Demographic Change in Uruguay Demographic DIRECTIONS in DEVELOPMENT DIRECTIONS in Human Development

Total Page:16

File Type:pdf, Size:1020Kb

Demographic Change in Uruguay Demographic DIRECTIONS in DEVELOPMENT DIRECTIONS in Human Development Demographic Change in Uruguay Demographic DIRECTIONS IN DEVELOPMENT Human Development Rofman, Amarante, and Apella Rofman, Amarante, Demographic Change in Uruguay Economic Opportunities and Challenges Rafael Rofman, Verónica Amarante, and Ignacio Apella, Editors Demographic Change in Uruguay DIRECTIONS IN DEVELOPMENT Human Development Demographic Change in Uruguay Economic Opportunities and Challenges Rafael Rofman, Verónica Amarante, and Ignacio Apella, Editors © 2016 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 19 18 17 16 This work is a product of the staff of The World Bank with external contributions. The findings, interpreta- tions, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions This work is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) http:// creativecommons.org/licenses/by/3.0/igo. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, including for commercial purposes, under the following conditions: Attribution—Please cite the work as follows: Rofman, Rafael, Verónica Amarante, and Ignacio Apella, eds. 2016. Demographic Change in Uruguay: Economic Opportunities and Challenges. Directions in Development. Washington, DC: World Bank. doi:10.1596/978-1-4648-0844-9. License: Creative Commons Attribution CC BY 3.0 IGO Translations—If you create a translation of this work, please add the following disclaimer along with the attribution: This translation was not created by The World Bank and should not be considered an official World Bank translation. The World Bank shall not be liable for any content or error in this translation. Adaptations—If you create an adaptation of this work, please add the following disclaimer along with the attribution: This is an adaptation of an original work by The World Bank. Views and opinions expressed in the adaptation are the sole responsibility of the author or authors of the adaptation and are not endorsed by The World Bank. Third-party content—The World Bank does not necessarily own each component of the content contained within the work. The World Bank therefore does not warrant that the use of any third- party–owned individual component or part contained in the work will not infringe on the rights of those third parties. The risk of claims resulting from such infringement rests solely with you. If you wish to reuse a component of the work, it is your responsibility to determine whether permission is needed for that reuse and to obtain permission from the copyright owner. Examples of components can include, but are not limited to, tables, figures, or images. All queries on rights and licenses should be addressed to the Publishing and Knowledge Division, The World Bank, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights @ worldbank.org. ISBN (paper): 978-1-4648-0844-9 ISBN (electronic): 978-1-4648-0845-6 DOI: 10.1596/978-1-4648-0844-9 Cover art: © Marcela Veas. Used with permission. Further permission required for reuse. Cover design: Debra Naylor, Naylor Design, Inc. Library of Congress Cataloging-in-Publication data Names: Rofman, Rafael, editor. | Amarante, Verónica, editor. | Apella, Ignacio, editor. Title: Demographic change in Uruguay : economic opportunities and challenges / edited by Rafael Rofman, Verónica Amarante, and Ignacio Apella. Description: Washington, DC : World Bank, [2016] Identifiers: LCCN 2016023082| ISBN 9781464808449 (pdf) | ISBN 9781464808456 Subjects: LCSH: Demographic transition—Uruguay. | Uruguay—Population. | Uruguay—Economic conditions. Classification: LCC HB3577 .D464 2016 | DDC 304.6/209895—dc23 LC record available at https://lccn.loc.gov/2016023082 Demographic Change in Uruguay • http://dx.doi.org/10.1596/978-1-4648-0844-9 Contents Foreword xvii Preface xix About the Editors xxi Abbreviations xxiii Chapter 1 Demographic Change and Social Policies in Uruguay 1 Rafael Rofman, Verónica Amarante, and Ignacio Apella Introduction 1 Uruguay’s Demography: 1950–2100 2 Income and Consumption Profiles and Their Impact on Social Spending 5 The Impacts on Macroeconomics: The Challenge of Productivity 20 Conclusions and Policy Challenges 25 Structure of the Book 26 Notes 26 Reference 26 Chapter 2 Current and Future Uruguayan Demographics 27 Juan José Calvo Introduction 27 Demographics: Past and Present 29 Projections under Different Scenarios 33 Dependency Ratios and the Demographic