Report of the seminar on Caribbean development thinking the path covered and the way forward

The Economic Commission for Latin America and the Caribbean (ECLAC), Subregional Headquarters for the Caribbean, and secretariat of the Caribbean Development and Cooperation Committee (CDCC) convened a Seminar on Caribbean Development Thinking: The Path Covered and the Way Forward, in Port of Spain on 21 October 2009. The meeting was attended by representatives of the following CDCC member countries: Dominica, Grenada, Guyana, Jamaica, Saint Lucia, Saint Kitts and Nevis, Saint Vincent and the Grenadines, Suriname and Trinidad and Tobago. Representatives of the following organizations of the United Nations system also attended: the International Labour Organisation (ILO); Joint United Nations Project on HIV/AIDS (UNAIDS); and the United Nations Development Programme (UNDP). The following intergovernmental organizations were represented: the Caribbean Community (CARICOM); the Caribbean Development Bank (CDB); the Caribbean Regional Negotiating Mechanism/Caribbean Community (CRNM/CARICOM); Delegation of the European Commission in Trinidad and Tobago; the Organisation of American States (OAS); and the Organisation of Eastern Caribbean States (OECS). The University of the West Indies (UWI) also participated. The list of participants appears as annex I to this report.

report of the workshop on boosting SME development and competitiveness in the Caribbean

The Economic Commission for Latin America and the Caribbean (ECLAC) Subregional Headquarters for the Caribbean, in collaboration with the Division of Production, Productivity and Management at ECLAC Headquarters in Chile, convened a one-day workshop on “Boosting SME Development and Competitiveness in the Caribbean”, at the Subregional Headquarters for the Caribbean in Port of Spain on 14 May 2009. The workshop was the culmination of country studies that were carried out under an Italian Government-funded project to assess the policies, institutions and instruments for dynamic Small and Medium Enterprises (SME) development and competitiveness in Jamaica, Suriname and Trinidad and Tobago. The aim was to use the lessons learned from the three country studies to inform policy and practice in the other member countries of the Caribbean Development and Cooperation Committee (CDCC). The main objectives of the workshop were to: (a) share and discuss the findings of the country studies and lessons learned; (b) provide a forum for high quality discussion of the policy environment, instruments, business development and support services required for successful SME development in the Caribbean; and (c) map out a strategy for moving from analysis and recommendation to policy implementation and business changes in order to promote a dynamic and competitive SME sector. The workshop aimed to arrive at practical solutions to major constraints and a weighting of key actions in order of priority of implementation, by adopting a problem-solving approach. Participants at the workshop included representatives of key SME support institutions in the region, actual SMEs and academic researchers. The list of participants and provisional programme are annexed to this report.

Summary of resolutions recently adopted by CDCC and resolutions of ECLAC and other organs of the United Nations which might be of special interest to member countries of ECLAC/CDCC

This paper brings to the attention of member countries of the Caribbean Development and Cooperation Committee (CDCC) resolutions adopted by past sessions of the Committee, since 2000, and the process of their implementation. Resolutions 55 to 66 for the period 2000- 2006 have been extracted from the reports of the eighteenth to twenty first sessions of the CDCC Also included for the information of member countries are selected resolutions recently adopted by the Economic Commission for Latin America and the Caribbean (ECLAC) and other organs of the United Nations. These resolutions greatly influence the preparation of the programme of work and are expected guide the day-to-day functioning of the secretariat. It is a great source of information for delegations, given the perceived special relevance of the resolutions to the membership of the CDCC. The resolutions listed in this document are pertinent to all subprogrammes of ECLAC and indeed the CDCC subprogramme 12 of ECLAC. However, the content of these resolutions either marked no real advance on the outcomes of the corresponding conferences that were held within recent times or were cast in a globally relevant context that did not address specific concerns of Caribbean countries to any significant extent.

Resolutions adopted by the Economic Commission for Latin America and the Caribbean at its Thirty-Sixth Session

Resolution 697(XXXVI) Horizons 2030 resolution .-- Resolution 698(XXXVI) ECLAC calendar of conferences for the period 2017-2018 .-- Resolution 699(XXXVI) Regional Conference on Women in Latin America and the Caribbean .-- Resolution 700(XXXVI) Mexico resolution on the establishment of the Forum of the Countries of Latin America and the Caribbean on Sustainable Development .-- Resolution 701(XXXVI) Support for the work of the Latin American and Caribbean Institute for Economic and Social Planning (ILPES) .-- Resolution 702(XXXVI) Statistical Conference of the Americas of the Economic Commission for Latin America and the Caribbean .-- Resolution 703(XXXVI) Regional Conference on Social Development in Latin America and the Caribbean .-- Resolution 704(XXXVI) Programme of work and priorities of the Economic Commission for Latin America and the Caribbean for the biennium 2018-2019 .-- Resolution 705(XXXVI) Caribbean Development and Cooperation Committee .-- Resolution 706(XXXVI) Application of Principle 10 of the Rio Declaration on Environment and Development in Latin America and the Caribbean .-- Resolution 707(XXXVI) Regional Conference on Population and Development in Latin America and the Caribbean .-- Resolution 708(XXXVI) Ministerial Conference on the Information Society in Latin America and the Caribbean .-- Resolution 709(XXXVI) Committee on South-South Cooperation .-- Resolution 710(XXXVI) Conference on Science, Innovation and Information and Communications Technologies of the Economic Commission for Latin America and The Caribbean .-- Resolution 711(XXXVI) Implementation of the Vienna Programme of Action for Landlocked Developing Countries for the Decade 2014-2024 .-- Resolution 712(XXXVI) Regional integration of statistical and geospatial information .-- Resolution 713(XXXVI) Regional follow-up to the outcomes of conferences on financing for development .-- Resolution 714(XXXVI) Place of the next session.

Use of policy, education, and enforcement to reduce binge drinking among university students: The NU Directions project

This paper describes a program, conducted over a 5-year period, that effectively reduced heavy drinking and alcohol-related harms among university students. The program was organized around strategies to change the environment in which binge drinking occurred and involved input and cooperation from officials and students of the university, representatives from the city and the neighborhood near the university, law enforcement, as well as public health and medical officials. In 1997, 62.5% of the university’s approximately 16,000 undergraduate student population reported binge drinking. This rate had dropped to 47% in 2003. Similar reductions were found in both self-reported primary and secondary harms related to alcohol consumption.

Learning Democracy Together in School? : Student and Teacher Attitudes in Bosnia and Herzegovina

The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations. Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law. The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation. Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation.