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dc.contributor.advisorKrausz Hladká, Malvína
dc.creatorEscobedo, Maria Emilia
dc.date.accessioned2017-04-27T04:38:48Z
dc.date.available2017-04-27T04:38:48Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/20.500.11956/34332
dc.description.abstractTHESIS 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...en_US
dc.languageEnglishcs_CZ
dc.language.isoen_US
dc.publisherUniverzita Karlova, Fakulta sociálních vědcs_CZ
dc.subjectEUcs_CZ
dc.subjectMexicocs_CZ
dc.subjecteducation projcetscs_CZ
dc.subjectEUen_US
dc.subjectMexicoen_US
dc.subjecteducation projcetsen_US
dc.titleEU-Mexico's cooperation in education projects for indigenous childrenen_US
dc.typediplomová prácecs_CZ
dcterms.created2011
dcterms.dateAccepted2011-06-20
dc.description.departmentDepartment of Political Scienceen_US
dc.description.departmentKatedra politologiecs_CZ
dc.description.facultyFaculty of Social Sciencesen_US
dc.description.facultyFakulta sociálních vědcs_CZ
dc.identifier.repId107020
dc.contributor.refereeŽídková, Markéta
dc.identifier.aleph001651547
thesis.degree.nameMgr.
thesis.degree.levelnavazující magisterskécs_CZ
thesis.degree.disciplineInternational Economic and Political Studiesen_US
thesis.degree.disciplineMezinárodní ekonomická a politická studiacs_CZ
thesis.degree.programInternational Economic and Political Studiesen_US
thesis.degree.programMezinárodní ekonomická a politická studiacs_CZ
uk.thesis.typediplomová prácecs_CZ
uk.taxonomy.organization-csFakulta sociálních věd::Katedra politologiecs_CZ
uk.taxonomy.organization-enFaculty of Social Sciences::Department of Political Scienceen_US
uk.faculty-name.csFakulta sociálních vědcs_CZ
uk.faculty-name.enFaculty of Social Sciencesen_US
uk.faculty-abbr.csFSVcs_CZ
uk.degree-discipline.csMezinárodní ekonomická a politická studiacs_CZ
uk.degree-discipline.enInternational Economic and Political Studiesen_US
uk.degree-program.csMezinárodní ekonomická a politická studiacs_CZ
uk.degree-program.enInternational Economic and Political Studiesen_US
thesis.grade.csDobřecs_CZ
thesis.grade.enGooden_US
uk.abstract.enTHESIS 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...en_US
uk.publication.placePrahacs_CZ
uk.grantorUniverzita Karlova, Fakulta sociálních věd, Katedra politologiecs_CZ
dc.identifier.lisID990016515470106986


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