Dividend 36 Conclusions 38 Notes 39 References 39 Chapter 3 National Transfer Accounts 41 Marisa Bucheli and Sara Troiano Introduction 41 The Economic Life Cycle 43 Public Transfers by Age Group 54 Demographic Change in Uruguay • http://dx.doi.org/10.1596/978-1-4648-0844-9 v vi Contents The Effects of Demographic Change on the Support Ratio and the Public Accounts 58 Conclusions 70 Notes 72 References 72 Chapter 4 Social Protection in a Demographic Transition 75 Rafael Rofman and Ignacio Apella Introduction 75 Social Protection in Uruguay 76 Income Transfers and Poverty 81 Profile of Social Protection Beneficiaries in 2013 84 The Future of Social Protection 87 Conclusions 93 Notes 96 References 96 Chapter 5 Population Aging and Challenges for Health Care 99 Carlos Grau Introduction 99 A Brief Description of Uruguay’s Health Care System 99 Health Care Sector Expenditure and Financing 106 Health Care Spending Forecasts, 2013–2100 112 Conclusions 122 Notes 123 References 123 Chapter 6 Demographic Change and the Education System 125 Cecilia Llambí and Maren Vairo Introduction 125 Coverage and Completion 126 Education Spending 133 The Uruguayan Demographic Transition: Implications for Education Policy 145 Final Considerations 169 Notes 171 References 173 Chapter 7 Labor Market and Productivity 175 Verónica Amarante and Maira Colacce Introduction 175 Labor Participation and Productivity: Recent Evolution (1981–2013) 177 Demographic Change in Uruguay • http://dx.doi.org/10.1596/978-1-4648-0844-9 Contents vii What Can We Expect from the Evolution of Labor Force Participation? 191 The Effects of Changes in Worker Productivity 214 Final Comments 218 Annex 7A: Some Key Labor Indicators 220 Notes 221 References 223 Chapter 8 Demographic Transition in the International Context 225 Rafael Rofman and Ignacio Apella Introduction 225 The Demographic Transition and the Demographic Dividend 225 The Life-Cycle Deficit and Sustaining Consumption 229 The Generosity of Public Social Spending 240 Final Reflections 243 Notes 245 References 246 Chapter 9 Macroeconomic Effects of Demographic Change: Contributions from a Long-Term Perspective 249 Fernando Lorenzo and Gonzalo Zunino Introduction 249 Macroeconomic Impacts of Demographic Transition 250 Demographics and the Uruguayan Economy 251 The Demographic Transition and Economic Growth 252 Intergenerational Transfers and Consumption Patterns 267 Demographic Change and Fiscal Policy 268 Conclusions 272 Annex 9A: Marginal Propensity to Save and Income Level per Capita 274 Annex 9B: Forecasts of IRPF + IASS and IVA + IMESI as a Percentage of GDP 275 Notes 275 References 276 Chapter 10 Sources of Growth in a Context of Population Aging 279 Ignacio Apella Introduction 279 Aging and the Growth Dilemma 280 Sources of Productivity Growth 281 Conclusions 292 Notes 294 References 295 Demographic Change in Uruguay • http://dx.doi.org/10.1596/978-1-4648-0844-9 viii Contents Boxes 2.1 Alternative Demographic Forecasts 28 3.1 The National Transfer Accounts System Relevance to Public Policy in Uruguay 42 3.2 Estimating Consumption and Labor Income by Age 44 3.3 Estimating the Public Transfer Accounts 51 7.1 Entry and Retirement Ages in the Labor Market 194 Figures 1.1 Evolution of Fertility and Mortality in Uruguay, 1884–2100 3 1.2 Median Population Age, Uruguay and Selected Countries, 1950–2100 4 1.3 Dependency Ratios in Uruguay, 1950–2100 5 1.4 Per Capita Income, Consumption, and Deficit by Age, 2013 6 1.5 Aggregate Income, Consumption, and Deficit by Age, 2013 7 1.6 Life-Cycle Deficit in Uruguay and Selected Countries by Age as a Proportion of Average Income between Ages 30–49 8 1.7 Economic Support Ratio, 2010–2100 9 1.8 Relationship between Net Public Transfer per Capita to the Elderly and Children, Uruguay and Selected Countries, Various Years 10 1.9 Per Capita Consumption and Transfers in Social Sectors by Age, 2013 11 1.10 Consumption and Transfers in Social Sectors, 2013–2100 12 1.11 Per Capita Public Spending on Social Protection by Age and Program, 2013 14 1.12 Aggregate Public Spending on Social Protection by Age and Program, 2013 14 1.13 Education Enrollment by Simulation Scenario, 2013–2100 17 1.14 Education Expenditure by Simulation Scenario, 2013–2100 17 1.15 Total Projected Labor Market Participation Rates by Simulation Scenario, 2013–2100 20 1.16 Gross Savings
Recommended publications
  • 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
    [Show full text]
  • GURU'guay GUIDE to URUGUAY Beaches, Ranches
