Higher education in transition

Following Second World War, higher education in Mexico began a process of modernization and diversification that when completed had fundamentally altered the profile of the traditional university. The end result was a system of education, much more sophisticated (administratively, managerially, and academically), complex and diversified, and that offered more options for education and training than the system prior to WW II. Subsequently this gave new social groups access to higher education for the first time thereby redefining the social profile of the student body. However, in recent years these early progressive developments have been threatened by shifts in the ideological, political, and social spheres. New possibilities, including reduced funding and a shift in program emphasis, bring new challenges that must be acknowledged to continue to build on its past successes. It is necessary to review the history and development of higher education in Mexico. It is possible to distinguish two basic stages in the development of a modern system of education in Mexico from the postwar period to the present. The first phase began in the 1950s and continued until the end of the '80s.

The degree of expansion can be more fully grasped by considering that in 1950, the student population in Mexico at the undergraduate level was under 30,000. This figure represented, at that time, 1.3 percent of the eligible student population between 20 to 24 years of age. Only six years later, enrolment doubled! This is a dramatic expansion. By I960 there were more than 80,000 students at the undergraduate level. Over the two decades between 1950 and the end of, there was a high annual growth rate of 9.7%. Four more universities were originated /set up / established in that period and despite the fact that universities were established outside Mexico City to meet regional demand (a sharp growth in educational access), more than half of university enrolment at the end of the '60s remained in the capital; During the time, universities in Mexico were further reformed and the gaze of academics turned outward. Various changes were initiated they both consolidated the strength of academic institutions and began an internationalization of education that has continued to this day.

Education in Mexico internationalized in another sense. Since the early 60s, the Mexican higher educational system has become more sensitive to international trends. A number of factors contributed to this growing sensitivity. On the one hand, curricula expansion and strengthening of graduate studies turned the attention of scholars to developments mother countries. This made students and their instructors sensitive to international trends and allowed development in other countries to "invade" the institutional structure in Mexico. Another valid factor was the development of study programs that allowed and encouraged, international scholarship or student exchange. In short, Mexican universities participated in wider social and political shifts that attempted to leverage infrastructure development. The internationalization of Mexican education occurred within the guiding framework that research should contribute to Mexican economic, social and cultural development. The 1970s continued the cycle of expansion. This decade was characterized by generalized growth of the educational system and an unprecedented expansion in proportion of students, professors, support workers and facilities.

In addition experiments with different modalities, the vocational orientation of the school population has undergone changes. Compared to strictly academic disciplines, the technical side of higher education has enjoyed a much higher rate of growth. In addition, while the enrolment distribution in major areas of knowledge has remained stable, there has emerged new disciplinary focuses in fields of applied sciences, technology and computer science, and new academic and graduate programs were created which focused mostly on "marketable" disciplines.

Another fundamental trend since the late '70s has been the shift in the balance between the public and private systems of education in Mexico. During this period, for example, the number / proportion of new private institutions expanded rapidly. This is a valuable tendency and it is important to keep a close eye on the development of alternatives outside the public sector. First, this expansion of private sector educational facilities suggests that the private sector is gearing up to replace (or at least supplement to a great extent) the traditional education system in Mexico. While many might not see this as a threat, preferring instead to focus on the fact that this reduces the public cost of education, still it's important to note that shifts in the balance might have a dramatic impact on both the form and contents of the higher education system in Mexico.

What might this impact be? It is certainly too soon to tell. However controversially, there is a potential to alter the availability of certain types of education in Mexico. Typically, private institutions are limited both in terms of course offerings, and also in terms of the provision of facilities and human resources. Private institutions, operated on the profit model, tend to provide "practical" courses geared towards the requirements of the labor market and capital. There is less concern with liberal arts, philosophy, and basic research. Also, as some have pointed out, the shift to short-term market orientated education could potentially undermine the long term competitiveness of the country's scientific infrastructure by removing incentives to engage in critical basic research.

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