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1. Inequality in Chile: Perceptions and Patterns

Author:
Ignacia Lecaros, Daniela Paz Cruzat, Ricardo Pommer Muñoz, Pablo Tillan, and Michael Walton
Publication Date:
09-2023
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
Chile has pioneered many things: a market-oriented, “neoliberal” approach to development; an impressive transition from authoritarianism to democracy; innovations in social policy; and an extraordinary series of street protests between 2006 and 2019. While often lauded as a model of economic and social development, the protests reflect acute concerns over perceived failures in the Chilean political, economic and cultural system, concerns that were profoundly inflected with issues of inequality and lack of fairness. To inform this contrast, this paper undertakes a systematic assessment of the perceptions and perspectives of Chilean citizens, both in the context of the protests and in their broader expressed views in surveys. The core theme is that “the street was right”, in the specific sense that the protests reflected much wider sentiments across social classes over perceived inequities in economic advancement, social provisioning, and the undignified “treatment” by state actors and elites. The paper then compares these perceptions with some of the “objective” measures of inequality. While alternative measures indicate modest declines in some measures of inequality, Chile remains a very high inequality society, in relation to income, wealth, and education. These perceptions and patterns are central to Chile’s current development challenges, in ways that resonate with the position of many countries in today’s polarized environment. This is the first of two papers, with the sequel exploring the underlying drivers of inequality and implications for policy direction.
Topic:
Education, Health, Inequality, Protests, State, Perception, and Fairness
Political Geography:
South America and Chile

2. Education as an Opportunity for Integration: Assessing Colombia, Peru, and Chile's Educational Responses to the Venezuelan Migration Crisis

Author:
Katharine Summers, Jessica Crist, and Bernhard Streitwieser
Publication Date:
03-2022
Content Type:
Journal Article
Journal:
Journal on Migration and Human Security
Institution:
Center for Migration Studies of New York
Abstract:
With over 5 million Venezuelans fleeing their home country, Latin America is facing the largest migration crisis in its history. Colombia, Peru, and Chile host the largest numbers of Venezuelan migrants in the region. Each country has responded differently to the crisis in terms of the provision of education. Venezuelan migrants attempting to enter the primary, secondary, and higher education systems encounter a variety of barriers, from struggles with documentation to limited availability of spaces in schools to cultural barriers and xenophobia. This paper examines the distinct educational policy responses to Venezuelan migrants in Colombia, Peru, and Chile. It begins by contextualizing the current crisis through a sociopolitical and economic analysis of the origins of the Venezuelan migration phenomenon. Venezuelans are not officially and legally recognized as refugees by the UNHCR. Refugee status is considered on a case-by-case basis at the country level. The regional coordinating bodies tasked with promoting safe, orderly, and legal migration of Venezuelans to host countries have given uneven attention to education. This paper examines each country’s response to Venezuelan migrants from a human rights perspective. It provides sociopolitical context and discusses the specific educational offerings from the primary to tertiary levels in Colombia, Peru, and Chile. It considers alternative or flexible education models, second shift schools, access to school transportation and feeding programs, and teacher training opportunities that cater to the growing migrant population. It explores barriers to entry into the educational system, including documentation challenges due to legal and enrollment requirements, constraints on the host countries’ education systems, and discrimination due to lack of intercultural training and xenophobia. It also discusses challenges related to the quality of the educational opportunities for Venezuelan migrant children, and the specific needs of these children. This paper considers several ideas to protect Venezuelan migrants’ rights to an education and to strengthen their integration. Finally, it offers recommendations on sustainable education solutions for Venezuelan migrants at all levels in the three countries. These recommendations include improving information sharing, addressing structural bottlenecks to school enrollment, and expanding pathways (existing and complementary) to higher education.
Topic:
Education, Migration, and Humanitarian Crisis
Political Geography:
South America and Venezuela

