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Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 30 Figure 14 Latin America (18 countries):a completion of four-year tertiary education among young people aged 25 to 29, by income quintile and sex, 2002, 2004 and 2008 (Percentages) 70 60 50 40 30 20 10 0 2002 2014 2018 Fifth quintil... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 196 |
a The countries included are Argentina, the Bolivarian Republic of Venezuela, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, the Plurinational State of Bolivia and Uruguay. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 75 |
In the countries of Latin America and the Caribbean, technical and vocational education and training (TVET) is a fundamental part of the secondary and higher education on offer; in fact, its availability is above the global average (see figure 15).
Despite the growing strategic importance of TVET, however, it can be s... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 91 |
Another cause for concern is the variable quality of the training provided and its weak linkage with the labour market. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 22 |
Figure 15 Latin America and the Caribbean and subregions: young people aged 15 to 24 enrolled in technical and vocational education and training programmes (ISCED levels 2 to 5),a compared to global figures, 2018 (Percentages) 12 10 8 6 4 2 0 11 7 7 5 5 World Latin America and the Caribbean The Caribbean Central Americ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 138 |
Latin America and the Caribbean.
Inclusion and Education: All Means All, Paris, 2020; International Standard Classification of Education (ISCED) 2011, Paris, 2013. a International Standard Classification of Education (ISCED).
For a detailed description of ISCED levels, see UNESCO (2013b). | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 86 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 31 While it is not possible to speak of a single model for the provision of this type of education, since various systems are used across the region, studies indicate that TVET, despite its heterogeneity, shares certain common charact... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 112 |
Nevertheless, its availability at the tertiary level is still limited in most countries; it is therefore a type of education that should be developed in order to further expand and democratize higher education (Sevilla, 2017).
• Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 105 |
Data on progress towards SDG 4 suggest that there is a long way to go to meet target 4.5, which calls for inclusive and equitable education for all.
Socioeconomic and gender inequalities in access to and retention in education often intersect and are reinforced by inequalities arising from ethnic and racial origin, pl... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 88 |
For young people in the context of mobility, education affords access to multiple forms of social inclusion and offers protection against the rights violations —such as child labour, labour exploitation, forced unions and human trafficking— that accompany many international relocations. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 53 |
However, various factors related to the lack of uniformity between sectoral regulations, the planning and management of admission processes, educational inclusion policies and the recognition of competencies, studies, degrees and diplomas pose specific obstacles to the realization of the right to education of persons o... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 72 |
The Global Compact for Safe, Orderly and Regular Migration therefore identifies actions for educational inclusion: for example, producing disaggregated information on education, investing in the development of human capacities through education, adapting migration regularization options to optimize educational opportun... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 73 |
The persistence of gender gaps throughout the educational process is clearly visible as regards access to education in the areas of science, technology, engineering and mathematics (STEM) and as regards progression, retention and re-entry in STEM subjects (UNESCO, 2018).
In addition, the factors that shape educational... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 87 |
One powerful reason for young men dropping out of school is the early need to enter the world of work, while for young women such concerns as caregiving tasks, pregnancy and early marriages and unions take centre stage.
This highlights the need to promote initiatives that advocate for the inclusion of pregnant adolesc... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 88 |
For young men, especially those from low-income households, there is a need for measures that enable them to reconcile work and studies and that provide financial support as an incentive for continued study.
An analysis of the intersection between gender and race inequalities reveals that secondary school completion r... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 77 |
In six countries observed, women of non-African descent report the best results, while men of African descent report the worst, with very significant gaps in all cases. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 35 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 32 100 90 80 70 60 50 40 30 20 10 0 Figure 16 Latin America (6 countries): young people aged 20 to 24 with complete secondary education, by ethnicity or race and sex, around 2018 (Percentages) 84.6 73.174.6 61.9 76.4 68.7 67.3 59.1 69... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 315 |
At the same time, disadvantages can also be detected in the completion of secondary education by young people in rural areas (see figure 17).
