Loret de Mola y por lo menos en el trailer considero que hay un elemento importante faltante en el análisis: el rol de los medios (particularmente la televisora para la que él trabaja) en estupidificar a nuestra población y proveerla de entretenimiento basura. Ojalá dentro del documental se incluya este componente.

¿Vamos al cine?

Mexico’s Macroeconomic Strength Improves its Competitiveness

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Here is a link to my latest article on AQBlog, titled “Mexico’s Macroeconomic Strength Improves its Competitiveness” , published on Sep 16th, 2011. Please feel free to visit and comment. Here is a verbatim copy of it in case you prefer to read it on my personal blog, though I recommend actually going to the site because of additional content, other blogger’s articles, etc.

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Mexico received some excellent news recently when the World Economic Forum (WEF) published its Global Competitiveness Report, calling attention to the fac that the country has made significant progress in improving its relative position in the world competitiveness rankings.
From last year to the 2011-2012 ranking, Mexico moved from 66to 58 place, an eight-spot improvement. Only seven other countries had a larger jump in the list. As competitiveness expert Beñat Bilbao explains, “(this variation) is very relevant. Fluctuations from year to year tend to be very low.”

Besides drops suffered by other countries closely competing with Mexico, such as the Russian Federation, Jordan and the Slovak Republic, Mexico’s improvement in the ranking results from progress made in efforts to boost competition and facilitate entrepreneurship by reducing the number of procedures and the time it takes to start a business. The report also mentions Mexico’s large internal market size, sound macroeconomic policies, technological adoption, and a decent transport infrastructure as helping it to move up in the WEF Report.

This is no doubt a great triumph for President Calderón. He has continuously boasted over TV messages and radio spots that his administration has invested more resources than previous governments into improving federal bridges and highways in Mexico. Calderón has also been vocal about an open market economy and sound financial policies as key ways to face the global economic crisis. According to WEF, he’s on the right track.

However, WEF also reports that Mexico’s largest shortcomings continue to hinder its capacity to compete with the strongest service economies in the world in terms of efficiency.

The obvious elephant in the room is security and the concerns it raises with regard to the ability to conduct business. As the Casino Royale tragedy in Monterrey and a number of cases in Reynosa, Ciudad Juárez and Tijuana have shown, extortion and protection quotas paid to organized crime (and presumably colluded municipal law enforcement officials) have reached a point where they have become disincentives for business and job creation in many Mexican urban areas.

Failure to comply with criminals has resulted in a number of arson attacks that have in the best cases end up in total loss for the business owner and in the worst ones, in horrific scenes with multiple civilian causalities. One newspaper in Ciudad Juárez reports that as many as 90 percent of businesses in this city to have fallen victim to protection quota extortion. The business community and government need to urgently work together to find a practical solution to this matter.

The rest of the weaknesses include an urgent need of reforms to improve education and innovation systems. From 149 countries listed in the WEF Competitiveness Index report, Mexico ranks 107th in terms of quality of education. As I mentioned in “Mexico Lowers the Bar on Education” this has less to do with budget issues and more with the system in itself. Professionalization of teachers is urgent. Addressing how the teacher’s union led by Elba Esther Gordillo (Sindicato Nacional de Trabajadores de la Educación, or SNTE) has become an obstacle for the effectiveness of the education system is a tough issue to tackle, but clearly a must.

On innovation, if Mexico is to improve its competitive position and continue migrating to a service economy, private enterprise also needs to do its part. Companies and private universities need to risk more and invest in R&D in order to improve the country’s inventive capacity. Obviously, government can help by providing research and development incentives and funding academic investigation in the public university, but historical global experience has proven that the largest breakthroughs come from the hands of private institutions, even in cases when they were government contractors. The business community needs to spearhead innovation development.

Now, while macroeconomic indicators show progress another important issue for Mexico’s long-term competitive position is definitely wealth distribution. At a current 48/100 score in the GINI index, some advancement has been made in the past 20 years but inequality remains a real and relevant issue.

The open market economy has been insufficiently capable of trickling down the wealth to the lower socioeconomic levels of society. As a result, the informal sector and organized crime’s participation in it continue to grow, feeding into impunity in a vicious circle. Raising taxes to the very few captive taxpayers (some studies indicate that only 10 percent of Mexicans pay their taxes) is not the answer. Formalizing the informal sector, thus broadening the taxation base and hence having a larger amount of government resources to development of social assistance programs, unpopular as it may be, is a sounder policy.

