The Road to Hemispheric Cooperation: Beyond the Cartagena

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Graph 3. Enrollment Rates in Latin America and the Caribbean, 1999 and 2009 Percentage 100 90 80 70 60 50 40 30 20 10 0 Pre-primary, gross Source: UNESCO, Global Education Digest 2011 Primary, net Secondary, net Graph 4. Public Spending on Education as a % of GNP, 2008 6 5 4 3 2 1 0 North America and Western Europe Central and Eastern Europe Latin America and Caribbean World Source: UNESCO, Education for All Global Monitoring Report 2011 Arab States Sub- Saharan Africa Tertiary, gross South and West Asia East Asia The Road to Hemispheric Cooperation: Beyond the Cartagena Summit of the Americas The Brookings Institution ❘ Latin America Initiative 34 2009 1999 Central Asia
Graph 5. Percentage of Students at the Lowest Performance Levels on PISA Math Test, 2009 Shanghai-China Finland Korea Canada Estonia New Zealand OECD average France Turkey Uruguay Mexico Chile Trinidad and Tobago Argentina Brazil Colombia Peru Tunisia Indonesia Panama Education Quality is Low 0 10 20 30 40 50 60 70 80 90 100 Source: A. J. Ganimian and A. Rocha Solano, Measuring Up? 2011 11 Despite increases in spending and enrollments and growing awareness of the crisis in teaching and learning, the reality is that most Latin American schools—from early childhood to tertiary—provide low-quality education that does not meet countries’ or students’ needs. For example, roughly half or more of Latin American students participating in the OECD’s most recent Programme for International Student Assessment (PISA) exam performed at the lowest levels, meaning that they had difficulty applying basic reading and math skills to real world problems. By contrast, only about 20 percent of students in OECD countries performed at this level, while less than 10 percent in top-performing countries did (Graph 5). Results from regional and national achievement tests are similarly low. Nor are quality issues confined to K-12 schools. While hard data on the quality of tertiary education is scarce, the evidence that does exist suggests that Latin American universities are not globally competitive. In a 2011-2012 ranking of the world’s 400 top universities by the London Times, no Latin American University ranked in the top 100, and only three (two in Brazil and one in Chile) were included at all. 12 In a similar ranking conducted by the Shanghai Jiao Tong University, no Latin American university ranked in the top 100, and only three (Universidad de São Paulo in Brazil, Universidad de Buenos Aires in Argentina, and Universidad Nacional Autónoma in Mexico) ranked in the top 200. 13 In total, 25 Latin American universities made the top 500 (15 from Brazil, 4 from Mexico, 4 from Argentina, and 2 from Chile). By comparison, South Korea had 22 universities in the top 500 and China had 72. Moreover, in most countries, less than one-quarter of all university graduates receive science or engineering degrees and few receive doctorates. 14 Brazil, with one of the most extensive university systems in the region, produces only one Ph.D. for every 70,000 people. Chile produces one for every 140,000. The OECD averages about one per every 5,000 people. 15 University accreditation systems are weak, few faculty members have doctorates, accountability is nearly non-existent, and funding for public universities The Road to Hemispheric Cooperation: Beyond the Cartagena Summit of the Americas The Brookings Institution ❘ Latin America Initiative 35 Students at these levels have difficulty solving problems that require them to make direct inferences from presented information. They also have problem representing key data graphically or using basic algorithms, formulae, procedures or conventions.
Page 1 and 2: THE ROAD TO HEMISPHERIC COOPERATION
Page 3 and 4: ACKNOWLEDGEMENTS The Latin America
Page 5 and 6: INTRODuCTION Ted Piccone I Senior F
Page 7 and 8: fOSTERINg A CulTuRE Of INNOvATION I
Page 9 and 10: Technology and Innovation Innovatio
Page 11 and 12: Figure 1: Latin America (5 Countrie
Page 13 and 14: Figure 3: Affordability of Fixed Br
Page 15 and 16: Figure 5: Percentage of Internet Pe
Page 17 and 18: the demand for innovation. Policies
Page 19 and 20: Opportunities for Cooperation in In
Page 21 and 22: COMMENTARy by CAROl gRAHAM Senior F
Page 23 and 24: include free trade agreements (FTAs
Page 25 and 26: mented by Latin American countries.
Page 27 and 28: $350 billion in 2010, with China di
Page 29 and 30: The current situation is important:
Page 31 and 32: EDuCATION IN THE AMERICAS: WHAT THE
Page 33: Graph 2. Student Performance and Te
Page 37 and 38: Graph 7. Difference in Mean Scores
Page 39 and 40: generally carry no consequences. At
Page 41 and 42: access to and use of technology, an
Page 43 and 44: 23 J. Enrique Hinostroza and Christ
Page 45 and 46: PROMOTINg ENERgy SECuRITy AND TACkl
Page 47 and 48: the governments of the Western Hemi
Page 49 and 50: Brazil, in turn, leads an initiativ
Page 51 and 52: agencies, including Spain’s Ibero
Page 53 and 54: as many scientists believe, this pa
Page 55 and 56: footnotes 1 A full copy of the repo
Page 57 and 58: 24 Repsol is a privately held Spani
Page 59 and 60: PublIC SECuRITy CHAllENgES IN THE A
Page 61 and 62: Figure 1.2 Homicide rates in Latin
Page 63 and 64: ates are found in Mexico, Peru, Arg
Page 65 and 66: ●● Organized crime. The data pr
Page 67 and 68: ago. 42 In Venezuela the problem is
Page 69 and 70: operations by transnational syndica
Page 71 and 72: This is, in essence, what enabled t
Page 73 and 74: Inequality, and Firearm Violent Cri
Page 75 and 76: COMMENTARy by vANDA fElbAb-bROWN Fe
Page 77 and 78: THE INTER-AMERICAN DEMOCRATIC CHART
Page 79 and 80: The process began with modification
Page 81 and 82: A little over 12 years later in Hon
Page 83 and 84: 5. Respect and Apply the IADC Regar
Page 85 and 86:
vide political or technical assista
Page 87 and 88:
1978. For the criteria used in dete
Page 89 and 90:
While the current trend of inter-Am
Page 91 and 92:
The Context The Summit of the Ameri
Page 93 and 94:
(CAF). Other global institutions al
Page 95 and 96:
●● There was an open and frank
Page 97 and 98:
●● Eliminating the threat of na
Page 99 and 100:
tive role in monitoring and evaluat
Page 101 and 102:
15 Carlo Dade, “Will There Be Ano
Page 103 and 104:
many Brazilian diplomats, the main
Page 105:
1775 Massachusetts Avenue, NW Washi
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