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Democracy and Educational Expansion: Evidence from 200 Years
Democracy and Educational Expansion: Evidence from 200 Years Agustina S. Paglayan - UC San Diego LSE-Stanford-Universidad de los Andes Conference on Long-Run Development in Latin America, London School of Economics and Political Science, 16-17 May 2018 DEMOCRACY AND EDUCATIONAL EXPANSION: EVIDENCE FROM 200 YEARS Agustina S. Paglayan* June 1, 2018 Because primary education is often conceptualized as a pro-poor redistributive policy, a common political economy argument is that democratization leads to increases in its provision. But primary education can also serve the goals of autocratic regimes, including industrialization, inculcation of loyalty, and nation- building. To examine the relationship between regime type and education provision empirically, this paper leverages new country-level datasets spanning 200 years. Difference-in-differences and interrupted time series estimates indicate that democratization had no or little impact on primary school enrollment rates. The analysis reveals two historical patterns that can explain this null finding: first, state-controlled primary education systems emerged about a century before democratization; and second, in most countries, a large majority of the population already had access to primary education before democratization. These findings challenge the centrality given to democracy and the enfranchisement of the poor in existing theories of what drives governments to provide basic education. * Assistant professor of political science and public policy, UCSD (starting July 2018); and postdoctoral -
Guide on Gender and Energy for Trainers and Managers of Public
GUIDE ON GENDER AND ENERGY FOR TRAINERS AND MANAGERS OF PUBLIC POLICIES AND PROJECTS Ana Rojas – ENERGIA / Jackeline Siles - UICN GUIDE ON GENDER AND ENERGY FOR TRAINERS AND MANAGERS OF PUBLIC POLICIES AND PROJECTS Ana Rojas - ENERGIA Jackeline Siles- UICN Compiled by: Ana Victoria Rojas ENERGÍA 7 PRESENTATION Jackelline Siles UICN MODULE 1 : General coordination, edition and revision 21 Basic concepts on Sissy Larrea gender and energy Gender Equality Adviser - OLADE Case studies: MODULE 2 : Irma Gutiérrez Integration of the National Electric Transmission Company of Nicaragua - ENATREL 37 gender approach in energy policies Lorena Lanza Vice Minister of Energy and Mines of Nicaragua Marjorie Montiel y María Gabriela Chavarría MODULE 3 : Ministry of Energy and Mines of Nicaragua 87 Instiutinalization of Nereyda González the gender perspective Cuculmeca in organizations and institutions Mario Hernández Rijatzul Q’ij (Sun Seed) Association of Guatemala Mariana Castillo MODULE 4 : Mexican Environmental Law Centre (CEMDA) Integration of the Rossanna González 113 gender approach in Technical Advisor and Manager of Social Axis of Energy Policy of the National energy projects Office of Energy - Uruguay Edition: Diana Ávila Layout: Alex Romero Graphic Design Consultant - OLADE Published by: © ENERGIA, OLADE y UICN ISBN 978-9978-70-105-8 Spanish version publication made with the financial support of HIVOS and CANADIAN GOVERNMENT Date of publication: August 2014, Spanish version English version made with the financial support of OLADE October 2015, English version The ideas set forth in this document are the sole responsibility of its authors and do not implicate the abovementioned organizations. The information contained in this document may be used as long as the source it is cited. -
Annual Report 2010-2011 Priority Areas of Intervention
