The Secretaría de Educación Pública or SEP (Ministry of Education) in Mexico has traditionally been known for being slow, over-bureaucratized and square-minded. Low quality levels are reflected year after year through a series of international comparative studies. One need only consult the results of the PISA (Programme for International Student Assessment) to see in disgust how Mexico’s constant is to come up last in the OCDE countries year after year.

Vidal Garza, a friend and editorialist for a major newspaper in Mexico, writes that the problem is even more apparent when you look at the amount of money we spend on our public schools: “Mexico invests 5 percent of its GDP on public education. The average annual expense per student in elementary school is $1,604, yet we fare deficiently in PISA. We do worse than Uruguay, Chile and China, which actually spend a lot less per student.”

To make things worse, The SEP (and Mexico as a whole) is in a constant battle with the SNTE, Sindicato Nacional de Trabajadores de la Educación, a corrupt teacher’s union that promotes strikes and teacher absenteeism as a the means to advance a political agenda. SNTE has filled our public schools with undedicated, unqualified and mediocre people who should not even have the honor of being called “teacher.” Granted, this is a generalization but a real one. I have met a couple of very good teachers in the public system; unfortunately today they are a rare breed.

It is no secret that we need to improve productivity in terms of education in Mexico. That’s why I was pleased to see a spark of progressive thinking on the part of SEP when I learned that they will be instituting a program to identify overachievers and children with higher intellectual proficiency in elementary schools with the intent to “credit, promote and advance them” in an accelerated manner. For example, if a child in 3rd grade shows the intellectual capacity of a 6th grader, the program will identify, prepare and eventually advance him/her to a 6th grade classroom. SEP estimates that around 10 percent to 15 percent of kids could benefit from this program.