International Bank for Reconstruction and Development
Location:
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
323 p., Despite sustained economic growth at the end of the 20th and the beginning of the 21st century, Latin America and the Caribbean still faces high inequality and weak indicators of well-being among certain population groups. Women, people of African ancestry, and indigenous peoples are often at the bottom of the income distribution. The share of female-headed households rose in the past 20 years. By the beginning of the 1990s, women headed 1.2 percent of complete households (households in which both husband and wife are present) and 79.8 percent of single- head households. This book presents a regional overview of gender and ethnic disparities in labor earnings during this last turn of the century. Latin America and the Caribbean provide a rich environment for studying social inequality, because historical inequalities along gender and ethnic lines persist, despite positive indicators of economic development.
Reflects on women's health and rights in Latin America and the Caribbean amid new realities in today's globalized world. Explores the role of states towards ensuring equity and equality of outcomes in health between men and women, emphasizing the unmet obligation of most states to ensure full enjoyment by women of their right to health.
Examines social indicators of development and manifestations of poverty in Barbados, Guyana, Jamaica, Trinidad and Tobago, Cuba, Haiti, and the Dominican Republic; profiles the poor, including geographic distribution, education, ethnicity, and consumption patterns.
Central to the Reform of Secondary Education (ROSE) in Jamaica in the 1990s was the achievement of goals of access, equity and quality through the implementation of a common curriculum in all schools. Within this reform, Resource and Technology (R&T) was an innovation designed to develop the creative potential in technology and to transform pedagogical practices from being teacher-centred to being student-centred. This paper examines how teachers and principals involved in the implementation of R&T perceive its attributes, such as need and relevance and observability.
Advances in Science, Technology and Innovation (STI) have led to most of the growth and wealth gains in developed economies, but developing countries such as those in the Caribbean with a dearth of technological expertise and development continue to lag behind. This commentary discusses inequalities related to the use (or unavailability) of STI from the perspective of Jamaica. The main focus of the paper is on education and Information and Communications Technology. It also looks briefly at health, employment and security.
African American Research Center, Library, University of Illinois at Urbana-Champaign
Notes:
221 p, Rodney was disturbed by the inability of intellectuals to share common cause with the masses, thus ensuring that they would be unable to contribute to uplifting their talents or participate in the growth of the nation. Guyana and the Caribbean were subject to sugar and slave traffic that constituted cheap labor for the plantations and buttressed the capitalist-industrial system. A significant byproduct of that system was the master-slave relationship; a no-less iniquitous consequence was an active racism. Thus, social inequality became the heritage of Guyanese and Caribbean history.
Demonstrate how the priority of education in Cuban social policy, from its outset after the 1959 revolution, has privileged women. Statistics chart the rapid increase in educational level and attainment over the decades and the high degree of feminization of higher education and thus the skilled labor force; and today Cuba ranks among the countries with the highest indicators in the United Nations' Millennium Goals with respect to education and gender equity.
