sustainable development 20 years on from the ... - JosÃ© Eli da Veiga

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31 Figure I.6 LATIN AMERICA (18 COUNTRIES): a POPULATION AGED <strong>20</strong>-24 WITH COMPLETE SECONDARY EDUCATION BY PER CAPITA INCOME AND SEX, AROUND <strong>20</strong>08 (Percentages) 100 90 81 86 80 72 70 60 55 59 62 50 49 44 49 40 30 <strong>20</strong> 23 26 35 22 19 24 30 10 0 Total Quintile I Quintile II Quintile III Quintile IV Quintile V Indigenous Nonindigenous Income quintile Rural areas Men Women Source: Economic Commission for Latin America and the Caribbean (ECLAC), Social Panorama of Latin America <strong>20</strong>10 (LC/G.2481-P), Santiago, Chile, <strong>20</strong>10. United Nations publication, Sales No.E.11.II.G.6. a The data for indigenous and non-indigenous youth refer to eight countries and correspond to <strong>20</strong>07. In each country, the worst results are observed among the lower socioeconomic strata, while the gaps between the high and low strata are much wider than in the OECD countries (see figure I.7). Access and quality failings in education constrain access to higher-income segments of the labour market thereafter (see figure I.8). Across the region, 30% of school-age children are still excluded from secondary education and half of the young people in the <strong>20</strong>-24 age group (which includes recent graduates) did not complete their secondary schooling. Suffice it to say that on average four out of every five young people between the ages of <strong>20</strong> and 24, from the <strong>20</strong>% highest-income households have completed their secondary education, while, at the other extreme, only one out of every five young people of this same age group and belonging to the <strong>20</strong>% lowest-income households have done so (UNESCO, <strong>20</strong>11).
32 Figure I.7 LATIN AMERICA AND THE CARIBBEAN (9 COUNTRIES): DISTRIBUTION OF PISA READING ACHIEVEMENT LEVELS AMONG STUDENTS AGED 15 BY INDEX OF SOCIOECONOMIC AND CULTURAL STATUS (ISEC) OF THEIR FAMILIES, <strong>20</strong>09 (Percentage of students) 100 80 60 40 <strong>20</strong> 0 -<strong>20</strong> -40 -60 -80 -100 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Quartile 1 Quartile 2 Quartile 3 Quartile 4 Argentina Brazil Chile Colombia Mexico Panama Peru Trinidad and Tobago Uruguay OECD Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of special processing of microdata from the Programme for International Student Assessment (PISA), <strong>20</strong>09. Note: The Programme for International Student Assessment (PISA) was developed by the Organization for Economic Cooperation and Development (OECD) to assess the abilities of 15-year-old students (regardless of the grade in which they are enrolled). Further information is available [online] at http://www.pisa.oecd.org Figure I.8 LATIN AMERICA (18 COUNTRIES): AVERAGE MONTHLY LABOUR INCOME OF EMPLOYED POPULATION AGED 15-29, 30-64 AND 15 AND OVER, BY LEVEL OF EDUCATION a (Percentages and dollars at constant <strong>20</strong>00 prices, expressed in purchasing power parity) 2 500 Below level 1 Level 1 Level 2 Level 3 Level 4 Level 5 2 000 1 957 Average income (PPP dollars) 1 500 1 000 682 1 082 662 497 547 500 302 421 0 Incomplete primary Complete primary Incomplete lower secondary Incomplete upper secondary Complete secondary Incomplete tertiary Complete university Total 15-29 30-64 15 and over Source: Economic Commission for Latin America and the Caribbean (ECLAC), Social Panorama of Latin America <strong>20</strong>10 (LC/G.2481-P), Santiago, Chile, <strong>20</strong>10. United Nations publication, Sales No.E.11.II.G.6. a The length of education cycles was defined in accordance with the 1997 International Standard Classification of Education (ISCED).