3. The Short-Term Labor Market Impact of Venezuelan Immigration in Peru

Author:
Celia P. Vera and Juan Pablo Jiménez
Publication Date:
10-2022
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Peru is the second-largest recipient of Venezuelans worldwide. We combine newly available data on Venezuelans living in Peru and the Peruvian Household Survey to assess the impact of Venezuelan migration on natives’ wages and employment. The initial regression analysis exploits the variation in supply shifts across education-experience groups over time. It indicates that immigration in Peru had no adverse impact on native wages. However, the paper highlights that in Peru immigrants and natives with similar education and experience are likely to work in different occupations. The subsequent analysis based on occupational clustering confirms the null effect on wages and indicates that a 20% increase in immigrants decreases formal employment by 6%. We do not find evidence for changes in employment composition toward informality so that migration operates through the extensive margin of employment. We report evidence in favor of immigrants being a close substitute to the least productive natives, suggesting that firms substitute native formal labor for low-cost immigrant informal labor.
Topic:
Education, Immigration, Labor Market, and Informal Economy
Political Geography:
South America, Venezuela, and Peru

4. A decomposition method to evaluate the ‘paradox of progress’ with evidence for Argentina

Author:
Javier Alejo, Leonardo Gasparini, Gabriel Montes-Rojas, and Walter Sosa-Escudero
Publication Date:
12-2021
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
The ‘paradox of progress’ is an empirical regularity that associates more education with larger income inequality. Two driving and competing factors behind this phenomenon are the convexity of the ‘Mincer equation’ (that links wages and education) and the heterogeneity in its returns, as captured by quantile regressions. We propose a joint least-squares and quantile regression statistical framework to derive a decomposition in order to evaluate the relative contribution of each explanation. The estimators are based on the ‘functional derivative’ approach. We apply the proposed decomposition strategy to the case of Argentina 1992 to 2015.
Topic:
Economics, Education, Inequality, Quantile Regression, and Paradox of Progress
Political Geography:
Argentina and South America

5. CoronaShock and Education in Brazil: One and a Half Years Later

Author:
Tricontinental: Institute for Social Research
Publication Date:
08-2021
Content Type:
Working Paper
Institution:
Tricontinental: Institute for Social Research
Abstract:
This dossier seeks to assess the effects of CoronaShock on education in Brazil, in particular how a mercantile logic advanced through the pandemic and how large corporations in the sector took advantage of the crisis. It documents the actions of private corporations, changes in the educational model, the impact on workers in the sector, and the challenges facing a programme of struggle.
Topic:
Education, Governance, Pandemic, and COVID-19
Political Geography:
Brazil and South America

6. The Effectiveness of School Closures and Other Pre-Lockdown COVID-19 Mitigation Strategies in Argentina, Italy, and South Korea

Author:
Claudio Neidhofer and Guido Neidhofer
Publication Date:
08-2020
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
The rapid spread of COVID-19 forced policy-makers to swiftly find solutions to reduce infection rates and keep mortality as low as possible. Empirical analyses on the effectiveness of control measures are hereby of primary importance. School closures were among the earliest measures enacted by the governments of most countries. However, while schools are now reopening in many countries, the impact of school closures on the course of the epidemic is still an open question. Adopting parametric and non-parametric synthetic control methods we estimate the effectiveness of pro-active school closures, and other early social distancing interventions, in three countries that reacted relatively early during the course of the pandemic. Our findings suggest that these interventions were effective at reducing the mortality rate of COVID-19, especially when enacted early.
Topic:
Education, Public Health, Pandemic, and COVID-19
Political Geography:
Europe, Asia, South Korea, Argentina, South America, and Italy