In 2018, only 42% of young men and 47% of young women in rural areas had completed secondary school. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 64 |
Figure 17 Latin America (18 countries):a young people aged 20 to 24 with complete secondary education, by area of residence and sex, around 2002, 2014 and 2018 (Percentages) 80 70 60 50 40 30 20 10 0 62.3 59.2 68.0 65.7 51.5 58.9 55.9 64.3 62.1 48.7 42.7 44.8 39.2 39.9 71.6 69.3 65.7 62.5 54.1 45.5 42.5 37.4 47.4 41.3 ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 279 |
a The countries included are Argentina, the Bolivarian Republic of Venezuela, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, the Plurinational State of Bolivia and Uruguay. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 75 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 33 In the case of children, adolescents and young people with disabilities, exclusion from education and the limited opportunities they have to acquire relevant work and life skills are at the root of various forms of exclusion throug... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 71 |
The educational inclusion of persons with disabilities is expressly stated in targets 4.5 and 4.a of SDG 4, but despite this commitment and the significant progress that has been made at the primary level (Ullmann and others, 2021), there is still a long way to go to ensure that adolescents and youth with disabilities ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 89 |
In the few countries for which information is available, the percentage of young people with disabilities who complete secondary school is lower than that of their non-disabled peers, even in countries where secondary education has been expanded, such as Chile, Peru and the Plurinational State of Bolivia. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 59 |
Figure 18 Latin America (4 countries): young people aged 20 to 24 with completed secondary education, by disability status and sex, around 2018 (Percentages) 76.7 76.6 76.7 86.5 84.3 88.8 74.2 68.2 62.3 86.2 87.0 85.4 58.3 56.6 59.9 33.8 31.3 34.4 27.9 29.1 40.0 12.8 11.1 14.2 100 90 80 70 60 50 40 30 20 10 0 Men Women... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 203 |
State of) Both Men Women Chile Both Men Women Both Mexico Men Women Peru With disabilities Without disabilities Source: Economic Commission for Latin America and the Caribbean (ECLAC), on the basis of Household Survey Data Bank (BADEHOG). | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 51 |
Education is where learning practices of relevance and pertinence for the reality of young people can be put in place: practices that foster the acquisition of cognitive, socio-emotional and behavioural competencies and skills —based on the appreciation, respect and recognition of human rights and fundamental freedoms,... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 86 |
Comprehensive education about sexuality plays a central role in promoting equality-based gender relations and new forms of masculinity that help prevent gender violence and teenage pregnancy.
Thus, quality education fosters individual inclusion and contributes to the achievement of other SDGs. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 58 |
At the present juncture, however, the COVID-19 crisis has jeopardized the achievements made and threatens to expand the education gaps described above, which would sow inequality among future generations and have serious repercussions for both individuals and societies.
• Target 4.7. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 63 |
• Target 4.7.
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizens... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 84 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 34 Target 4.7 sets challenges for and intersects with all areas of education.
Although there are few concrete indicators for examining their implementation in all the countries of Latin America and the Caribbean, some of the main con... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 85 |
Within this framework, UNESCO has emphasized the importance of promoting the strengthening of global citizenship education (GCED) and education for sustainable development (ESD).
GCED aims to empower children, adolescents and young people to transform the world through the acquisition of cognitive, socio-emotional and... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 81 |
Accordingly, it promotes the following: a critical understanding of interrelationships between the various political, economic, social, cultural and other processes present at local, national, regional and global levels; the acquisition of socio-emotional skills for the construction and strengthening of social relation... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 128 |
GCED aims to contribute to meeting the challenges of a world where peace and sustainable development are threatened by human rights violations, inequalities and poverty.
It seeks to transform the world by strengthening the social relationships that are necessary for coexistence and social cohesion and that are the bas... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 89 |
In the context of the pandemic, GCED represents a fundamental learning process for understanding its causes and consequences, for questioning models of production, consumption, lifestyle and social relations, for learning to live together in times of crisis, and for building joint actions to rethink development paths a... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 91 |
ESD, in turn, aims to equip people with the knowledge, skills, values and attitudes needed to construct a more inclusive, just, peaceful and sustainable world.
