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EU-Mexico's cooperation in education projects for indigenous children
Escobedo, Maria Emilia ; Krausz Hladká, Malvína (vedoucí práce) ; Žídková, Markéta (oponent)
THESIS ABSTRACT Maria Emilia Escobedo Resano The first chapter will consist of a detailed description of the Cooperation Agreement, contextualizing it with the EU-Mexico former relations and the troubles both countries encountered before signing it, especially the Democratic Clause which presented a big issue for the Mexican government. The second chapter will go through Mexico's indigenous education status and the laws that improved the coverage, quality, and access to schooling. I will also present some national statistics comparing the non-indigenous with indigenous children's access to education, quality of public schools, and academic achievement . The third chapter will be about the EU's education guidelines for Mexico, explaining both projects, in which budgetary line they fall in, the funding process, and the actors involved: Non-Governmental Organizations (NGOs), Ministry of Education; and the way these projects work. All of this is in order to understand EU-Mexico's cooperation on indigenous childrens' education, how it is carried out, and the participation of different level actors. The fourth chapter will deal with the assessment of the projects; this is a crucial point for evaluating the impact on the population, the spill-over effect and the accuracy of these very specific projects for the...
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EU-Mexico's cooperation in education projects for indigenous children
Escobedo, Maria Emilia ; Krausz Hladká, Malvína (vedoucí práce) ; Žídková, Markéta (oponent)
THESIS ABSTRACT Maria Emilia Escobedo Resano The first chapter will consist of a detailed description of the Cooperation Agreement, contextualizing it with the EU-Mexico former relations and the troubles both countries encountered before signing it, especially the Democratic Clause which presented a big issue for the Mexican government. The second chapter will go through Mexico's indigenous education status and the laws that improved the coverage, quality, and access to schooling. I will also present some national statistics comparing the non-indigenous with indigenous children's access to education, quality of public schools, and academic achievement . The third chapter will be about the EU's education guidelines for Mexico, explaining both projects, in which budgetary line they fall in, the funding process, and the actors involved: Non-Governmental Organizations (NGOs), Ministry of Education; and the way these projects work. All of this is in order to understand EU-Mexico's cooperation on indigenous childrens' education, how it is carried out, and the participation of different level actors. The fourth chapter will deal with the assessment of the projects; this is a crucial point for evaluating the impact on the population, the spill-over effect and the accuracy of these very specific projects for the...
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