9 resultados para Socioeconomic and professional profiles
em Comissão Econômica para a América Latina e o Caribe (CEPAL)
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Presentación (volumen, valor, origen-destino, modos de transporte, costos de fletes-seguros y productos comerciados) El documento consta de dos partes; la primera incluye la Introducción, donde se detalla el alcance y el contenido de la BTI (Base de datos de Transporte Internacional) mantenida por la Unidad de Transporte de CEPAL. Esta Base de datos abarca estadísticas anuales relativas al flujo comercial y de transporte de Argentina, Bolivia, Brasil, Chile, Colombia, Ecuador, México, Paraguay, Perú, Uruguay y Venezuela. Los lectores son informados acerca de los campos de información incluidos en la base de datos y, si están interesados, pueden requerir información estadística específica, caso por caso a la Unidad de Transporte de CEPAL. La segunda parte del documento contiene cuadros detallados y gráficos relativos al valor y volumen de las importaciones y exportaciones de once países latinoamericanos, cubiertos por la BTI. También se incluye información acerca del uso de diferentes modos de transporte, los costos de los fletes y seguros internacionales y los productos comerciados. La información se refiere al año 2000 y está agrupada por los códigos de la Clasificación Uniforme para el Comercio Internacional (CUCI). El documento por el momento, sólo está disponible en inglés.
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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1) International Trade and Transport Profiles of Latin American Countries, by Jan Hoffmann, Gabriel Pérez, and Gordon Wilmsmeier, ECLAC, Serie 19 Manuales www.eclac.cl/transporte/perfil/bti.asp;2) Globalization - the Maritime Nexus, by Jan Hoffmann and Shashi Kumar, in Handbook of Maritime Economics, London, LLP, due to be published in October 2002; and3) Port Efficiency and International Trade, by Ricardo J. Sánchez, Jan Hoffmann, Alejandro Micco, Georgina Pizzolitto, Martín Sgut, and Gordon Wilmsmeier, to be submitted at the "IAME Panama 2002" Conference, November 2002.
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The inalienable right of all people to education is enshrined in various international covenants, conventions and agreements, yet the actual fulfilment of this right varies in quantity and quality from one country to the other. On average, the compulsory length of schooling in the countries of the region is 10 years. Half of these countries have already made all secondary education mandatory, which is eminently reasonable since it is commonly accepted as a minimum threshold for lifelong well-being and skills-building. The main article in this edition of Challenges discusses this subject in depth, and shows how far behind we are in ensuring that all adolescents have access to the education to which they are entitled. It focuses on the low secondary school-completion rate and low level of learning acquisition, the strong socioeconomic and sociocultural stratification, the lack of citizenship skills, and the persistence of a relatively high dropout rate at all levels of secondary education. The main challenge in guaranteeing the right to education lies in reducing learning and attainment gaps by helping the groups that are presently lagging behind the most. As is customary, there are also reports on relevant meetings and conferences held in the region over the past half-year, together with the opinions of experts and adolescents and success stories in promoting school attendance in Uruguay and the Dominican Republic.
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Taking account of the substantial increase in female labour market participation that has occurred throughout the Latin American region, this article describes policies adopted with the aim of reconciling work and family responsibilities between 2003 and 2013, and the implications of their design for socioeconomic and gender equity. We look at the cases of Argentina, Brazil, Chile, Costa Rica and Uruguay, five countries which, on the basis of their track records, are the best placed to implement policies to reorganize time, income and services. The empirical analysis indicates, first, that these changes have contributed to socioeconomic equity more consistently than to gender equity. Second, the scale and type of change was found to vary significantly from one country to another. The article concludes by raising a number of substantive questions about the measures, their implementation and effectiveness, and the variations between countries.