    The Guru’Guay Guide to Beaches, Uruguay: Ranches and Wine Country Uruguay is still an off-the-radar destination in South America. Lucky you Praise for The Guru'Guay Guides The GURU'GUAY GUIDE TO URUGUAY Beaches, ranches Karen A Higgs and wine country Karen A Higgs Copyright © 2017 by Karen A Higgs ISBN-13: 978-1978250321 The All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever Guru'Guay Guide to without the express written permission of the publisher Uruguay except for the use of brief quotations. Guru'Guay Productions Beaches, Ranches Montevideo, Uruguay & Wine Country Cover illustrations: Matias Bervejillo FEEL THE LOVE K aren A Higgs The Guru’Guay website and guides are an independent initiative Thanks for buying this book and sharing the love 20 18 Got a question? Write to [email protected] www.guruguay.com Copyright © 2017 by Karen A Higgs ISBN-13: 978-1978250321 The All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever Guru'Guay Guide to without the express written permission of the publisher Uruguay except for the use of brief quotations. Guru'Guay Productions Beaches, Ranches Montevideo, Uruguay & Wine Country Cover illustrations: Matias Bervejillo FEEL THE LOVE K aren A Higgs The Guru’Guay website and guides are an independent initiative Thanks for buying this book and sharing the love 20 18 Got a question? Write to [email protected] www.guruguay.com To Sally Higgs, who has enjoyed beaches in the Caribbean, Goa, Thailand and on the River Plate I started Guru'Guay because travellers complained it was virtually impossible to find a good guidebook on Uruguay.
    [Show full text]
  • Uruguay: an Overview
    May 8, 2018 Uruguay: An Overview Uruguay, a small nation of 3.4 million people, is located on Figure 1.Uruguay at a Glance the Atlantic coast of South America between Brazil and Argentina. The country stands out in Latin America for its strong democratic institutions; high per capita income; and low levels of corruption, poverty, and inequality. As a result of its domestic success and commitment to international engagement, Uruguay plays a more influential role in global affairs than its size might suggest. Successive U.S. administrations have sought to work with Uruguay to address political and security challenges in the Western Hemisphere and around the world. Political and Economic Situation Uruguay has a long democratic tradition but experienced 12 years of authoritarian rule following a 1973 coup. During the dictatorship, tens of thousands of Uruguayans were Sources: CRS Graphics, Instituto Nacional de Estadística de forced into political exile; 3,000-4,000 were imprisoned; Uruguay, Pew Research Center, and the International Monetary Fund. and several hundred were killed or “disappeared.” The country restored civilian democratic governance in 1985, The Broad Front also has enacted several far-reaching and analysts now consider Uruguay to be among the social policy reforms, some of which have been strongest democracies in the world. controversial domestically. The coalition has positioned Uruguay on the leading edge of lesbian, gay, bisexual, and President Tabaré Vázquez of the center-left Broad Front transgender (LGBT) rights in Latin America by allowing was inaugurated to a five-year term in March 2015. This is LGBT individuals to serve openly in the military, legalizing his second term in office—he previously served as adoption by same-sex couples, allowing individuals to president from 2005 to 2010—and the third consecutive change official documents to reflect their gender identities, term in which the Broad Front holds the presidency and and legalizing same-sex marriage.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • INTELLECTUALS and POLITICS in the URUGUAYAN CRISIS, 1960-1973 This Thesis Is Submitted in Fulfilment of the Requirements
    INTELLECTUALS AND POLITICS IN THE URUGUAYAN CRISIS, 1960-1973 This thesis is submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of Spanish and Latin American Studies at the University of New South Wales 1998 And when words are felt to be deceptive, only violence remains. We are on its threshold. We belong, then, to a generation which experiences Uruguay itself as a problem, which does not accept what has already been done and which, alienated from the usual saving rituals, has been compelled to radically ask itself: What the hell is all this? Alberto Methol Ferré [1958] ‘There’s nothing like Uruguay’ was one politician and journalist’s favourite catchphrase. It started out as the pride and joy of a vision of the nation and ended up as the advertising jingle for a brand of cooking oil. Sic transit gloria