age at which individuals are legally able to perform certaintasks that might be associated with adulthood. This‘age of licence’ may vary from activity to activity, andthere is certainly no internationally applicable standard.In the United States, for example, where the age of majorityis 18, adolescents can legally drive a car at 16 in moststates. In contrast, young US adults are generally unableto purchase alcoholic drinks until they are 21. 16The age at which marriage is first possible may also divergesignificantly from the age of majority. In many countries, adistinction is drawn between the age at which anyone maylegally marry and an earlier age at which it is only possibleto marry with parental or court permission. This is the case,for example, in Brazil, Chile, Croatia, New Zealand andSpain, where the marriageable age is normally 18 but canbe reduced, with parental or court permission, to 16. Manyother nations have set a different marriageable age for malesand females, normally allowing girls to marry at a youngerage than boys. In the world’s two most populous countries,for example, the marriageable age for men is higher thanthat for women – 22 for men and 20 for women in China,and 21 for men and 18 for women in India. In other countries,such as Indonesia, minors are no longer bound by theage of majority once they get married. 17The third difficulty in defining adolescence is that, irrespectiveof the legal thresholds demarcating childhoodand adolescence from adulthood, many adolescents andyoung children across the world are engaged in adultactivities such as labour, marriage, primary caregivingand conflict; assuming these roles, in effect, robs them oftheir childhood and adolescence. In practice, the legal ageof marriage is widely disregarded, normally to allow mento marry girls who are still minors. In many countries andcommunities, child marriage (defined by UNICEF as marriageor union before age 18), adolescent motherhood,violence, abuse and exploitation can in effect deprive girlsespecially, but also boys, of any adolescence at all. Childmarriage in particular is associated with high levels ofviolence, social marginalization and exclusion from protectionservices and education. A similar situation occurswith child labour, in which an estimated 150 million childrenaged 5–14 are engaged. 18Weak national birth registration complicates efforts toenforce minimum age thresholds; just 51 per cent of childrenin the developing world (excluding China) were registeredat birth for the period 2000–2009. 19 Without suchregistration, which is a right under the Convention on theRights of the Child, it is almost impossible to fully protectYoung people can be instrumental in addressing pressing issues and sharing their recommendations with the global community. On 6 July 2009, youth delegates discussglobal issues during a working group session at the J8 Summit in Rome, Italy.10THE STATE OF THE WORLD’S CHILDREN 2011
ADOLESCENT VOICESKeeping the flame alive:Indigenous adolescents’ right to education and health servicesby Paolo Najera, 17,Indigenous Térraba,Costa Rica“ We just ask forrespect for ourbasic human rights– the respect thatevery human beingdeserves in thisworld.”When I look at the prospects my Térraba people face,my heart sinks for our dying land and drying river.While I do not know much of the world, I know whatis right and wrong, and I know this harsh reality is nottheir fault. The flame of resistance passed on from mygreat-grandfather to my grandfather, to my father andto me, symbolizes our desire to keep our communityalive. My hope is that our indigenous culture andlanguage will endure.The problem is, my brothers are afraid to live asTérraba Indians. Outside pressures, like teasing,discrimination and disregard for our basic rights havenearly brought our centuries-old struggle for survivalto its breaking point. In addition, the country’s eightindigenous communities,* including mine, have notbeen given adequate schools or proper health centres,nor has the integrity of our land been respected.We want our lifestyle to be protected and our territorynot to be invaded by industrial companies that destroythe harmony we have preserved – harmony paid forwith the bloodshed our people have suffered. This,however, does not mean we want to be excludedfrom the world. We just ask for respect for our basichuman rights – the respect that every human beingdeserves in this world. We ask to be seen andlistened to.Thanks to my beloved Térraba school, I am proud tobe one of the first and few of my indigenous group toattain higher education and attend university in mycountry. The education system in Costa Rica is insufficient,and it is worse still for indigenous communities.Inequality is pervasive in the classroom, and thesystem seeks to preserve neither our identity nor ourexistence as Indians. I see the Government’s lack ofinvestment in indigenous culture reflected in teachersgiving lessons using outdated materials or teachingunder a tree. I think the Government does not seethe assets education can bring to our country, nor thebenefit of investing in education for indigenous youth.In order to provide quality education, our teachersmust be provided with proper classrooms and