ANNUAL REPORT 2010-2011 PRIORITY AREAS OF INTERVENTION “ Think of how much more we can do, when women are fully empowered as agents of change and progress in their societies.” —un women executive director michelle bachelet Cover photo credit: EyesWideOpen/Getty Images iii UN WOMEN ANNUAL REPORT 2010-2011 “ Women’s strength, women’s industry, women’s wisdon are humankind’s greatest untapped resource. The challenge is to show how this resource can be effectively tapped in ways that benefit us all.” —michelle bachelet Annual Report 2010-2011 Forewords 2 Seizing Opportunities for Women 4 Advancing Norms and Standards 6 Coordinating UN System Efforts 8 Priority Areas of Intervention Increasing Women’s Leadership and Participation 10 Enhancing Women’s Economic Empowerment 12 Ending Violence against Women and Girls 14 Engaging Women in Peace and Security Responses 16 Making Plans and Budgets Gender-Responsive 18 Building Strategic Partnerships 20 Trust Funds The UN Women Fund for Gender Equality 22 The UN Trust Fund to End Violence against Women 24 Financial Statements 26 Contacts 31 1 “ When we empower women, we empower communities, nations and the entire human family.” —un secretary-general ban ki-moon Consensus on Equality Foreword by UN Secretary-General Ban Ki-moon As we mark the inaugural year of UN Women, we No one needs the support of UN Women more than those also celebrate all who made possible this landmark women who are most marginalized by lack of economic commitment to gender equality and women’s and other opportunities. That is why we are dedicated empowerment. Governments showed vision. -
Primary Education.Pdf
1 CDD 300 ISSN: 1510-5628 Serie Documentos de Trabajo del IPES / Colección Monitor Social Nº8 Uruguay asiste a una radical transformación de su matriz social y de sus mecanismos de integración social. El Monitor Social del Uruguay recoge los aportes de los investigadores del IPES a la comprensión de dichas transformaciones y de la realidad actual del Uruguay social. Este Monitor pretende aportar información y análisis que permita el seguimiento de la situación social de los uruguayos. Mediante tales aportes se busca contribuir a modelar agendas sociales así como lograr una mejor comprensión de las dinámicas económicas y sociales que operan en la producción de desigualdad, pobreza y exclusión social del Uruguay. Programa IPES Facultad de Ciencias Humanas Universidad Católica del Uruguay Dep. Legal 326.861 2 © 2006, Universidad Católica del Uruguay Para obtener la autorización para la reproducción o traducción total o parcial de este documento debe formularse la correspondiente solicitud a la Universidad Católica del Uruguay (IPES), solicitud que será bien acogida. No obstante, ciertos extractos breves de esta publicación pueden reproducirse sin autorización, con la condición de que se mencione la fuente. 3 Primary Education: Changing Mainstay of Uruguay Juan A. Bogliaccini La versión original de este trabajo fue publicada en Noblit, G. and Pink, W. (2006) International Handbook of Education. University of North Carolina & Marquette University. USA. 4 ABSTRACT The Uruguayan public educational system is undergoing profound changes in response -
URUGUAY by Pablo Landoni
URUGUAY by Pablo Landoni Landoni, P. (2012). Uruguay. In C. L. Glenn & J. De Groof (Eds.), Balancing freedom, autonomy and accountability in education: Volume 3 (397-415). Tilburg, NL: Wolf Legal Publishers. Overview In 2008, Uruguay approved a new education law (Ley General de Educación, subsequently LGE),1 as a result of a reform process begun by the new left-of- center government that took office in 2005. The law adopted was a substitute for a law of deep significance, because it was the second law approved after the restoration of democracy in 1985, following a decade of military rule. This previous law2 enjoyed the unanimous support of the political parties and social organization that made up the Comisión Nacional Programática (CONAPRO), a coordinating group for policies as the country returned to democracy. The reform strategy adopted by the government that took office in 2005 has been defined as “bottom-up,”3 in the sense that it was intended that the law be the result of an extensive process of participation by educators and by society. The process began with the so-called “Debate Educativo” organized by a Commission of twenty- two individuals coming from the Ministry of Education, educational institutions, teacher and student organizations, and some civil-society organizations. Political participation was indirect, through the Ministry. The discussion was organized through regional assemblies in the entire country. This process culminated with the National Education Congress in 2006, with more than six hundred delegates from the most diverse civil-society organizations and public and private educational institutions. The opposition political parties stayed aloof from this process.4 In addition to emphasizing the participatory nature of the design of the new education law, there was an effort to distinguish it from earlier reforms. -
The Humanitarian Impact of Drones
THE HUMANITARIAN IMPACT OF DRONES The Humanitarian Impact of Drones 1 THE HUMANITARIAN IMPACT OF DRONES THE HUMANITARIAN IMPACT OF DRONES © 2017 Women’s International League for Peace and Freedom; International Contents Disarmament Institute, Pace University; Article 36. October 2017 The Humanitarian Impact of Drones 1st edition 160 pp 3 Preface Permission is granted for non-commercial reproduction, Cristof Heyns copying, distribution, and transmission of this publication or parts thereof so long as full credit is given to the 6 Introduction organisation and author; the text is not altered, Ray Acheson, Matthew Bolton, transformed, or built upon; and for any reuse or distribution, these terms are made clear to others. and Elizabeth Minor Edited by Ray Acheson, Matthew Bolton, Elizabeth Minor, and Allison Pytlak. Impacts Thank you to all authors for their contributions. 1. Humanitarian Harm This publication is supported in part by a grant from the 15 Foundation Open Society Institute in cooperation with the Jessica Purkiss and Jack Serle Human Rights Initiative of the Open Society Foundations. Cover photography: 24 Country case study: Yemen ©2017 Kristie L. Kulp Taha Yaseen 29 2. Environmental Harm Doug Weir and Elizabeth Minor 35 Country case study: Nigeria Joy Onyesoh 36 3. Psychological Harm Radidja Nemar 48 4. Harm to Global Peace and Security Chris Cole 58 Country case study: Djibouti Ray Acheson 64 Country case study: The Philippines Mitzi Austero and Alfredo Ferrariz Lubang 2 1 THE HUMANITARIAN IMPACT OF DRONES Preface Christof Heyns 68 5. Harm to Governmental It is not difficult to understand the appeal of Transparency Christof Heyns is Professor of Law at the armed drones to those engaged in war and other University of Pretoria. -
Del Matrimonio Igualitario a La “Agenda De Derechos” En Uruguay Luis Rivera-Vélez Center for International Studies (CERI), Sciences Po, Paris, France
CANADIAN JOURNAL OF LATIN AMERICAN AND CARIBBEAN STUDIES https://doi.org/10.1080/08263663.2018.1495718 Del matrimonio igualitario a la “agenda de derechos” en Uruguay Luis Rivera-Vélez Center for International Studies (CERI), Sciences Po, Paris, France RESUMEN HISTORIA DE ARTÍCULO En 2013, Uruguay reconoce el matrimonio entre personas del Recibido 25 agosto 2016 mismo sexo volviéndose así el país latinoamericano donde los Aceptado 24 abril 2018 derechos de las personas LGBTI son mejor protegidos. Más allá PALABRAS CLAVES del contenido de la ley, este caso es único porque, gracias a la Uruguay; matrimonio acción del movimiento LGBTI, Uruguay es el único país del mundo igualitario; aborto; donde la reivindicación por el matrimonio igualitario se ha inscrito marihuana; agenda de en una agenda más amplia de reconocimiento de derechos. Así, derechos las demandas por la despenalización del aborto y la legalización KEYWORDS de la marihuana son incluidas a las demandas LGBTI gracias a las Uruguay; same-sex marriage; alianzas entre los movimientos sociales que, de manera abortion; cannabis; rights pragmática, logran impulsarlas hasta su aprobación. Las leyes de agenda ampliación de derechos no derivan de una política del gobierno del presidente José Mujica sino que son el resultado de una acción conjunta de la sociedad civil y de los parlamentarios de izquierda. From same-sex marriage to the “rights agenda” in Uruguay ABSTRACT In 2013, Uruguay recognized same-sex marriage, thus becoming the Latin American country where the rights of LGBTI people are better protected. Beyond the content of the law, this case is unique because, thanks to the action of the LGBTI movement, Uruguay is the only country in the world where the demand for same-sex marriage has been inscribed in a broader agenda of recognition of rights. -
DOCUMENT RESUME Immigration and Ethnic Communities
