Direct Request (CEACR) - adopted 2020, published 109th ILC session (2021)

Human Resources Development Convention, 1975 (No. 142) - Mexico (Ratification: 1978)

Other comments on C142

Direct Request

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The Committee takes note of the supplementary information provided by the Government in light of the decision adopted by the Governing Body at its 338th Session (June 2020). The Committee proceeded with the examination of the application of the Convention on the basis of the supplementary information received from the Government this year, as well as on the basis of the information at its disposal in 2019. The Committee also notes the observations of the Confederation of Employers of the Mexican Republic (COPARMEX) and the Authentic Workers' Confederation of the Republic of Mexico (CAT), incorporated in the Government’s reports in 2019 and 2020, respectively.

Articles 1 to 4 of the Convention. Education and training policies and programmes. In its previous comments, the Committee requested the Government to provide information on results achieved under the various plans and programmes implemented with regard to vocational guidance and training. The Committee notes the supplementary information provided by the Government indicating that the Employment Support Programme (PAE), attached to the National Employment Service, developed four subprogrammes in 2019: job placement services; support for employability training; self-employment promotion; and internal labour mobility. The Government reports that, in 2020, the PAE plans to carry out three subprogrammes: (i) labour intermediation (including a labour exchange and employment portal); (ii) labour mobility of agricultural day workers (which includes the Mexico–Canada temporary agricultural workers programme); and (iii) employability training. The latter is provided at the request of and in consultation with employers who require trained staff. The Committee also notes that the Government reports on the adoption of the rules of procedure of the Ministry of Labour and Social Welfare, which set out the powers and competences of the National Employment Service and various provisions relating to the development of human resources in administrative career posts. The Committee also notes the adoption of the General Act on the professional teachers’ service, which sets forth the criteria, terms and conditions for entry, promotion, recognition and retention in the teaching service. In addition, under the decree of 11 September 2019, amendments and additions were introduced to the General Act on education and an Act was adopted on special education and early education, including for persons with disabilities. The Government also reports on the amendment of the legislation on access to science and technology, aimed at promoting the development of research and technological degree paths and the use of new information technologies in education. In addition, the website of the Labour Observatory, which is also attached to the National Employment Service, provides guidance to young people on technical and vocational studies. The Committee notes the statistical information provided by the Government on the beneficiaries of the programme and subprogrammes. The Government also provides information on the training to access and remain in the public administration and on the number of beneficiaries of the training. In its observations, the CAT reports that, because of collective bargaining, education and training have become general principles at the workplace. The CAT also considers that education and training paid for by the employer should be extended to a greater number of workers.

The Committee also notes the Skills-Based Human Resources Training Programme (PROFORHCOM) 2014–2021 of the Ministry for Public Education, whose main objective is to increase the employability of technical education graduates, taking into account labour market demands and the interests of young people. The programme provides support to higher secondary education for the technical baccalaureate and technical vocational baccalaureate, and in employment training centres. The programme is implemented through various institutions, such as the Centres for higher secondary technical education, the National College of Technical Vocational Education (CONALEP) and the General Directorate for Employment Training Centres (DGCFT). It thus aims to strengthen the national skills system by improving the National Council for Labour Skills Standardization and Certification (CONOCER) to enable it to strengthen labour productivity and guide labour training. The Committee notes that under this programme, as of 30 June 2019, 64,802 teachers had been trained, and 43,570 grants for vocational work experience, 7,125 grants for dual training, 13,890 job training grants (CAPACITA T) and 3,137 grants for entrepreneurs had been awarded, among others; 84 degree courses were updated and various studies were conducted to strengthen productive sectors and build skills in the energy, aerospace, telecommunications, electrical and electronic sectors. The Committee also notes the establishment in 2017 of the Education Innovation Network (RIE360), aimed at achieving coordination between academic and higher education institutes to improve university programmes and take better account of current needs and technological innovations. The Committee requests the Government to continue providing updated information on the policies, laws and administrative regulations adopted that include specific provisions on vocational guidance and training, and on their impact. The Committee also requests the Government to provide information on the systems for general, technical and vocational education, and educational and vocational guidance, to allow for an overview of the occupational guidance and training systems. In addition, the Committee requests the Government to describe how effective coordination is ensured between the occupational education and training policies and programmes developed by the Ministry of Education and the Ministry of Labour and Social Welfare, or other relevant body on the one hand, and employment and public services on the other hand.

Article 3. Young persons and persons with disabilities. The Committee notes the “Young People Building the Future” programme, targeting young persons between 18 and 29 years of age who are not studying or working. The programme comprises two components: education for young people who wish to pursue university studies, and employment training linking young persons with workplaces where they receive training and mentoring for one year. Under the programme, monthly grants are awarded to young persons to enable them to receive one year’s training in enterprises, public institutions and social organizations, where they are trained in skills development to enable them to transition into the world of work. The beneficiaries also receive medical insurance from the Mexican Social Security Institute, which covers accidents, illness, maternity benefits and occupational risks for the duration of the programme. The Committee requests the Government to continue providing information on the training programmes that specifically target young persons, specifying whether and to what extent they are also accessible for persons with disabilities. It also requests the Government to provide statistical information on the beneficiaries of such programmes disaggregated by sex, as well as information on how access for women to technical and scientific degrees is promoted.

Article 5. Cooperation with the social partners and dual vocational training. The Committee notes Agreement N 06/0615, establishing the dual training system as an educational option in higher secondary education. The Commission notes with interest that COPARMEX works with educational institutions and enterprises within the framework of such dual training, in particular with further technical education colleges and technological universities. In its observations, COPARMEX indicates that, in such training, particular account is taken of the influence of technology on productive processes, mechatronics and prospects for the “fourth industrial revolution”, and its impact on employment. The Committee notes that, according to the Mexico country profile on TVET, presented to UNESCO and prepared with support from CONALEP, this dual education programme is being developed in collaboration with the German Federal Institute for Vocational Education and Training in 11 economic sectors. The Committee requests the Government to provide supplementary information on the functioning and impact of the dual education system and the economic sectors in which it is being developed. In addition, it requests the Government to forward information on any cooperation that exists between workers’ and employers’ organizations in the formulation and implementation of vocational guidance and training policies and programmes.

Occupational education and training during the COVID-19 pandemic. In the context of the global COVID-19 pandemic, the Committee recalls the guidance provided under the Human Resources Development Recommendation, 2004 (No. 195). The Committee invites the Government to provide information on the impact of the pandemic on vocational education and training in Mexico and on the measures and best practices adopted by the Government and the social partners (for example, innovative tools for remote training and continuous learning) to confront the current challenges, and how equality of opportunity and treatment has been ensured in such circumstances.