That holistic approach is of even greater relevance today, when the pandemic is once again highlighting the urgency of seeking alternative paths to growth and ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 85 |
In order for youth sectors’ voices to be heard, special emphasis must be placed on the role of environmental education as both a trainer of leaders and an engine of change. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 34 |
Education must be understood as a cross-cutting transformative instrument that produces citizens who are committed to environmental protection and, consequently, new leaders who are committed to sustainable development.1 As regards the recovery phase, the response emerging in the countries points to a path along which ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 69 |
The link between humans and nature must be re-established, a critical analysis of the challenges and opportunities for communities in the face of climate change must be conducted, and a vision of hope for the future must be provided.
Likewise, content of relevance to the students must be included so they can understan... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 104 |
ESD can be a key vector for progress towards raising the awareness of new generations and encouraging the adoption of more sustainable practices and lifestyles.
In Latin America and the Caribbean, for example, substantial progress has been made with the circular economy and sustainable models for consumption and produ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 58 |
In particular, with the support of the UNEP-coordinated Regional Council of Governmental Experts on Sustainable Consumption and Production and the Environmental Training Network for Latin America and the Caribbean, significant achievements have been made in areas such as sustainable public procurement, 1 This is one of... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 81 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 35 eco-innovation, eco-labelling and the formulation of pro-sustainability national consumption and production plans.
Similarly, progress has been made in the construction of national road maps in order to provide the infrastructure,... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 89 |
Including environmental education and climate change in school curricula is a key element in promoting long-term change and ensuring the acquisition of the knowledge, values and skills needed to foster the sustainable and resilient development of societies.
It also offers an opportunity to move forward towards the eli... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 66 |
For example, gender norms can be broken down by providing girls with education in skills to promote climate change adaptation and reduce vulnerabilities, by providing them with gender-sensitive science, technology, engineering and mathematics (STEM) education to train them to design solutions to address the impact of c... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 90 |
Much remains to be done in this area.
A recent study by the Latin American Laboratory for Assessment of the Quality of Education (LLECE) analysed third- and sixth-grade primary school curricula in 19 Latin American countries.
It revealed that the concepts of GCED and ESD are more present in the declarative sections o... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 109 |
In the specific case of GCED, notions of citizenship, identity, respect and diversity were found in all the countries analysed.
As for ESD, the concepts of environment and sustainability were present in the curriculum documents of all the countries, but climate change and critical thinking appeared in the declarative ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 73 |
Promoting recovery in all the region’s countries will require adopting a pragmatic approach, especially after the challenges posed by the pandemic.
In the post-pandemic scenario, efforts must be made to ensure that the reopening and operation of schools are based on the principles of sustainability, efficiency and res... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 92 |
In the context of the COVID-19 crisis and in line with SDG 7, the importance of access to electricity in promoting children’s right to education has become evident.
Access to clean energy, in addition to mitigating climate change, allows connectivity and access to digital platforms and online resources. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 65 |
Box 3 2030 Education for Sustainable Development Road Map As part of education for sustainable development, UNESCO has been working with governments, civil society organizations and academic institutions to promote a holistic and contextualized discussion on global citizenship, to rethink approaches, learning objective... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 139 |
Along these lines, UNESCO recently launched the Road Map for the 2030 Education for Sustainable Development programme in Latin America and the Caribbean (UNESCO, 2020b).
Its main lines of work include empowering and mobilizing young people to actively contribute to the creation of more peaceful and sustainable societi... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 103 |
The road map is supported by the “Education for Sustainable Development: towards achieving the strategic goals of sustainable development” framework (ESD 2030), approved by the UNESCO member States in 2019 (UNESCO, 2019).
