The Physical Education Infrastructure Supported with the Multiple Contributions Fund of Technological and Polytechnic Universities in Mexico from 2000 to 2018

This article describes the application of the Higher Education Multiple Contributions Fund for the Technological and Polytechnic Universities in Mexico from 2000 to 2018. This information was obtained from the Ministry of Public Education and from the General Office of Technological and Polytechnic Universities. The variables for this analysis were: the federal resource investments on physical infrastructure conducted for each fiscal year for the aforementioned period, and the evolution of enrolled students. A quantitative method was used, non-experimental, transactional, descriptive. The analysis universe was 179 universities from the technological and polytechnic universities. There was a comparison conducted of the resources invested in the Multiple Contributions Fund on infrastructure and the yearly enrolled students in the subsystem. Based on this information, this paper describes if there is a relationship between the increase of students enrolled and the authorization of federal resources for the Higher Education Multiple Contributions Fund. The results obtained in the years from 2000 to 2018 were taken into consideration where the number of students enrolled in universities increased by 851%, and the cost per student invested in the fund decreased −88.04%. Results indicate that there is no relationship between the application of investment in education infrastructure and the evolution of enrolled students.


Introduction
The purpose of this review is to describe the investment of federal resources in the universities of the Technological and Polytechnic University Subsystem (CGUTyP) in Mexico, and its relation with the growth in the number of enrolled students in those technological and polytechnic institutions from 2000 to 2018.
The global economic competition in which Mexico is involved, requires that students enrolled in technological and polytechnic universities have specialized work competencies in order to be immersed in the work market (Schwab, 2016). Therefore, it is crucial to analyze the correct application of public policies in higher education at a federal and state level to determine whether the education infrastructure investment programs match the demands and needs of the enrolled students (Sarur Zanatta, 2018).
The rapid growth in the number of enrolled students in the technological and polytechnic universities in Mexico, together with the lack of state and federal public investment in academic facilities has caused a lack of facilities and equipment that are so necessary in order to be able to offer top notch higher education regarding the competency based education model. Therefore, our objective would be to observe the lack of public investment for infrastructure in the 2000- Mexico has been a permanent member of the United Nations Educational, Scientific and Cultural Organization (UNESCO) since 1946, and together with the Ministry of Public Education aligning its programs in order to strengthen education, science, and technology through inclusive and quality education, among other things. The purpose of the UNESCO is to establish social responsibility in higher education institutions by providing proposals for programs, goals, and actions to be followed, in order to achieve pertinence in areas where new public institutions are established through the academic programs (UNESCO, 1998). The purpose of this is to have the adequate physical infrastructure and education services necessary to guarantee the minimal conditions to generate more solid and inclusive growth, to elevate education quality and coverage, and to establish the timely measuring mechanisms of results through indicators (UNESCO, 2017). In accordance with Objective 4 of the 2030 Agenda (UN, 2015) for the sustainable development which seeks to guarantee inclusive and equal education, and Goal 4.A which indicates the need to build and improve education facilities in such a way that they are inclusive (UNESCO, 2017).
This research was conducted with a quantitative methodological approach with a descriptive analysis to validate the application of the investment of the Multiple Contributions Fund (Hernández, Fernández, & Baptista, 2014). We analyzed the authorization of resources to the Higher Education Multiple Contributions Fund (FAM) in technological and polytechnic universities, and we also investigated the increase of enrolled students in the universities from 2000 to 2018.
The FAM provides federal resources for physical infrastructure in public education schools at the Basic, Middle, and Higher education levels. For this research we only took into consideration as reference the resources authorized for the higher education levels and, those granted to the Technological and Polytechnic University Subsystem.
To assess efficiency thoroughly, we analyzed the direct relationship between the variables herein, with the FAM Fund objective, which seeks to provide infrastructure to higher education (SEP, 2017).
The FAM program was analyzed, by relating the information contained in the Annual Authorized Budget for Higher Education Infrastructure in the CGUTyP, and the number or yearly enrolled students recorded in the education subsystem.
This data was analyzed, observing if the granting of resources to the CGUTyP, is related to the increment of enrolled students, looking for a relationship if a variable increases, the other one will increase, too. If there is a higher number of enrolled students, the number of resources should be larger (Delgado, 2018).

