Mexico

I.   A Brief Description of Mexican Higher Education System

In 1998, the participation rate in Mexican higher education was at 16 % of the relevant age cohort. Mexico's growth rate expanded from 5% of the age cohort in 1970 to 15% in 1996 however the majority of increased growth took place throughout the 1970s and early 1980s. In the last decade of slower growth, women have accounted for up 40% of new students. Enrollments also vary significantly by region. Participation can be as high as 25% in central states and as low as 4% in others.

The Mexican higher education system can be divided into four broad subsystems: public universities, regional technical institutes, teacher's colleges, and private institutions. In terms of student enrollments, numbers of teaching personnel, and financial resources, the public universities comprise the most important subsystem of Mexican higher education. As of 1995, public sector institutions consisted of 44 universities, 105 4-year technical institutes, and 10 2-year technical schools accounting for approximately 86% of all students. Of these enrollments 52.8 % are in the universities, 15% in the 4 -year technical institutes and a small percentage (less than 5%) are represented in short-cycle, 2-year technical institutes.

Short-cycle public sector programs are basically limited to 2-year technical schools and are not part of the university sector (as is the case with French IUTs).  They enroll only a small fraction (6,000 out of more than a million students nation- wide) of the total student population and tend to emphasize computer and applied skills for electronic and manufacturing industries as opposed to the more popular 4-year technical degrees that specialize in engineering, management, and administration. However 2-year programs have only recently been created in the last decade and could very well represent an emerging trend, as has happened in many of the newly industrialized economies in Asia. Short-cycle liberal arts degrees on par with French DUEGs do not exist in the public sector despite the fact that 50% of enrollments are in social sciences and administration. Although the minister of education has expressed desire to change this, for now, one must go to the private sector for short-cycle liberal arts and business degrees in Mexico.

Throughout three decades of expansion, tuition at public universities has been extremely low, but not free. Article 3 of the constitution is ambiguous as to whether higher education is the sole responsibility of the state. Nevertheless, tuition has always existed, though inconsistently, depending on both university and national politics. In the 1970s tuition became mainly “symbolic” in the sense that it had not increased from 1960s through periods of high inflation that eroded its real economic significance. In the 1990s, political ideology and genuine necessity prompted universities to implement moderate increases in tuition and fees. Increased enrollments, less public revenue and little private contributions have progressively resulted in overcrowding and reduced quality of facilities and instruction in most public universities, and opened the way for both an elite, and more recently, a demand-absorbing, private sector.

Tuition increases have not been uniform although cost-sharing initiatives have certainly emerged as the policy pattern. Yet, because of its size, significance, and visibility, there is a tendency by those outside Mexico to presume that what happens at Mexico’s flagship public university, the National Autonomous University of Mexico, or UNAM, is the national standard. In reality UNAM is the exception, being the only university unable to raise tuition; all other public universities to some degree have raised tuition. However, the process has been haphazard. Political and organizational autonomy of de-centralized public universities can partially explain inconsistent tuition policies both within and between universities. But another, perhaps more reconcilable, problem is that universities generally calculate tuition and fees on the basis of meeting a certain percentage of costs of a university education, not by need.

Two recent studies out of Mexico have produced similar findings that parents and students are paying for 30-35 % of the total costs of attendance (including living costs) at public universities. Very few universities, however, have good data on the per student instructional costs (which is made marginally relevant anyway by severe overcrowding of some institutions), so it is difficult to stipulate the proportion of true per-student instructional costs presently covered by tuition. 

Finally, responses to tuition increases have varied significantly by region and institution. Some attempts by universities to raise tuition were met with strong student opposition --i.e., UNAM-- while others have encountered little opposition. The result of these political and structural dynamics is that, in effect, there is no policy for fees and tuition. None of the public universities even publish tuition/fee costs on their web-sites; one must call each university and ask.

The academic and social priorities of higher education will eventually be resolved, both at the university and the national level. But once sorted out, implementation will largely rest on financial strategies that can balance needs for accessibility, equity, and quality higher education, not simply high enrollments. Still accounting for approximately 70% of total enrollments, the quality and capabilities of the public sector have been challenged by government and citizens to enhance accountability and raise standards. By shifting some costs of higher education from government and taxpayers to parents and students and increasing need based scholarships, and loan schemes when possible, some cost-sharing should be able to increase revenue and maintain accessibility. The data compiled below on Mexican student living expenditures will contribute to assessing the costs of participation in higher education.

II.  Estimated Expenses of Higher Education

MEXICO
Higher Education Expenses Borne by Parents and Students
First Degree, Academic Year 1999-00
 [National currency converted to $US
by 1999 Purchasing Power Parity $1 = Mexican New Pesos 5.61*]

Public universities Private Universities Low Public Moderate Public High Public Low Private Moderate Private High Private   Special “One-Time” or “Up Front” Fees 0 100 [$ 18] 250 [$ 45] n.a. n.a. n.a. Tuition 1,000 [$ 178] 3,000 [$ 535] 6,500 [$1,159] 13,000 [$2,317] 70,000 [$12,478] 130,000 [$23,173] Other Fees 400 [$ 71] 1,000 [$ 178] 2,500 [$446] n.a. n.a. n.a. Books & Other Educational Expenses 500 [$ 89] 1,000 [$ 178] 1,400 [$250] 700 [$ 125] 2,000 [$ 357] 3,000 [$ 535] Subtotal Expenses of Instruction 1,900 [$ 339] 5,100 [$ 909] 10,650 [$1,898] 13,700 [$2,442] 72,000 [$12,834] 133,000 [$23,708] Lodging 0 6,000 [$1,070] 15,000 [$2,674] 0 6,000 [$ 1,070] 15,000 [$ 2,674] Food 3,000 [$ 535] 6,000 [$1,070] 13,000 [$2,317] 3,000 [$ 535] 6,000 [$ 1,070] 13,000 [$ 2,317] Transportation 1,200 [$ 214] 2,000 [$ 357] 7,000 [$1,248] 1,200 [$ 214] 2,000 [$ 357] 7,000 [$ 1,248] Other Personal Expenses 2,500 [$ 446] 4,000 [$ 713] 7,000 [$1,248] 2,500 [$ 446] 4,000 [$ 713] 7,000 [$ 1,248] Subtotal Expenses of Student Living 6,700 [$1,194] 18,000 [$3,209] 42,000 [$7,487] 6,700 [$1,194] 18,000 [$3,209] 42,000 [$ 7,486]   Total Cost to Parent & Student 8,600 [$1,533] 23,100 [$4,118] 52,650 [$9,385] 20,400 [$3,636] 90,000 [$16,043] 175,000 [$31,194]

Low estimates are averages based on a single student living with parents.
Average estimates are based on single students not with living with parents.
High estimates reflect those students who are head of household, and having a car.
          
* OECD (January, 2001).  Purchasing Power Parities.  Main Economic Indicators. http://www.oecd.org/std/ppp1.pdf