DOCUMENT RESUME ED 413 156 RC 021 296 AUTHOR Rochin, Refugio I., Ed. TITLE Immigration and Ethnic Communities: A Focus on Latinos. INSTITUTION Michigan State Univ., East Lansing. Julian Samora Research Inst. ISBN ISBN-0-9650557-0-1 PUB DATE 1996-03-00 NOTE 139p.; Based on a conference held at the Julian Samora Research Institute (East Lansing, MI, April 28, 1995). For selected individual papers, see RC 021 297-301. PUB TYPE Books (010)-- Collected Works General (020) -- Information Analyses (070) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Demography; Elementary Secondary Education; Employment; Ethnic Bias; Hispanic Americans; *Immigrants; Immigration; *Labor Force; Mexican American Education; *Mexican Americans; Mexicans; Migrant Workers; Politics of Education; *Socioeconomic Status; Undocumented Immigrants IDENTIFIERS California; *Latinos; *Proposition 187 (California 1994); United States (Midwest) ABSTRACT For over a decade, Latino immigrants, especially those of Mexican origin, have been at the heart of the immigration debate and have borne the brunt of conservative populism. Contributing factors to the public reaction to immigrants in general and Latinos specifically include the sheer size of recent immigration, the increasing prevalence of Latinos in the work force, and the geographic concentration of Latinos in certain areas of the country. Based on a conference held at the Julian Samora Institute(Michigan) in April 1995, this book is organized around two main themes. The first discusses patterns of immigration and describes several immigrant communities in the United States; the second looks in depth at immigration issues, including economic impacts, employment, and provision of education and other services to immigrants. Papers and commentaries are: (1) "Introductory Statement" (Steven J. -
How Uruguay Implemented Its Computer Science Education Program
How Uruguay implemented its computer science education program Brian Fowler Emiliana Vegas March 2021 How Uruguay implemented its computer science education program Brian Fowler is a research analyst in the Center for Universal Education at Brookings. Emiliana Vegas is a senior fellow and co-director of the Center for Universal Education at Brookings. Acknowledgements The authors are grateful to Cristobal Cobo, whose feedback on a previous draft greatly helped improve this version, as well as to Michael Hansen and Yuri Nesen for their edits and suggestions. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars. Brookings gratefully acknowledges the support provided by Amazon, Atlassian Foundation International, Google, and Microsoft. Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment. Brookings Institution 1 Summary Computer science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. It has been linked with higher rates of college enrollment (Brown & Brown, 2020; Salehi et al., 2020), and a recent randomized control trial showed that lessons in computational thinking improved student response inhibition, planning, and coding skills (Arfé et al., 2020). Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. -
LGBT Rights and Representation in Latin America and the Caribbean: the Influence of Structure, Movements, Institutions, and Culture
LGBT Rights and Representation in Latin America and the Caribbean: The Influence of Structure, Movements, Institutions, and Culture Javier Corrales OUT TO WIN Javier Corrales Javier Corrales is the Dwight W. Morrow 1895 Corrales obtained his Ph.D. in political science Professor of Political Science at Amherst College from Harvard University. In 2005, he was chosen in Amherst, Massachusetts. to be a Fulbright Scholar in Caracas, Venezuela. Corrales’s research focuses on democratization In 2000, he became one of the youngest scholars and the political economy of development. His ever to be selected as a fellow at the Woodrow work on Latin America has concentrated on Wilson International Center for Scholars in presidential powers, political parties, economic Washington, D.C. reforms, international relations, and sexuality. Prepared in 2015 for the LGBT Representation Corrales serves on the editorial boards of Latin and Rights Initiative at the University of American Politics and Society and America’s North Carolina at Chapel Hill. Quarterly. He is co-author of The Promise of The author would like to thank Mary Byrne, Participation: Experiments in Participatory Dane Engelhart, Clara Yoon, and Abigail Xu for Governance in Honduras and Guatemala (Palgrave their research assistance. Macmillan 2013), U.S.