Equality of opportunity is a popular policy objective around the world. It is deeply embodied in the American Dream and has resonated with politicians ranging from Margaret Thatcher to Nelson Mandela. It is also connected to the World Bank’s goal of shared prosperity; individuals with low opportunities should have a chance of growing and prospering in life.
Editor’s Note: In May, the LAC Team for Statistical Development launched the #LACfeaturegraph blog contest, where participants were asked to use poverty, inequality or other welfare data from the LAC Equity Lab to come up with an original analysis and integrate it with a data visualization. We received numerous blog submissions and after carefully reading each blog, we have picked the winner. Here is the winning entry from Joaquín Muñoz from Chile.
Education has long been considered fundamental in paving a country’s road to development. It is an International Human Right, one of the eight Millennium Development Goals and seventeen Sustainable Development Goals, and a critical player in reducing poverty. Thus, government officials and development partners have renewed efforts to ensure access to primary and secondary education worldwide.
In Latin America and the Caribbean, a region that faces stark levels of inequality, educational programs have been designed and funded with the aim of guaranteeing equal opportunities to school access. For instance, while in 1990 primary school enrollment in the region was about 89.9 percent, by 2010 it had increased to 94.2 percent. In the same period, literacy rates progressed as well, increasing from 87.5 percent to 92.6 percent (The World Bank, 2017). Even though the difficulty of achieving universal access to education is daunting, the numbers show that the region is on the right track.
However, the figure below shows that even though there has been a significant increase in the total years of education between 2004 and 2014 among the region’s population, the top 60 percent and the bottom 40 percent have experienced unequal income gains. While both groups experienced an increase in years spent in school, the data suggest that the top 60 percent, which was already wealthier and longer-schooled, saw a greater increase in their median daily per capita income than the bottom 40 percent. This finding is consistent with other evidence that suggests that income returns to schooling differ across the wage distribution (Harmon, Oosterbeek and Walker, 2000).
Source: Author's graph using LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).
Are you a student or a young professional passionate about development and data? Do you care about poverty and inequality in Latin America and the Caribbean (LAC)? Then this blog contest is for you.
Regular readers of this space will know by now that we have run a periodic blog series - #LACfeaturegraph – that highlighted a particular data point from our LAC Equity Lab data portal and analyzed critical development issues across the region. Now this is your chance to be a part of this effort. You, too, can use the data from the LAC Equity Lab and come up with a blog entry that addresses some of these issues. Through the contest, we are looking for original, well-written posts whereby participants can share their perspective on poverty and equity issues in the LAC region and also recommend plausible public policy interventions.
The winner of this blog contest will get his or her entry published as part of the #LACfeaturegraph series. The winner will also have the opportunity to visit the World Bank Group headquarters in Washington D.C. at a later date to participate in a poverty event. Blog entries will be accepted for a month – from May 15, 2017 to June 15, 2017.
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As we worked on a new World Bank flagship report that provides the latest and most accurate estimates on trends in global poverty and shared prosperity, it became apparent as to what we wanted for the title - Poverty and Shared Prosperity 2016: Taking on Inequality.
Because in our minds it became clear that inequality is becoming increasingly critical to meeting the World Bank’s goals of ending poverty and sharing prosperity. In fact, we find that tackling inequality will make or break the goal of ending poverty by 2030.
Figure 1: Poverty and inequality in rural China
This is a key message in the Global Monitoring Report 2015/2016 – Development Goals in an Era of Demographic Change, recently issued by the World Bank and the IMF. The countries in this category are labeled “pre-dividend,” (see Figure 1); two thirds of the world’s countries most affected by fragility, conflict and violence belong to this group.
Figure 1. Global Monitoring Report Demographic Country Typology: Pre-dividend countries.
These are some of the views and reports relevant to our readers that caught our attention this week.
Measuring the Information Society 2015
International Telecommunication Union
The Measuring the Information Society Report (MISR), which has been published annually since 2009, features key ICT data and benchmarking tools to measure the information society, including the ICT Development Index (IDI). The IDI 2015 captures the level of ICT developments in 167 economies worldwide and compares progress made since the year 2010. The MISR 2015 assesses IDI findings at the regional level and highlights countries that rank at the top of the IDI and those that have improved their position in the overall IDI rankings most dynamically since 2010. The report will feature a review and quantitative assessment of the global ITU goals and targets agreed upon at PP-14 and included in the Connect 2020 Agenda.
Since the early 1990s, daily life in poor countries has been changing profoundly for the better: one billion people have escaped extreme poverty, average incomes have doubled, infant death rates have plummeted, millions more girls have enrolled in school, chronic hunger has been cut almost in half, deaths from malaria and other diseases have declined dramatically, democracy has spread far and wide, and the incidence of war—even with Syria and other conflicts—has fallen by half. This unprecedented progress goes way beyond China and India and has touched hundreds of millions of people in dozens of developing countries across the globe, from Mongolia to Mozambique, Bangladesh to Brazil. Yet few people are aware of these achievements, even though, in aggregate, they rank among the most important in human history.