mundi. Carlos Martínez Moreno [1971] In this exercise of critical analysis with no available space to create a distance between living and thinking, between the duties of civic involvement and the will towards lucidity and objectivity, the dangers of confusing reality and desire, forecast and hope, are enormous. How can one deny it? However, there are also facts. Carlos Real de Azúa [1971] i Acknowledgments ii Note on references in footnotes and bibliography iii Preface iv Introduction: Intellectuals, Politics and an Unanswered Question about Uruguay 1 PART ONE - NATION AND DIALOGUE: WRITERS, ESSAYS AND THE READING PUBLIC 22 Chapter One: The Writer, the Book and the Nation in Uruguay, 1960-1973
    [Show full text]
  • Redalyc.SOCIAL PROBLEMS: the DEMOGRAPHIC EMERGENCY IN
    JANUS.NET, e-journal of International Relations E-ISSN: 1647-7251 [email protected] Observatório de Relações Exteriores Portugal Delisante Morató, Virginia SOCIAL PROBLEMS: THE DEMOGRAPHIC EMERGENCY IN URUGUAY JANUS.NET, e-journal of International Relations, vol. 6, núm. 1, mayo-octubre, 2015, pp. 68-85 Observatório de Relações Exteriores Lisboa, Portugal Available in: http://www.redalyc.org/articulo.oa?id=413541154005 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative OBSERVARE Universidade Autónoma de Lisboa ISSN: 1647-7251 Vol. 6, n.º 1 (May-October 2015), pp. 68-85 SOCIAL PROBLEMS: THE DEMOGRAPHIC EMERGENCY IN URUGUAY Virginia Delisante Morató [email protected] Holder of a Master Degree in International Relations from ISCSP, University of Lisbon Holder of a Bachelor Degree in International Studies from Universidad ORT Uruguay. Deputy Academic Coordinator of the Bachelor Degree in International Studies, Lecturer and Associate Professor of Final Projects of the Faculty of Management and Social Sciences of the University ORT Uruguay. Abstract This article focuses on Uruguay in a context of highly publicized external image through its recent former president Jose Mujica. It covers government policies related to the problems that all societies must face, addressing, in particularly, the demographic problem it is experiencing, since it differentiates the country both in a regional and in the entire Latin American context. Keywords: Uruguay; social problems; demography: emigration How to cite this article Morató, Virginia Delisante (2015).
    [Show full text]
  • 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.
    [Show full text]
  • The Politics of the Middle Class and the Left in Uruguay: Feelings of Insecurityinsecurity,, Solidaritysolidarity,, and Support for Redistribution
    The Politics of the Middle Class and the Left in Uruguay: Feelings of InsecurityInsecurity,, SolidaritySolidarity,, and Support for Redistribution by Jennifer Fender A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Political Science University of Toronto © Copyright by Jennifer Fender 2020 The Politics of the Middle Class and the Left in Uruguay: Feelings of InsecurityInsecurity,, SolidaritySolidarity,, and Support for Redistribution Jennifer Fender Doctor of Philosophy Department of Political Science University of Toronto 2020 Abstract This dissertation explores the relationships between the middle class and the Left with a specific focus on attitudes towards redistributive policies. The work is based on an examination of the social attitudes and political propensities of the Uruguayan middle class during the Left governments of the Frente Amplio (FA) (2005-2014) including the lead up to their re-election in 2014. In investigating the attitudes and political proclivities of members of the Uruguayan middle class, I incorporate a consideration of the significant political and economic changes that occurred from the middle of the twentieth century onward. The work combines historical analysis and analysis of in-depth interviews conducted by the author. I argue that the presence of two sets of factors that shape individual’s senses of insecurity and solidarity help to explain middle class support for, or opposition to, redistributive policies. One set involves the presence or absence of a complex of insecurity mitigating factors; the second involves socialization processes that inculcate support for the social norms of equality and collective responsibility. I argue that a combination of insecurity mitigating factors and exposure to socialization processes that inculcate norms of equality and collective responsibility, producing social solidarity, tends to contribute to middle class support for the Left and the redistributive measures it stands for.