One last reflection: if Mexico’s competitiveness is advancing in spite of its current challenges, imagine where the country would be if it was able to effectively address and overcome them.

*Arjan Shahani is a contributing blogger to AmericasQuarterly.org. He lives in Monterrey, Mexico, and is an MBA graduate from Thunderbird University and Tecnológico de Monterrey and a member of the International Advisory Board of Global Majority—an international non-profit organization dedicated to the promotion of non-violent conflict resolution.

Mexico Lowers the Bar on Education

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Here is a link to my latest article on AQBlog, titled “Mexico Lowers the Bar on Education” http://www.americasquarterly.org/node/2606 , published on Jun 23rd, 2011.

Please feel free to visit and comment.

Here is a verbatim copy of it in case you prefer to read it on my blog, though I recommend actually going to the site because of additional content, other blogger’s articles, etc.

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It’s a common challenge in all of Latin America: run-down public school systems are insufficient, inadequate and outdated. Specifically in Mexico, negligence regarding education has widened the divide between the nation’s poorest and richest, leaving little hope for children graduating from public schools actually making a name for themselves and growing out of poverty. Mexico spends a larger portion of its GDP (about 5 percent) than countries like Uruguay, Chile and China, but it’s not about the amount of money spent. It’s the quality of education provided.

Unfortunately, the Ministry of Education (SEP) continues taking one step forward and two steps back in this regard, mainly hindered by its inability to negotiate with the ever-combatant teacher’s union (Sindicato Nacional de Trabajadores de la Educación, or SNTE) which has become a mob of ramblers who’ve taken education hostage. 

The most recent news regarding the eroding quality of our school system is an agreement reached by the SEP and SNTE on filling new teaching positions. This year the Ministry of Education and the SNTE (led by Elba Esther Gordillo) declared that candidates will be eligible to become teachers if they pass a meager 30 percent of questions on the Examen Nacional de Habilidades y Conocimientos Docentes (National Test on Teaching Skills and Knowledge).

Ironically students in Mexico need to get 70 percent or higher to pass each subject. This, however, does not seem to bother José García, a member of the Comisión Rectora de la Alianza por la Calidad de la Educación (Guiding Commission of the Alliance for the Quality of Education) of the SNTE, who blatantly defends the policies. “It’s the students who need to show they know to subject matter, not the teachers,” he says. Crazy as this may sound.

As if having a 30 percent pass grade for teachers wasn’t enough, candidates now receive a set of guidebooks to help them prepare for the test. The fact that this information is readily available online, allowed me to dig deeper into the subject and find matters to be even worse.

On the one hand, candidates are not screened from criminal records. The only documentation requested for eligibility is their university title or proof of having taken a final professional exam (depending on the grade they aspire to teach), their voter card, the CURP (a registry number), and completion of a couple of forms.  These are people who are going to have unsupervised access to our children with a lasting effect on their development. You’d think somebody would want to look into their backgrounds, right?

Moreover, it is practically impossible to fail the National Test. To cite a specific example, a high school math teacher’s exam consists of 80 questions, 20 of which are actually about math. The exam is divided into four sections: curricular content (actual subject matter), scholastic competencies, logic, and ethics. It is understandable that you would want to evaluate skills to teach, think and have a moral conscience. However, the way the exam is now set up (only requiring the candidate to have the right answer on 24 of the 80 questions) a candidate to a math teaching position could score zero on subject matter and still have a very good chance of being eligible to teach it. 

Add criminal deviance and a skewed view on ethics into the mix and guess what? He can still make it if he has logical thinking and just a little bit of scholastic skills!

Each question in the exam is followed by four possible answers, one of which is correct. Does it take a genius to point out that just based on simple probability candidates are going to get 25 percent of the answers right? It seems all we’re asking our future teachers to contribute is an additional 5 percent of brilliance (or luck).

It is no wonder that regardless of the amount of money being poured into education (and seeped through corruption into the unions), our students are less and less prepared for the challenges of tomorrow.   

*Arjan Shahani is a contributing blogger to AQ Online. He lives in Monterrey, Mexico, and is an MBA graduate from Thunderbird University and Tecnológico de Monterrey and a member of the International Advisory Board of Global Majority—an international non-profit organization dedicated to the promotion of non-violent conflict resolution.