newtextbooks. If only the children in my village couldaccess the world through a computer as do childrenelsewhere. I feel sad that they have been denied theirright to education and to achieve their full potential.Skin tone matters in Costa Rica. If equity existedhere, girls in my village would have the same opportunitiesas the girls from other regions of the country– like better access to technology and secondaryschool. They would be equipped to promote andprotect our culture.I hope for a time when people will be truly interestedin listening to and providing for indigenous people, atime when I would not be one of the few indigenousyouth to write an essay such as this one, hoping thatit be read and understood. With real equity we wouldhave permanent health centres in indigenous territories,and our secondary education would include lessonsin our own culture and language as part of thecore curriculum. In spite of being pushed to forgetour language and to be ashamed of our way oflife, we hold on to our dreams and our will to beindigenous Térraba.Paolo Najera was recently forced to leave schoolbecause of the effects of the economic crisis on his communityand family. Paolo’s aim is to work in developmentin order to improve life for indigenous communities, suchas his own, in Costa Rica.*Costa Rica has eight officially recognizedindigenous peoples – the Bribris, Cabécares,Brunkas, Ngobe or Guaymi, Huetares,Chorotegas, Malekus and Teribes or Térrabas– about half of whom live in 24 indigenousterritories. They make up an indigenouspopulation of 63,876 (1.7 per cent of thecountry’s total population). The Térraba,descendants of Teribes from the Atlanticcoast of Panama forced by missionariesto migrate to Costa Rica in the late 17thcentury, are the second-smallest of thesegroups, with a population of 621 accordingto the national census of 2000. Their territoryis located in the Boruca-Terre reserve, in thecanton of Buenos Aires, in the southern partof Costa Rica.the emerging generation11
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HALLENGES ANDOver the course of the
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FOCUS ONPreparing adolescents for a
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the Ministry of Education, in colla
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exactly ‘youth participation’ l
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spaces as part of Aprendiz, the ‘
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PERSPECTIVEAdolescent girls:The bes
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ADOLESCENT VOICESFrom victims to ac
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ReferencesCHAPTER 11United Nations,
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19United Nations Children’s Fund,
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STATISTICAL TABLESEconomic and soci
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Under-five deaths (millions)Region
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STATISTICAL TABLESapproach is not t
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TABLE 1. BASIC INDICATORSCountries
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TABLE 1. BASIC INDICATORSUnder-5mor
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TABLE 2. NUTRITIONCountries and ter
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TABLE 2. NUTRITIONCountries and ter
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TABLE 3. HEALTHCountries and territ
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TABLE 3. HEALTH% of populationusing
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TABLE 4. HIV/AIDSCountries and terr
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TABLE 4. HIV/AIDSEstimatedadult HIV
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TABLE 5. EDUCATIONCountries and ter
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TABLE 5. EDUCATIONPrimary schoolNum
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TABLE 6. DEMOGRAPHIC INDICATORSCoun
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TABLE 6. DEMOGRAPHIC INDICATORSPopu
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TABLE 7. ECONOMIC INDICATORSCountri
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TABLE 8. WOMENCountries andterritor
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TABLE 8. WOMENCountries andterritor
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TABLE 9. CHILD PROTECTIONChild labo
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TABLE 9. CHILD PROTECTIONChild labo
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Summary indicatorsAverages presente
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TABLE 10. THE RATE OF PROGRESSCount
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TABLE 11. ADOLESCENTSCountries and
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TABLE 11. ADOLESCENTSAdolescents po
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TABLE 12. EQUITYCountries andterrit
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TABLE 12. EQUITYBirth registration
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AcronymsAIDSCEDAWDHSFGM/CGDPHIVIUCW
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