Higher Education Multiple Contributions Fund Program (FAM)
There has been an improvement in the public financing mechanisms to grant public resources. The government has defined programs to distribute financing by taking into consideration criteria that will consider quality and efficiency controls of the institutions (Márquez, 2004). Firstly, for the allocation of FAM resources, the CGUTyP established 3 parameters: the first one establishes the growth stages for each institution. First, with the construction of a two-level Academic Teaching Unit for a 900-student capacity. A second one, related to a Laboratory and Workshop Unit, and the third one being that an Information and Documentation Center (Library) is provided.
Once these facilities are in place, a professional training service is provided following a series of quality standards. The second parameter is to fulfill the infrastructure limitations that some institutions have due to an extraordinary growth in the number of enrolled students. The third parameter is to strengthen the bi-

Method
The analysis method used is exploratory, quantitative, non-experimental, transectional, of a descriptive scope, where the following variables are analyzed: the designation of public federal resources from the Higher Education Multiple Contributions Fund (FAM), and the assessment of the number of enrolled students in the CGUTyP. The analysis technique was developed in three stages: first stage, in which an exploratory technique was used to analyze a short studied issue (Hernández et al., 2014), in which a lot of doubts arrive. The second stage, where the descriptive method was used and in which data was obtained; and the third stage where there was a cross comparison made between results for the provision of data.
The descriptive method is specified by properties, characteristics and people's profiles, groups, communities, processes, objects, or any other phenomenon subject of analysis. It has as purpose its utility to show angle or dimension precision of a phenomena, community, context, or situation (Hernández et al., 2014). This research applied an exploratory approach, where we obtained statistical data, and it is also descriptive because it establishes FAM investment data.
The data provisioning procedure was conducted by the reading and processing of statistical data sources related to public finances and governmental spending. We

Results
The  The public expenditure of the FAM fund in the university subsystem, shows that the federal government has not increased the number of resources between school terms. Thus indicating that there is not a logical allocation of the funds. This, due to the fact that there have been increases and decreases between periods without a logical application of public resources.
During the period of 2000 to 2018, the annual growth rate of the fund has had several variations. This indicator shows the capacity that the subsystem has to support the demand for physical infrastructure. A positive growth rate indicates an increase in the capacity of the education system (UTSEP, 2018). Negative growth rates indicate a smaller attention between school terms (See Table 2).

Number of Enrolled Students in the Technological and Polytechnic University Subsystem for 2000-2018
Technological and polytechnic universities were created as a response to the increase in the national needs for higher education facilities. As a result of this, the number of enrolled students grew uncontrollably. Consequently, there was also an increase in the need for infrastructure and equipment necessary to ensure the proper performance of the education centers.
According to statistical information provided by the General Coordination of Higher University Education of the Ministry of Public Education (CGUTyP, 2018), by September 2018 there was a recorded number of 344,028 students enrolled in the technological and polytechnic university subsystem (See Table  3).  Findings show that due to the rapid increase in the number of enrolled students in the university subsystem, there was a larger budget allocated to the construction of new academic facilities and equipment. However, the increase in the number of enrolled students was much higher, therefore education facilities resulted insufficient.
Regarding the annual national growth rate in the number of enrolled students from 2000 to 2018, there has been an average yearly increase of 13.55%. Regarding the growth percentage of the accumulated number of enrolled students, there has been an 851% increase, considering as initial reference the year 2000 to 2018 (See Table 4).

Cost per Student for the Higher Education Multiple Contributions Fund (FAM)
Another indicator that was analyzed was the cost per student regarding the designation of the FAM program. This proved that since there was such an enormous growth in the number of enrolled students, the indicator resulted in a significant decrease in the amounts allocated per students, thus proving a lack of resources due to the level of enrolled students in the subsystem.
Regarding the average cost per student invested by the fund, it was determined by dividing the cost of the total fund over the total number of enrolled students. It averaged $20,012 pesos in 2000, whereas in 2018 it was only of $2497 pesos. This resulted in a decrease of 88.04% (See Table 5).

Conclusion
Mexico Despite the fact that there is a published formula for the distribution of the FAM subsidy for the technological and polytechnic university subsystem, the findings in the variation of authorized FAM resources between school terms in relation to the annual growth rate (Table 2), show that there is no logical allocation of this resource.
We also found that the granting of the resources in this subsystem is not correlated to the increase in the number of enrolled students between the periods. The enrolled student variable is not related to the annual authorized budget. There is an insufficient budget regarding the number of enrolled students.
In the observation of the trends contained in this information, we found that there is no continuity in the application of public education policies regarding FAM physical infrastructure.