Education for sustainable development can also be a key vector for raising the awareness of new g... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 92 |
One example of the transformative potential of this type of education is its ability to create a new culture of consumption by changing current unsustainable production and consumption patterns and encouraging the adoption of lifestyles that promote sustainability. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 45 |
Source: United Nations Educational, Scientific and Cultural Organization (UNESCO), Education for Sustainable Development: A Roadmap, Paris, 2020; “Framework for the implementation of education for sustainable development (ESD) beyond 2019”, Resolution No.
40 C/14, Paris, 2019. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 78 |
40 C/14, Paris, 2019.
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 36 To summarize this section, although the region has made significant progress in terms of education coverage at different levels, there are still gaps in terms of progression, completion and quality that parti... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 93 |
Likewise, since education is the key to forming new generations that are committed to environmental preservation, further progress must be made with the content of educational curricula in order to incorporate sustainability and the idea of global citizenship.
Young people’s learning processes have been tremendously a... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 79 |
Coupled with the economic crisis that will affect household incomes, this will increase the risk of students dropping out of school, especially at the secondary and tertiary levels.
Efforts must therefore focus on prioritizing and protecting education budgets and education itself, placing schooling at the centre of th... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 72 |
Intersectoral and inter-agency collaboration should be promoted to ensure that education equally equips young men and women with the skills and tools that today’s world requires, in order to achieve full inclusion in an environment that promotes learning opportunities around education for peace and a culture of non-vio... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 104 |
Empowering adolescent girls and young women and ensuring their economic and physical autonomy and active participation in decision-making has a multiplier effect that helps promote inclusion, economic growth and development throughout the region. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 42 |
Gender equality is a cross-cutting theme in the 2030 Agenda, but it is also addressed by a specific Goal that involves several of the critical issues concerning the exercise of rights and the inclusion of girls and adolescent, young and adult women throughout the life cycle. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 60 |
In turn, gender-based discrimination deepens the exclusion of young women, as does the intersection between that and other forms of discrimination on the grounds of factors such as ethnic or racial origin, disability status, area of residence, migration status and HIV status.
• Target 5.2: Eliminate all forms of viole... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 93 |
Violence against women hampers the achievement of the goals of equality, development and peace that are at the heart of the 2030 Agenda.
It also undermines or prevents the enjoyment of human rights and fundamental freedoms and has far-reaching and long-lasting consequences, including repercussions on physical and ment... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 87 |
Violence against women also has intergenerational consequences, because when women experience violence, their children are also affected or victimized.
Indeed, a growing body of scientific evidence indicates that children who have witnessed or directly experienced violence may be at greater risk of becoming perpetrato... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 74 |
The causes of violence against women are largely rooted in social and cultural norms that, in the case of Latin America, were traditionally built on a patriarchal culture and gender stereotypes.
Given the devastating effects of violence on women and societies, urgent efforts are needed to raise the visibility of the p... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 80 |
The best way to prevent violence against women is, however, to address its roots and structural causes (UN-Women, 2019).
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 37 The data on gender-based violence in Latin America and the Caribbean are not encouraging. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 74 |
According to official information compiled by the ECLAC Gender Equality Observatory for Latin America and the Caribbean, 4,551 women were killed because they were women in 15 Latin American and 3 Caribbean countries in 2018 (ECLAC, 2019d).
Femicide is the murder of a woman because of her gender and constitutes the end... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 127 |
Non-lethal violence against young women by intimate partners is just as troubling a phenomenon (see figure 19).
