What is the initiative and where is it implemented (city or country, for example)?
The Education Model for Life and Work (Modelo Educación para la Vida y el Trabajo, MEVyT) is an innovative basic education model for youth and adult learners in Mexico. The programme is a cooperative effort of the National Institute of Adult Education (INEA) and Federal States Adult Education Institutions (IEEAs) and was launched in 2001. It offers an opportunity for youths and adults who do not have sufficient formal education to renew their studies through distance education and other means of learning. Participating in the programme gives the learners an opportunity to obtain accredited and officially recognized 6th- and 9th-grade qualifications.
The key component of the programme is literacy learning combined with skills training, creating a flexible model of autonomous learning. It offers not only basic modules on language and certain skills but also special modules designed for disadvantaged social groups, promoting inclusivity. In addition to developing basic and essential skills and facilitating individual development, as well as building an inclusive community, it aims to promote gender equality, raise awareness of human rights and strengthen humanistic values that ensure good citizenship (UIL, 2016).
How was the initiative established? How was it implemented?
The initiative was established in an attempt to satisfy the demand for adult learning and provide an opportunity to obtain basic qualifications to people who could not benefit from formal education.
Since 2000, around 3,500 community learning spaces/ centres have been established nationwide. As part of the initiative, INEA has provided mobile community learning spaces (buses fitted with computers, wireless LAN, videos and television sets), as well as standard community learning spaces equipped with computers and library facilities that encourage the acquisition of ICT skills and promote ICT-based learning.
The flexibility of the module-based learning system enables learners to adjust the curriculum to their needs and base their learning on prior knowledge, skills and experiences (UIL, 2016).
The programme is divided into three levels:
- initial, corresponding to basic literacy level;
- middle, corresponding to primary education;
- advanced, an equivalent of secondary education.
The modules in turn are divided into basic, diversified, and alternative categories to accommodate the needs of all social groups that could benefit from the programme (OECD, 2004).
The learning process is facilitated by trained instructors, whose input has to be minimal owing to a learner-centred approach; authentic self-study materials such as magazines, newspapers and visual aids are used to increase learner’s motivation – hence they are provided for free. Each chapter of a learning module is finalized with a self-evaluation test.
Accessibility of materials makes it entirely possible to study at home; however, there is an option of learning exchange through a free Internet platform provided by the Autonomous University of Mexico (UNAM) (UIL, 2016).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
A variety of stakeholders are involved in the implementation of the programme, the key figures being the National Institute of Adult Education (INEA) and Federal States Adult Education Institutions (IEEAs). Both public and private sectors are represented by local governments, various non-governmental organizations, educational institutions and private companies providing learning materials, as well as employment for the participants of the programme (UIL, 2016).
What are the impacts of the initiative in terms of facilitating lifelong learning? Whom does it benefit and how?
The MEVyT was adopted by all 32 states in Mexico in 2004, becoming the fully institutionalized component of the National Development Plan. In 2005, the facilitators were provided with 179,000 training modules, and in 2006 4.469 million modules for learners were produced. In the following year, 165,000 facilitators were granted 165,000 training modules, and learners received 5.5 million modules.
The impact of the programme is evident in the constant annual increase in the total number of participating learners. In 2005, the number of adults and youths who were actively involved in the programme reached 1,411,686, which constitutes 4.6 per cent of the illiterate or semi-literate populations. Ninety-two per cent of the learners reported satisfaction with the modules and listed positive impacts that the programme has had on their lives. For example, for the majority of the participants, engagement in the programme improved their quality of living, gave them a better understanding of health issues and healthcare, improved their social networking skills and provided them with an opportunity to establish healthier relationships with the people around them. The programme significantly improved the participants’ self-esteem, enhancing the sense of achievement, thus increasing their motivations for lifelong learning. Other benefits include career advancement due to obtaining necessary qualifications and improving their skills, with 63 per cent of the learners being promoted in their place of work. Enhanced knowledge of human rights and citizenship led to more active engagement in local activities and community building. Moreover, improved literacy skills provided the learners with an opportunity to take better care of their children’s education and support their learning process (UIL, 2016).
References
OECD, 2004. Thematic review on adult education. Mexico. [PDF] Paris, OECD. Available at: www.oecd.org/mexico/36057240.pdf [Accessed 1 June 2021].
UIL, 2016. Education Model for Life and Work, Mexico. [Online] Hamburg, UIL. Available at: https://uil.unesco.org/case-study/effective-practices-database-litbase-0/education-model-life-and-work-mexico [Accessed 1 June 2021].