    [Show full text]
  • Uruguay Year 2020
    Uruguay Year 2020 1 SENSITIVE BUT UNCLASSIFIED Table of Contents Doing Business in Uruguay ____________________________________________ 4 Market Overview ______________________________________________________________ 4 Market Challenges ____________________________________________________________ 5 Market Opportunities __________________________________________________________ 5 Market Entry Strategy _________________________________________________________ 5 Leading Sectors for U.S. Exports and Investment __________________________ 7 IT – Computer Hardware and Telecommunication Equipment ________________________ 7 Renewable Energy ____________________________________________________________ 8 Agricultural Equipment _______________________________________________________ 10 Pharmaceutical and Life Science _______________________________________________ 12 Infrastructure Projects________________________________________________________ 14 Security Equipment __________________________________________________________ 15 Customs, Regulations and Standards ___________________________________ 17 Trade Barriers _______________________________________________________________ 17 Import Tariffs _______________________________________________________________ 17 Import Requirements and Documentation _______________________________________ 17 Labeling and Marking Requirements ____________________________________________ 17 U.S. Export Controls _________________________________________________________ 18 Temporary Entry ____________________________________________________________
    [Show full text]
  • Uruguay MINIMAL ADVANCEMENT
    Uruguay MINIMAL ADVANCEMENT In 2016, Uruguay made a minimal advancement in efforts to eliminate the worst forms of child labor. The Committee to Prevent and Fight Trafficking in Persons presented a draft of a comprehensive anti-trafficking law to the Parliament and began updating the hazardous work list for children. However, children in Uruguay also engage in the worst forms of child labor, including in garbage scavenging and recycling, as well as commercial sexual exploitation, sometimes as a result of human trafficking. The Government does not collect or publish comprehensive labor and criminal law enforcement statistics or implement sufficient programs to prevent and eliminate the worst forms of child labor. I. PREVALENCE AND SECTORAL DISTRIBUTION OF CHILD LABOR Children in Uruguay engage in the worst forms of child labor, including in garbage scavenging and recycling, and commercial sexual exploitation, sometimes as a result of human trafficking.(1-14) Table 1 provides key indicators on children’s work and education in Uruguay. Table 1. Statistics on Children’s Work and Education Figure 1. Working Children by Sector, Ages 5-14 Children Age Percent Working (% and population) 5 to 14 6.1(31,955) Agriculture Attending School (%) 5 to 14 97.8 28.4% Services Combining Work and School (%) 7 to 14 6.5 59.1% Primary Completion Rate (%) 103.3 Industry 12.5% Source for primary completion rate: Data from 2014, published by UNESCO Institute for Statistics, 2016.(15) Source for all other data: Understanding Children’s Work Project’s analysis of statistics from Encuesta Nacional de Trabajo Infantil (MTI), 2009.(16) Based on a review of available information, Table 2 provides an overview of children’s work by sector and activity.
    [Show full text]
  • The Non-Democratic Roots of Mass Education: Evidence from 200 Years
    EdWorkingPaper No. 20-245 The Non-Democratic Roots of Mass Education: Evidence from 200 Years Agustina S. Paglayan University of California, San Diego Because primary education is often conceptualized as a pro-poor redistributive policy, a common argument is that democratization increases its provision. But primary education can also serve the goals of autocrats, including redistribution, promoting loyalty, nation-building, and/or industrialization. To examine the relationship between democratization and education provision empirically, I leverage new datasets covering 109 countries and 200 years. Difference-in-differences and interrupted time series estimates find that, on average, democratization had no or little impact on primary school enrollment rates. When unpacking this average null result, I find that, consistent with median voter theories, democratization can lead to an expansion of primary schooling, but the key condition under which it does—when a majority lacked access to primary schooling before democratization—rarely holds. Around the world, state-controlled primary schooling emerged a century before democratization, and in three-fourths of countries that democratized, a majority already had access to primary education before democratization. VERSION: June 2020 Suggested citation: Paglayan, Agustina S. (2020). The Non-Democratic Roots of Mass Education: Evidence from 200 Years. (EdWorkingPaper: 20-245). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/y9nj-4957 THE NON-DEMOCRATIC ROOTS OF MASS EDUCATION: EVIDENCE FROM 200 YEARS Agustina S. Paglayan* June 19, 2020 Because primary education is often conceptualized as a pro-poor redistributive policy, a common argument is that democratization increases its provision. But primary education can also serve the goals of autocrats, including redistribution, promoting loyalty, nation-building, and/or industrialization.
    [Show full text]