By Marta Lescano, Foundation FEPA.
Latin America is the most unequal region in the world, He said Alicia Williner (1), Local Area Officer and Regional Management Institute of Latin American and Caribbean Economic and Social Planning (Ilpesa) during the Second International Congress on Coexistence, organized by Foundation Fepais, in Buenos Aires in 2015.
Indeed, the 90 % property existing in Latin America is in the hands of a 8 a 10 % population. There is an unequal concentration of income and property accordingly.
This inequality is directly linked to the levels achieved in education. Indeed, who have completed primary school are gaining a 300 average per year in the region, while those who have reached university level income earners four to five times more, and thus they achieve greater rights, such as the right to property, access to information and to the best quality of life globally.
This graph prepared from ILPES, CEPAL, UN official shows presented by the problem of inequality between those who reach only primary or incomplete full respect of those persons who have had access to the full university level.
According to statistics, only 0.05 % of the population in Latin America reached university level, with possibilities for postgraduate studies, such as Master and Doctoral. This inequity in education produces a breakdown in the social fabric and greater confidence in the future, conditions that prevent the development of people and therefore countries.
To reverse this situation, Ilpesa, CEPAL, UN recommends:
- Consolidate structures that generate inclusive countries
- Public policies that promote social fabric
- Insisting on the value of knowledge
For these reasons, then there is no doubt that education is the main tool for economic growth transformation, social inclusion and welfare of citizens. A society composed of individuals empowered by education is an enabling factor of social cohesion and permanence of democracy, as ensuring respect for the rights of citizenship.
But nevertheless, despite efforts in recent decades in Latin American countries to expand access to education, in Latin America a strong educational backwardness persists associated with socioeconomic status, gender differences and places of residence, Inter alia. As an example, about 32 million Latin Americans are still illiterate and in some countries the illiteracy rate exceeds 15%, According to estimates by the Organization of Iberoamerican States for Education, Scientific and Cultural Organization (OEI).
Other sources consulted, such as ECLAC and CIDOB (2) They realize that other problems related to education are early school leaving, child labor, the low quality of public education and inequality between public and private offering.
To strengthen citizenship and democratic processes, Latin America and consequently Argentina, You need to promote education in terms of combating poverty and promoting equity and social cohesion.
an analysis of the situation and planning actions to ensure start working in the field of preschool education is required, articulation to the primary level, achieve complete primary education, particularly secondary education, which allow access to the university level. In turn, high school should ensure professional skills that will enable each student to join the workforce. It is known that most young students require a paid job to continue his university studies. an adaptation to the educational curriculum secondary to production and future needs and training in coexistence values are then required, networks of trust and precise and strategic knowledge to solve diverse situations. In turn you will need for excellence in the quality of education around the ability to read and write in academic contexts that allow them to advance in their studies.
Another key action is linked to narrow the technology gap between schools and urban spaces, semi-urban and rural, and bet to promote scientific and digital literacy of children and youth, promoting among teachers the information technology and communications to democratize access to information and promote exchanges.
in short, the issue of education as a socioeconomic development strategy should be linked to the allocation of financial resources, but especially to the adoption of targets for continuing studies to ensure full development and equity required to ensure social cohesion, essential for the full development of the countries of Latin America.
(1) Conference Alicia Williner, Coexistence in Congress. Education and Society, Foundation FEPA, 2015