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Agriculture%20at%20a%20Crossroads_Global%20Report%20(English)

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28 | IAASTD Global Report<br />

cash, and may come from both on-farm and off-farm sources.<br />

Gross national income per capita averaged US$1,502 in<br />

developing countries in 2004, or about US$4 per day (World<br />

Bank, 2006c); half the people in developing countries live on<br />

less that US$2 per day, and 19% live on less than US$1 per<br />

day (World Bank, 2006c). By contrast, income per capita<br />

in high-income countries averaged US$32,112 in 2004, or<br />

about US$88 per day. Generally, there is a strong correlation<br />

between the average income per capita and the share<br />

agriculture takes in GDP. The lower this share is, the higher<br />

the income (see Figure 1-13).<br />

A simple measure of economic well-being can be derived<br />

by comparing an individual’s or household’s income<br />

over a given period of time with their needs or wants over<br />

that same period of time. The disadvantage of such a simple<br />

measure is that it could indicate that a household was welloff<br />

at present even if it was increasing its income in the short<br />

term by depleting its resources in a way that is unsustainable<br />

over the long term. Thus a more complete measure of economic<br />

well-being requires knowledge about the resources<br />

from which an individual or household derives its income.<br />

Resources. Control of resources shapes income-generating<br />

opportunities, and determines how resilient households are<br />

when incomes fluctuate in response to changing economic<br />

conditions or natural disasters. Resources can be grouped<br />

in various ways, e.g., natural, human and social capital and<br />

wealth (or man-made capital) (Serageldin, 1996). Wealth<br />

can be further divided into physical and financial forms<br />

(Chambers and Conway, 1991). Access to different forms<br />

of capital varies widely across and within regions, affecting<br />

the choices that households make in combining resources<br />

in their diverse livelihood strategies, and also affecting the<br />

types of AKST investments that are most relevant in any<br />

particular context.<br />

An important aspect of resources is the discussion of<br />

labor productivity versus land productivity. These are often<br />

Figure 1-13. World distribution of GDP per capita and percentage of population working in<br />

agriculture (Average of years 1990-2002). Source: Based on Hurni et al., 1996, with data from World<br />

Bank, 2006c; ILO, 2007.<br />

compared to show the differences between the achievements<br />

of formal AKST versus local knowledge. The value of production<br />

in industrialized countries is much higher than in<br />

developing countries (Wood et al., 2000), simply because<br />

the energy balance is hardly taken into account when comparing<br />

mechanized with manual agricultural systems. It is<br />

noteworthy, however, that there are groups of countries<br />

where labor productivity made particular progress (probably<br />

through mechanization), while others made most progress<br />

in land productivity, and sub-Saharan countries had only<br />

little advances over the past 30 years, although with probably<br />

the best energy balance (Byerlee et al., 2005). Latin<br />

America has the highest levels of labor productivity in the<br />

developing world, followed by the Middle East and North<br />

Africa, and transition economies. South-East Asia and sub-<br />

Saharan Africa have considerably lower labor productivity<br />

levels although, in terms of growth, China is leading (ILO,<br />

2004; see Figure 1-14).<br />

Education. Reported gross primary school enrolment rates<br />

are near universal in developing countries already, but completion<br />

rates are lower, and more than 100 million children<br />

of primary school age remain out of school. Gross enrolment<br />

rates drop to 61% for secondary education and 17%<br />

for tertiary education (World Bank, 2006c). Primary and<br />

secondary education are near-universal in high-income<br />

countries, and drop to 67% for tertiary education. Adult<br />

literacy rates in developing countries are 86 and 74% for<br />

men and women, respectively (World Bank, 2006c).<br />

Research. Expenditures for public agricultural research and<br />

development (R&D) averaged 0.5% of agricultural GDP in<br />

high-income countries (Pardey et al., 2006), which in view<br />

of the high disparity between the GDPs themselves must be<br />

seen as a potentially greatly underrated difference. Moreover,<br />

about five times as many scientific and technical journal<br />

articles were published by authors from high-income

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