7. FROM SCIENCE DIPLOMACY TO EDUCATION DIPLOMACY: THE BRAZILIAN CASE

Author:
Gabriela Gomes Coelho Ferreira and Amacio Jorge Silva Nunes de Oliveira
Publication Date:
04-2020
Content Type:
Journal Article
Journal:
Conjuntura Austral: Journal of the Global South
Institution:
Conjuntura Austral: Journal of the Global South
Abstract:
Actions of science diplomacy are typically described in literature as related to developed countries. This is due to a perspective in which science is a hard power resource or, even when it is perceived as a soft power resource, it is an extension of a country’s hard power. Because of that, science diplomacy has been normally related with developed countries, especially during the last century. Therefore, it seems quite unusual to picture a developing country like Brazil pursuing such an elaborate strategy. Nevertheless, Brazil has been signing Cultural Agreements since 1930’s, using science as a diplomatic tool to overcome regional frictions. We also briefly show its development into a complex education diplomacy strategy that lasts until today. We intend to demonstrate the smart strategy deployed by Brazil, a developing country, in using the soft power of science since the 1930’s not only despite its lack of hard power, but as an alternative to it. The Brazilian diplomatic body used the legitimacy given by science to establish important dialogues with key countries, starting from those in Latin America—therefore, using science diplomacy to overcome regional frictions since the beginning of the last century.
Topic:
Diplomacy, Education, Science and Technology, and Soft Power
Political Geography:
Brazil and South America

8. Measuring Collective Impact: Creating a Framework for Assessing Multiple Peacebuilding Projects in Colombia

Author:
Diego Benitez
Publication Date:
07-2020
Content Type:
Special Report
Institution:
United States Institute of Peace
Abstract:
USIP implemented its Initiative to Measure Peace and Conflict (IMPACT) program first in the Central African Republic and later in Colombia, where it worked directly with peacebuilding organizations to gauge their collective impact on fostering reconciliation in the wake of the 2016 peace accord between the government and FARC rebels. Drawing on the challenges encountered and lessons learned, this report provides suggestions for how future iterations of the IMPACT approach can help policymakers, donors, and practitioners achieve greater and more cost-effective results from the peacebuilding projects they support.
Topic:
Civil Society, Development, Education, Peace, and Reconciliation
Political Geography:
Colombia and South America

9. NERINT/UFRGS: 20 Years Analyzing International Relations

Author:
Paulo Fagundes Visentini and Guilherme Thudium
Publication Date:
08-2019
Content Type:
Journal Article
Journal:
AUSTRAL: Brazilian Journal of Strategy International Relations
Institution:
Postgraduate Program in International Strategic Studies, Universidade Federal do Rio Grande do Sul
Abstract:
The purpose of this introductory article is to offer both a presentation and a brief history of the Brazilian Center for Strategy and International Relations (NERINT), a research center linked to the Dean's Office at the Universidade Federal do Rio Grande do Sul (UFRGS) through the Center for International Studies on Government (CEGOV) and responsible for publishing AUSTRAL: Brazilian Journal of Strategy and International Relations. Founded in 1999, NERINT was the first center in Southern Brazil to focus its study and research exclusively on the field of International Relations. We argue that NERINT contributed not only to the establishment of undergraduate courses and graduate programs in the field of International Relations at UFRGS, but also to the critical and innovative study of the systemic transformations of international relations in Brazil.
Topic:
International Relations, Education, Intellectual History, and Higher Education
Political Geography:
Brazil and South America

10. Assessing Budget Credibility: Paraguay Food Program for School (PAEP)

Author:
Fernando Ovando and Verónica Serafini
Publication Date:
04-2019
Content Type:
Special Report
Institution:
Centro de Análisis y Difusión de la Economía Paraguaya (CADEP)
Abstract:
Budget credibility refers to the capacity of governments to fully execute resources allocated through the national budget, in terms of expenditures and revenues. When this execution is not accomplished, there should be valid arguments for explaining this limitation. A budget credibility exercise examines the nature and degrees of diversion of resources allocated by national budgets as well as the causes and consequences of this diversion. The case of budget credibility in Paraguay presented here refers to a public program that helps children performance at schools. The Paraguay Food Program for School (PAEP) was created by law in 2014, replacing another program of Nutritional Supplement for School, in force since 1995. The purpose of PAEP is to meet nutritional needs of students in order to create good nutrition habits, healthy lifestyle and to improve school attendance and school performance. Two modalities are adopted in order to provide food to schools: i) food prepared at schools; ii) food provided by local and national suppliers. PAEP is directed to public schools, both primary and secondary. It aims to provide food baskets to students on regular basis for the whole academic year. Priorities are given to schools located in zones of extreme poverty, indigenous settlements, peasant colonies, schools located at hazardous districts and those with double schooling (shifts) The Central Government implements this program for the Capital (Asuncion), through the Ministry of Education. While local governments (governorships) are in charge of implementing the program for different regions (departments) and districts (municipalities) of the rest of the country.
Topic:
Education, Budget, Public Spending, and Schools
Political Geography:
South America and Paraguay

