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Mexico has made great strides in economic development, education expansion and boosting literacy,. To ensure future economic benefits, the government is focused on opening and liberalising industry sectors to sustain a trend of increased foreign direct investment. As a result, interest in creating an even more favorable business environment for continued global trade has become a priority, with a national English language policy. However, implementing such a plan within a decentralized education system in a country
characterised by divisive income disparity and defined indigenous populations is a formidable task, with outcomes that, in the
near-term, may not be easily gauged or measured.
Ref.
The British Council
English in Mexico: An examination of policy, perceptions and influencing factors, 2015

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The National English Programme in Basic Education, launched in 2009, is not yet mature enough to be properly assessed and measured against its central aim to teach English in pre-primary and secondary school throughout the Mexican public education system. The programme was developed to prepare Mexican school students for contemporary society that
demands citizens with the necessary competencies to face and incorporate into a globalised, constantly-changing world.
The introduction of the programme acts as acknowledgement of the need to develop adequate human
capital to satisfy ambitious national infrastructure development goals.

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English has been taught in Mexican public schools since the 1960s. The decentralisation of basic and teacher education began in May 1992 with the signing of the National Agreement for the Modernization of Basic Education.
This model ofdecentralisation has been described as based on the cooperation between the states and the federal government  agreeing to establish a national system.
This model was named the New Federalism.

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The National English Programme in Basic Education is divided into two stages that span four Cycles; the first stage focuses on Contact and Familiarisation in Cycle 1. The main purpose of the first phase is to sensitise students to a foreign
language by means of getting them involved in social practices and specific activities with the language that are carefully planned and form the basis for learning. The second stage focuses on the formative teaching of the foreign language, and takes place in Cycles 2, 3 and 4. Here the students obtain the competencies to use English in an effective way by participating in specific activities with the language, defined by and based on the social practices of the language in
different social learning environments.

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According to the British Council (2015)Younger Mexicans today are attaining higher levels of education than previous generations.
The OECD, in 2011 44% of 25 – 34 year olds had attained at least an upper secondary education, twice the proportion of 55 – 64 year olds (23%)
• The mission of the National English Programme in Basic Education is framed by the needs of ‘contemporary society that demands citizens with the necessary competencies to face and incorporate into a globalised
constantly changing world’.
• The National English Programme in Basic Education has to date been introduced in 18% of Mexican public schools reaching an estimated 6.7 million students
• To achieve its goals for teaching English across the country the Mexican government needs to recruit and train over 80,000 additional English teachers.
• Mexico has a substantial English learning market with around 20% of the population accessing English tutoring via public or private means.
• There is a correlation between occupation, level of education attained, household income and access to English language learning
• English is most widely studied during mandatory school education, undergraduate study and via private tutoring to improve employment prospects
• The greatest motivations for beginners to undertake English lessons are to improve their employment prospects (26%), to improve their quality of life (16%) and to travel abroad (16%)

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Video in Spanish. Aurelio Nuño Mexican Secretary of Education 

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Video in Spanish. Aurelio Nuño Mexican Secretary of Education 

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Excelsior TV March 15th 2016

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enseñanza del ingles en escuelas publicas

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SEP: Deficiente la enseñanza del inglés en escuelas públicas/ Vianey Esquinca

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Aurelio Nuño, secretario de Educación Pública, dijo que más la mitad de los docentes que imparten inglés en escuelas públicas tuvo una nota "insuficiente" en las pruebas de desempeño.

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The programmatic contents of the NEPBE are described as involving three different types of learning:
• “Learning to do” with the language. This corresponds to the communicative actions carried out in concrete interactive situations, which besides the production and interpretation of oral and written texts.
• “Learning to know” about the language. This involves a series of aspects, concepts, and topics for reflection on features, characteristics, and elements of the language, to “raise awareness about their knowledge. The purpose of learning more about grammar, increasing vocabulary, getting acquainted with writing conventions is to improve the students’ skills for reading, writing, speaking, and listening”.
• “Learning to be” through the language. This refers to aspects related to the role of intercultural education in general and to language diversity in particular as well as the multiple functions they carry out and the attitudes and values underlying oral and written interaction.