Page 1 and 2: SUSTAINABLE DEVELOPMENT 20<
Page 3 and 4: Alicia Bárcena Executive Secretary
Page 5 and 6: 4 8. Protection of fishery resource
Page 7 and 8: 6 Table II.1 Ratification of multil
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Page 12 and 13: 11 FOREWORD In December 20<
Page 14 and 15: 13 INTRODUCTION The United Nations
Page 16 and 17: 15 The Rio Declaration contains 27
Page 18 and 19: 17 Box 2 (concluded) 24 Warfare is
Page 20 and 21: 19 this regard, the International C
Page 22 and 23: 21 The dynamic on which these data
Page 24: 23 Bibliography Acquatella, J. and
Page 27 and 28: 26 inequality, access to basic serv
Page 29 and 30: 28 Figure I.3 LATIN AMERICA AND THE
Page 31: 30 air (see the section on health),
Page 35 and 36: 34 Figure I.9 LATIN AMERICA AND THE
Page 37 and 38: 36 The problem of unreliable servic
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Page 41 and 42: 40 Concerning tenure, certain struc
Page 43 and 44: 42 Thanks to the improvements in wa
Page 45 and 46: 44 One of the greatest health risks
Page 47 and 48: 46 In Latin America and the Caribbe
Page 49 and 50: 48 Figure I.14 UNDERNUTRITION AND O
Page 51 and 52: 50 Generally speaking, national hea
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Page 57 and 58: 56 patterns in Latin America, with
Page 59 and 60: 58 In fact, despite achievements ma
Page 61 and 62: 60 The second productivity feature
Page 63 and 64: 62 for groups that are usually bypa
Page 65 and 66: 64 Figure I.18 LATIN AMERICA AND TH
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Page 73 and 74: 72 C. ENERGY: ENERGY INTENSITY, EFF
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82 Box I.8 THE ECO-EFFICIENCY OF UR
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84 Figure I.21 SELECTED COUNTRIES:
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86 E. STRENGTHENING THE STATE AND A
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88 Bibliography Acquatella, Jean (<
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90 Fresco, Louise (20</stro
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92 Perroti, D.E. and R. Sánchez (<
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94 (2010b), Achiev
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96 Table II.1 RATIFICATION OF MULTI
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98 Box II.1 (concluded) Union of So
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100 Table II.3 LATIN AMERICA AND TH
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102 The same applies to the incenti
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104 Figure II.1 LATIN AMERICA AND T
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106 Box II.2 LATIN AMERICA AND THE
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108 Figure II.3 SHARE OF GLOBAL GRE
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110 Figure II.7 PER CAPITA CO 2 EMI
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112 Figure II.10 CARBON INTENSITY O
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114 Table II.4 LATIN AMERICA AND TH
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116 coast and in marine areas, the
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118 Box II.4 CENTRAL AMERICA: BIODI
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120 25 Figure II.1
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122 The valuable assets related to
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124 monitoring have been instrument
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126 Box II.7 LATIN AMERICA AND THE
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128 technology transfer is successf
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130 Table II.6 AGRICULTURAL PRODUCT
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132 (a) Integrated water resources
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134 concessions, authorizations and
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136 water flows caused by land-use
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138 Climate change will exacerbate
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140 With regard to the safe recover
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142 MERCOSUR countries are implemen
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144 Unlike in the early 1990s, all
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146 Bibliography Acquatella, J. (<s
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148 Li, J. and M. Colombier (<stron
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150 WHO (World Health Organization)
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152 1. Statistics and indicators Si
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154 3. Technology and environmental
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156 2. Citizen participation in env
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158 Reforms that would improve acce
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160 (b) Land ownership Land rights
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162 Box III.3 LATIN AMERICA AND THE
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164 Box III.4 LATIN AMERICA AND THE
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166 Many countries have created ins
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168 Since 1992, municipalities in L
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170 requirements of legislation; 14
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172 8. The science and technology c
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174 9. Farmers Rural households, in
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176 Bibliography Acuña, G. (<stron
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178 Tréllez, E. (20</stron
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180 A. IMPLEMENTATION OF INTERNATIO
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182 strategies, develop mechanisms
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184 participatory process; and nati
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186 issues, which have been incorpo
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188 Furthermore, at the internation
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190 4. Freshwater resources, water
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192 With respect to coastal and mar
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194 Further to the issues identifie
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196 (2006), Challe
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198 (2010b), Towar
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200 As for financi
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202 This assistanc
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204 Regions Table
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206 In addition to
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208 Figure V.5 LAT
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210 Innovative financing mechanisms
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212 8.8 Agricultural support estima
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214 2. Agricultural subsidies Most
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216 (18.9%). 11 Fishery subsidies h
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218 Figure V.9 LATIN AMERICA AND TH
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220 1. Science and
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222 Figure V.10 LATIN AMERICA AND T
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224 2. Scientific capacities and te
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226 4. Knowledge plurality Rural po
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228 IDB (Inter-American Development
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231 Chapter VI GUIDELINES FOR ACHIE
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233 B. GUIDELINES FOR THE INTEGRATI
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235 (b) Strengthen policies designe
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237 from these sectors could suffer
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239 (f) Send proper signals to esse
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241 The following actions are sugge
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243 As part of the preparatory proc
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245 Indicators can help to raise aw
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247 All of these initiatives seek t
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249 (a) Reform curricula to include
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251 (ii) Support initiatives to for
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253 (b) For Latin America and the C
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255 initiatives, are intended to no
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This report describes the progress
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