11. Inequality in Brazil: Inclusive growth trend of this millennium is over

Author:
Marcelo Neri
Publication Date:
05-2019
Content Type:
Policy Brief
Institution:
United Nations University
Abstract:
After three decades of persistently high inequality, Brazil has been experiencing a downward trend since 2001, accompanied by a rise in household incomes. These trends lasted until 2014 when a major reversal took place on both fronts.
Topic:
Education, Inequality, Finance, and Income Inequality
Political Geography:
Brazil and South America

12. The Geography of Intergenerational Mobility: Evidence of Educational Persistence and the "Great Gatsby Curve" in Brazil

Author:
Tharcisio Leone
Publication Date:
07-2019
Content Type:
Working Paper
Institution:
German Institute of Global and Area Studies
Abstract:
This paper explores the variation in intergenerational educational mobility across the Brazilian states based on Markov transition matrixes and univariate econometric techniques. The analysis of the national household survey (PNAD-2014) confirms a strong variation in mobility among the 27 federative units in Brazil and demonstrates a significant correlation between mobility and income inequality. In this sense, this work presents empirical evidence for the existence of the "Great Gatsby curve" within a single country: states with greater income disparities present higher levels of persistence in educational levels across generations. Finally, I investigate one specific mechanism behind this correlation – namely, whether higher income inequality might lead to a lower investment in human capital among children from socially vulnerable households. The paper delivers robust and compelling results showing that children born into families where the parents have not completed primary education have a statistically significant reduction in their chance of completing the educational system if they live in states with a higher level of income inequality.
Topic:
Education, Children, Inequality, and Mobility
Political Geography:
Brazil and South America

13. The Political Economy of Testing in Latin America and Sub-Saharan Africa

Author:
Barbara Bruns, Maryam Akmal, and Nancy Birdsall
Publication Date:
09-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
Most countries in sub-Saharan Africa have not implemented testing of children’s learning that can be benchmarked regionally or globally. In contrast, in the last two decades, almost all countries in Latin America have participated in regionally and globally benchmarked testing initiatives. Our analysis of the political economy of cross-national learning measurement in Latin America suggests that policymakers perceive the risks of exposing their education system’s performance by joining cross-national assessments, but they also value the quality of the data generated, the strengthening of domestic technical capacity, and the political benefits in using comparative results to argue for reforms or to advertise progress. We document that in Ecuador and Peru cross-national tests played an important role in both stimulating and justifying reforms that have produced major improvements in learning. In sub-Saharan Africa, no cross-national test has been implemented as consistently or widely as the Latin American regional test. The context in Africa makes regional cooperation on cross-national testing more daunting—countries are poorer and more linguistically diverse than in Latin America, raising the relative costs of developing and administering cross-national tests. The experience of Latin America suggests that a coordinated and efficient application of resources in implementing cross-national tests in Africa, on the part of countries and with support of the international community, could help build countries’ national capacity, strengthen focus on learning, support better research, and help diffuse reforms that raise learning.
Topic:
Education, Political Economy, Children, and Social Services
Political Geography:
Africa, South America, Latin America, North America, and Sub-Saharan Africa

14. Integral Human Development Through the Lens of Sen’s Capability Approach and the Life of a Faith Community at the Latin American Urban Margins

Author:
Séverine Deneulin
Publication Date:
04-2018
Content Type:
Working Paper
Institution:
Kellogg Institute for International Studies
Abstract:
The concept of integral human development is central to the Catholic social tradition. Yet, it remains under-explored with regard to its integrating components and their implications. What does taking an integral human development perspective mean for social analysis and action? The paper seeks to answer this question on the basis of the four encyclicals in which the idea of integral human development is treated, and in combination with two other sources: 1) the literature on “human development” in the multidisciplinary social science field of international development studies and its conceptual foundations in Amartya Sen’s capability approach; and 2) the life of a faith community in a marginalized Latin American urban neighborhood. Based on a combination of these sources, the paper concludes by proposing an understanding of “integral human development” that it calls a spirituality-extended capability approach to the progress of peoples.
Topic:
Civil Society, Development, Education, Poverty, Religion, Inequality, Youth, Violence, Christianity, and Catholic Church
Political Geography:
Argentina, South America, and Latin America

15. Earnings inequality in the Brazilian formal sector: The role of firms, education, and top incomes 1994–2015

Author:
Marcelo Neri, Cecilia Machado, and Valdemar Pinho Neto
Publication Date:
12-2018
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This paper documents the evolution and the determinants of earnings inequality in the Brazilian formal sector from 1994 to 2015, using establishment level data. In 2015, schooling explained 33 per cent of overall inequality. Firm-specific effects explain 65 per cent of total inequality level and 76 per cent of the inequality fall observed. The downward inequality trend parallels the one seen in household surveys. However, the distributive decompression goes only until the 90th percentile, which is in line with Personal Income Tax based evidence. The share of inequality explained by top 1 per cent and 0.1 per cent incomes rose 43 per cent and 91 per cent, respectively.
Topic:
Education, Employment, Inequality, and Business
Political Geography:
Brazil and South America

16. Human Rights, Democracy, and Ethics at the Forefront of Education of Public Security Forces in the Western Hemisphere: The WHINSEC Experience​

Author:
Otto H. Van Maerssen
Publication Date:
07-2017
Content Type:
Journal Article
Journal:
Fletcher Security Review
Institution:
The Fletcher School, Tufts University
Abstract:
In a fairly humid, subtropical section of the United States, there is a site where sporadic gunfire sometimes rattles the windows of buildings nearby. At times, plaintive howls can be heard through those windows: the wails of wounded officers lying on neatly trimmed fields under the bright sun, waving their arms desperately to attract the attention of medics converging on a nearby field ambulance. Meanwhile, scores of military officers, civilian officials and law enforcement personnel inside the buildings barely notice, and all resist the presumably well-ingrained temptation to spring into action. Ignoring the noise outside is certainly understandable, for the sounds are from just some of many training exercises on the Army’s sprawling military base at Fort Benning, Georgia. The military officers, civilian officials and law enforcement personnel are students at one of the base’s facilities, the Western Hemisphere Institute for Security Cooperation (WHINSEC), and are deadly serious about their studies – on countering transnational threats, UN peacekeeping operations, and intelligence analysis of transnational operations, among other courses offered. But, there is one notable feature that distinguishes the educational exercises at this building from any other, and which unites the students in this particular facility: every student in every course begins studies with classes on human rights and democracy, as delineated by the U.S. experience.
Topic:
Security, Education, Government, Human Rights, Regional Cooperation, Military Affairs, and Democracy
Political Geography:
South America, North America, and United States of America

17. Paraguay: Educación y Objetivos del Milenio Principales resultados

Author:
Gerardo Benítez
Publication Date:
01-2016
Content Type:
Working Paper
Institution:
Centro de Análisis y Difusión de la Economía Paraguaya (CADEP)
Abstract:
El documento de trabajo que se presenta aquí , se inscribe dentro de la Serie de Profesionales Jóvenes del CADEP. Este trabajo ha sido el resultado de una instancia de capacitación en investigación del CADEP impartida a asistentes de investigación y profesionales jóvenes de la institución. La monografía consiste en evaluar los Objetivos del Milenio (ODM) sobre los resultados alcanzados por Paraguay en materia de universalización de la educación primaria. Este es uno de los 8 ODM fijados por las Naciones Unidas con metas a alcanzar para el 2015. El trabajo es, primeramente, una descripción cuantitativa de la inversión social realizada por el Estado paraguayo en aquellos programas de educación que han apuntado a alcanzar la meta mencionada. En segundo lugar, también se hace una descripción cuantitativa de los resultados alcanzados en cada uno de los indicadores establecidos para medir el nivel de cumplimiento de la universalización de la educación primaria en el país.
Topic:
Development, Education, and Social Investment
Political Geography:
South America and Paraguay

18. El Paraguay de hoy: Una mirada al campo

Author:
Lilian Meza
Publication Date:
07-2013
Content Type:
Special Report
Institution:
Centro de Análisis y Difusión de la Economía Paraguaya (CADEP)
Abstract:
Un informe realizado por Lilian Meza del CADEP toma nota de las características de la población rural del Paraguay actualmente. Con datos oficiales de la Dirección General de Estadísticas, Encuestas y Censos y del Ministerio de Agricultura y Ganaderia, el informe describe el perfil educativo, socioeconómico, y de vivienda, entre otros, del sector de la sociedad apostado fuera de los conos urbanos.
Topic:
Education, Population, Rural, Housing, and Socioeconomics
Political Geography:
South America and Paraguay

19. Understanding the Links Between Sexual and Reproductive Health Status and Poverty Reduction

Author:
Nata Duvvury and Philip Oxhorn
Publication Date:
01-2012
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
The interrelationship between poverty and sexual and reproductive health status (SRHS) is widely noted in academic, policy and programmatic discourses, though none establishes causality. The primary emphasis in these discourses is that poor SRHS is an outcome of poverty, and thus can be addressed through poverty reduction programmes. The purpose of this brief is to understand what factors contribute to the interrelationship between SRHS and poverty, with a specific focus on understanding how SRHS impacts household poverty. Future studies may then focus specifically on these factors in order to address issues of causality. This brief is based on desk research involving two sources of data: 1) a review of global literature and 2) three country case studies. The global literature review examined literature documenting the nature, extent and strength of the interrelationship between poverty and SRHS. The literature search was conducted using keywords from different disciplinary perspectives demography, economics, development, women’s studies, sociology, human rights and public health. Key databases such as JSTOR, PubMed, MEDLINE and Elsevier Science Direct were consulted, as well as the specific library databases at National University of Ireland, Galway and McGill University. Researchers at McGill compiled an annotated bibliography of literature on India. The three country case studies were undertaken in Brazil, Ghana and Lebanon. Consultants in each country undertook an extensive search of academic, policy and programmatic literature including journal publications, research reports, policy briefs, and non-governmental organization (NGO) reports. The literature search in each country followed the same method as the global literature review, including identifying keywords from different disciplines and exploring different databases. In addition, the consultants searched grey literature through contacting various NGOs and research institutions. They also obtained statistical information from governmental and institutional databases. All country case studies explored three key questions: 1) Is there literature that demonstrates the impact of poor SRHS on poverty? 2) What factors have been highlighted in the literature as influencing the relationship between SRHS and poverty? 3) Are there trade-offs involved for women between education, fertility, status and work participation? and 4) Do programmes by civil society organizations, such as micro-credit or income-generating programmes, promote sexual and reproductive health?
Topic:
Development, Education, Poverty, Health Care Policy, and Reproductive Health
Political Geography:
Africa, Middle East, Brazil, South America, Lebanon, and Ghana

20. Gasto Social en Paraguay: una mirada detallada al periodo 2002/2010

Author:
Stella Guillén
Publication Date:
12-2010
Content Type:
Special Report
Institution:
Centro de Análisis y Difusión de la Economía Paraguaya (CADEP)
Abstract:
El Observatorio Fiscal y Presupuestario (OFIP), iniciativa del CADEP, culminó la realización de un análisis sobre el Gasto Social en Paraguay, en áreas como salud, educación, vivienda y seguridad social. El material tomó 8 años como período de estudio, de 2002 a 2010 y contó con el apoyo de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). El mismo recoge varias conclusiones, entre ellas, el incremento de la inversión social del Estado en los años de estudio. No obstante, se muestra que tales montos están alejados de los niveles observados en otros países de la región. Además, se evidenció la baja ejecución de los recursos asignados. Se menciona que la utilización más eficiente de los recursos públicos, aumentará el impacto del gasto social. Desde la perspectiva del desarrollo humano sostenible, sostienen, el gasto que realiza el Estado en la gente, puede ser considerado como una inversión rentable porque favorece las oportunidades para el desarrollo y el mejoramiento de la calidad de vida de las personas.
Topic:
Development, Education, Health, Social Security, Housing, and Social Spending
Political Geography:
South America and Paraguay

21. Did the Mexican Revolution Change the Privilees of The Elite or Not? The Relationship between the Government and the Media

Author:
Juan Enrique Huerta Wong
Publication Date:
01-2010
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
The investigation in education and its role in social stratification has been the focus of attention in the sociology literature for a number of decades now. However, very little is known as to what takes place in Latin America. The supposed point of departure to study education and its role in social stratification is that education should act to break the inertias between origins and destinies. This article has asked the question whether education is a factor that contributes to break the cycle of persistent inequality in Mexico, and also if this is a form to evaluate the achievements of the social contract that came out of the Mexican Revolution, which this year, 2010, celebrates its century of existence. This is so because one of the main objectives of the revolution was to cut down the privileges of the dominant class, and along with it, the intergenerational transmission of wealth that perpetuates inequality. Two models of structural equations were compared to evaluate the relationship between wealth in the home of origin, the schooling of the parents, childhood academic achievement, the final schooling of the ego, and its economic wellbeing. The results show that there are statistical differences between the cases of Mexico and Chile in terms of the process of stratification. In Mexico, the wealth of the home of origin and the childhood academic achievement are the variables that best explain both the final level of schooling as well as the socioeconomic wellbeing of ego. In Chile, education functions as a variable that interrupts the weight of the inter-generational legacy. It is discussed then that the State in Mexico has failed in providing an educational system that can break the inertia of the association between origins and destinies, and the implications of the importance of childhood academic achievement, which calls upon keeping children in their classrooms, at least for the time period that the law mandates.
Topic:
Education, History, Elites, and Social Mobility
Political Geography:
South America, Latin America, Mexico, and Chile

22. Performance-Based Incentives for Health: Conditional Cash Transfer Programs in Latin America and the Caribbean - Working Paper 120

Author:
Amanda Glassman, Jessica Todd, and Marie Gaarder
Publication Date:
04-2007
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
In order to support poor families in the developing world to seek and use health care, a multi-pronged strategy is needed on both the supply and the demand side of health care. A demand-side program called Conditional Cash Transfer s (CCTs) strives to reduce poverty and also increase food consumption, school attendance, and use of preventive health care. Since 1997, seven countries in Latin America have implemented and evaluated CCT programs with health and nutrition components. The core of the program is based on encouraging poor mothers to seek preventive health services and attend health education talks by providing a cash in centive for their healthy behavior (with healthy behavior representing performance). Evaluations of these programs measured outputs in the utilization of services; health knowledge, attitudes, and practice; food consumption; the supply and quality of services; as well as outcomes in vaccination rates; nutritional status; morbidity; mortality; and fertility.
Topic:
Education, Health, and Poverty
Political Geography:
South America, Latin America, Central America, and Caribbean

23. Reflections on the Macro Foundations of the Middle Class in the Developing World

Author:
Nancy Birdsall
Publication Date:
10-2007
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
In this working paper I define inclusive growth as growth conducive to increasing the size and economic command of the middle class. I suggest a definition of the middle class based on absolute and relative measures of country-based income distributions, and present evidence of change in the size of the “middle class” for selected developing countries. I then review how macroeconomic policies shape the environment and incentives for inclusive growth, focusing on three areas: fiscal discipline, the more rule-based the better; a fair tax and redistribution system; and a business friendly exchange rate.
Topic:
Education and Poverty
Political Geography:
South America, Latin America, and Central America