In Mexico, 27% of young people between the ages of 15 and 17 do not attend high school, and in the state of Puebla, the percentage rises to 30%, but the gap does not stop there. Based on data from the National Institute for the Evaluation of Education (INEE), it is known that in 2011, the population of young people attending high school was 64%, while in rural communities it was 36%.
To combat such backwardness that same year, the Ministry of Higher Education created the Digital Baccalaureate, strengthening the previously called „telebachilleratos“ with this modality. This educational modality is taught in person and is supported by information and communication technologies. Its main objective is to expand the coverage of higher secondary education to rural, semi-rural, and indigenous communities. However, coverage has not guaranteed quality or reduced inequality gaps. In the first instance, Digital High Schools do not offer a physical space but use the infrastructure of other schools to teach classes. This conditions high school students to take courses mainly in the afternoons, in areas that do not have the necessary furniture to meet their academic needs.
Moreover, the education provided by these high schools is questionable in terms of quality, as it fails to prepare young people to continue with their higher education or to learn a trade or training that employs them. It is necessary to build adequate schools so that young people can have quality education and real job opportunities to improve their living conditions.
