Implementation and evaluation of the Comprehensive Reform of Upper Secondary Education in Mexico (2008-2018): Progress, resistance, and lessons for the future

Abstract

This article analyzes the implementation of the Comprehensive Reform of Upper Secondary Education (RIEMS) in Mexico (2008-2018) as an effort to improve educational quality through a competency-based approach. The reform aimed to establish a common curricular framework (MCC) that fostered the development of generic, disciplinary, and professional competencies, emphasizing the holistic education of students. Additionally, mechanisms for teacher professionalization were introduced through the Teacher Training Program for Upper Secondary Education (Profordems) and competency certification (Certidems), while educational institutions were evaluated through the National High School System Quality Registry (PC-Sinems) by the Council for the Evaluation of Upper Secondary Education (Copeems) with the support of Evaluation Support Organizations (OEA). The study employs a documentary and historical-critical analysis approach, reviewing government agreements, decrees, institutional reports, and academic literature. Findings indicate that while RIEMS achieved progress in curriculum standardization, teacher training, and school evaluation, it faced significant resistance in its implementation, ultimately leading to its cancellation in 2019. However, the article argues that the new Federal Government initiative, the “Comprehensive Plan for the National High School System of the New Mexican School” set for 2025, which aims to consolidate educational subsystems into two and establish a single digital high school certificate, may recover some key elements of RIEMS. Despite controversies, the authors conclude that the reform provided valuable lessons on the importance of a flexible, contextualized, and sustainable educational approach in Mexico’s upper secondary education system.