Resultados de una política orientada hacia la equidad y calidad de la educación primaria para las niñas y niños jornaleros migrantes.

This paper focuses on the main problems shown by education offered to rural, migrant children in Mexico. The analysis begins with a critical review on the central criteria of education policy directed towards the search for enhancing educative opportunities and the betterment of quality in services for the most vulnerable sectors of the national population. The political principles are confronted with the results of an external evaluation of the Programa Educación Primaria para Niñas y Niños Migrantes (PRONIM), which is the educative program that presents a wide range of coverage and attends most of these children in Mexico. This article analyzes some of the most important results achieved by the PRONIM during 2004, and emphasizes the incongruence of the government policy, expressed in: scarce resources provided to Mexican states to program operation; lack of regional equality regarding the assignation of financial resources; precarious school spaces; depressing work conditions for teachers; and the lack of adequate pedagogic and didactic proposals. Those factors, among other, conjugate with some external aspects of the educative system, producing an increasing reduction in the access opportunities, continuity and school achievement of this children population. The paper intends to show the distances and challenges to sort out in order to be in possibility of achieve a fairer and more comprehensive primary education for the children of migrant rural workers. [ABSTRACT FROM AUTHOR]