-Venezuela Relations since The UNC LGBT Representation and Rights the 1990s: Coping with Midlevel Security Threats Research Initiative thanks Leah Elliott, Mary (Routledge 2013), and Dragon in the Tropics: Hugo Koenig, Sarah Pederson, Alison Evarts, and Chávez and the Political Economy of Revolution Alissandra Stoyan for their exceptional efforts in Venezuela (Brookings Institution Press 2011). in the preparation of this report. -
2016 RESEARCH and CREATIVE WORKS SYMPOSIUM from EVERY VOICE Southwestern University Georgetown, Texas
1 2 2016 RESEARCH AND CREATIVE WORKS SYMPOSIUM FROM EVERY VOICE Southwestern University Georgetown, Texas EVENT PLANNER Christine C. Vasquez Office of the Dean of Faculty Southwestern University STUDENT PROGRAM CHAIR Emma McDaniel ‘16 English and Religion Departments Southwestern University FACULTY SPONSOR Dr. Alison Kafer Professor of Feminist Studies Southwestern University 3 4 Table of Contents SCHEDULE AT A GLANCE ................................................................................... 6 MAP OF ACTIVITIES .......................................................................................... 7 PANEL ABSTRACTS ............................................................................................ 8 CREATIVE WORKS AND EXHIBITION ABSTRACTS ............................................. 15 ORAL PRESENTATION ABSTRACTS ................................................................... 26 POSTER PRESENTATION ABSTRACTS ............................................................... 48 INDEX ............................................................................................................. 73 5 SCHEDULE AT A GLANCE MONDAY, APRIL 11 , 2016 3:00-8:00 Registration Alma Thomas Fine Arts Center TUESDAY, APRIL 12, 2016 8:00-3:00 Information and Volunteer Check-in Table Bishops Lounge 9:30-9:45 Introduction and Welcoming Remarks Main Lawn Dr. Alison Kafer, Professor of Feminist Studies Dr. Edward Burger, President of Southwestern University 9:45-10:00 Southwestern Andean Ensemble Main Lawn Amara Yachimski ‘17, Mattie -
Imprima Este Artículo
http://dx.doi.org/10.4995/reinad.2016.3869 © Reinad, UPV, 2016 PROSTITUCIÓN Y EXPLOTACIÓN SEXUAL INFANTIL EN URUGUAY. Opinión de las trabajadoras sexuales (Prostitution and exploitation child sexual in Uruguay. Opinion of sex workers) Pablo Guerra Profesor - Investigador Universidad de la República (Montevideo, Uruguay) Resumen En este artículo presentaremos los datos que resultaron de la investigación titulada “Indagación sobre condiciones de trabajo y opinión sobre trata de personas entre población que ejerce la prostitución femenina en Uruguay” a partir de 188 entrevistas a trabajadoras sexuales. Partimos analizando el concepto de prostitución infantil en el marco de la explotación sexual de niños, niñas y adolescentes, para avanzar luego en el resultado del trabajo de campo. El 29% de la muestra expresa conocer casos de prostitución infantil en sus ámbitos de trabajo, lo que confirma una preocupante presencia de este fenómeno, sobre todo en la denominada prostitución callejera. En cuanto a la opinión, 77% de las entrevistadas tiene una opinión negativa del fenómeno. Palabras clave: prostitución infantil, explotación sexual, trabajo sexual, niñez y adolescencia. Abstract In this article we will present the information obtained in the project entitled "Investigation on conditions of work and opinion on trafficking in persons between population that he exercises the feminine prostitution in Uruguay " from 188 interviews to sexual workers. First we analyse the concept of child prostitution in the frame of the sexual exploitation of children and teenagers, to advance then in the result of the fieldwork. 29 % of the sample expresses to know cases of child prostitution in his areas of work, which confirms a worrying presence of this phenomenon, especially in the street prostitution.