education in their own language. Besides, in the last paragraph of the document, it must not be asked only that the dominant population have the opportunity to learn an indigenous language but that this is part of all school’s educative plans. Otherwise, the bilingual education could become into a segregation system with an inferior quality against any principle of equality and non-discrimination in which this document is based on. If the indigenous languages are part of all schools, societies could be democratised by not only recognising the indigenous culture, but also, by expanding the job opportunities for indigenous people as professors in non-bilingual schools. Lastly, in addition of incorporating the history and culture of indigenous and afro-descending people in educational plans and ending racists portrayals of them in educational texts, non-white students studying in the best and predominantly white schools must be incentivised. The Ecuadorian education system, just as any other Latin American country, is highly segregated and middle- and upper-class children rarely have any social contact in equality with afro-descending and indigenous people. It could be incentivised that private schools grant scholarships and implement positive discrimination measures in their education system. I believe that the issue of affirmative action must be emphasised in this document. For example, to say in page two, second to last paragraph: “such measures are mandatory in racially and ethnically segregated systems”.