Data indicate that in half of the countries for which information is available, adolescent girls aged 15 to 19 are the most likely to experience this type of violence. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 63 |
In this case, once again, the intersection between gender and other dimensions —such as ethnicity or race (ECLAC, 2020c) or disability status (UNFPA, 2019a)— can increase the likelihood that an adolescent girl will be a victim of violence. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 65 |
30 25 20 15 10 5 0 Figure 19 Latin America and the Caribbean (10 countries): adolescent girls and women aged 15 to 29 who have had intimate partners and have experienced physical or sexual violence by a current or former partner in the past 12 months, 2011–2017 (Percentages) 24.9 22.9 22.3 18.4 18.0 16.8 28.0 19.3 17.8... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 763 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 38 Box 4 Legislation against femicide Gender-based violence against women has been acknowledged and prioritized in all the region’s countries. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 54 |
This has led to the adoption of comprehensive laws to combat violence, the criminalization of femicide, the establishment of action protocols and frameworks to address cases of violence, the improvement of specialized training services for public officials, the creation of observatories, and the provision of access to ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 66 |
Between 2014 and 2019, femicide was criminalized in five countries: Ecuador and the Dominican Republic in 2014, Brazil in 2015, Paraguay in 2016 and Uruguay in 2017.
In two other countries, laws already punishing the murder of women as aggravated homicide were amended: the Bolivarian Republic of Venezuela in 2014 and ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 112 |
Latin America (18 countries): laws criminalizing femicide, 2007–2017 Country Name of statute Year enacted Crime Before the 20-year review of the implementation of the Beijing Declaration and Platform for Action (Beijing+20) (2013) Costa Rica Law No.
8589 Venezuela (Bolivarian Republic of ) Colombia Organic Law on the ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 163 |
22-2008 Law No.
20,480 Decree No.
520 Law No.
26,791 Decree amending and expanding various provisions of the Federal Criminal Code, the General Law on Women’s Access to a Life Free of Violence, the Organic Law of the Federal Public Administration and the Organic Law of the Attorney-General’s Office Nicaragua Bolivia... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 143 |
348 Honduras Panama Decree No.
23–2013 Law No.
82 2007 2007 2008 2008 2008 2010 2010 2012 2012 2012 2013 2013 Femicide Aggravated homicide (partner or ex-partner) Aggravated homicide (for being a woman) Femicide Femicide Femicide Aggravated homicide Femicide Femicide Femicide Femicide Femicide Law No. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 149 |
30,068 Peru Between Beijing+20 and the 25-year review of the implementation of the Beijing Declaration and Platform for Action (Beijing+25) (2014–2019) Venezuela (Bolivarian Republic of ) Ecuador Femicide Femicide Femicide 2014 2014 2013 Act amending the Organic Law on the Right of Women to a Life Free of Violence Comp... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 179 |
13,104 Law No.
5777 Law No.
19,538, amending Articles 311 and 312 of the Penal Code 2014 2015 2015 2016 2017 Femicide Femicide Femicide Femicide Femicide Source: Economic Commission for Latin America and the Caribbean (ECLAC), Gender Equality Observatory for Latin America and the Caribbean [online database] https://o... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 129 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 39 • Target 5.3: Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation.
Early and forced unions of adolescent girls are another manifestation of the gender inequality and rights viola... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 87 |
The historical and cultural roots of child, early and forced marriages and unions in the region are such that they are often taken for granted or considered natural, resulting in the problem’s invisibility.
Adolescent girls who participate in these marriages and unions already suffer a series of vulnerabilities that l... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 80 |
Moreover, such marriages and unions are often with older men who are more experienced, better educated and have better economic prospects, resulting in clearly asymmetrical power relations that subordinate the adolescent girls.
A lack of autonomy can also limit women’s educational, social and economic opportunities, m... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 76 |
As a result, married adolescent girls may be at greater risk of acquiring sexually transmitted infections and HIV, or of having an unplanned or unwanted pregnancy, contributing to the region’s high rates of adolescent motherhood.
It is also common for these early marriages and unions to be characterized by gender-base... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 92 |
Latin America and the Caribbean are the only parts of the world where child marriages have not declined over the last 25 years, and the region reports the second-highest number of teenage pregnancies in the world.
In 2017, 23% of the region’s women aged between 20 and 24 had already been married or in a union by the a... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 103 |
In Brazil, Nicaragua and the Dominican Republic, one out of every ten women aged 20 to 24 were married or cohabiting by age 15, and in several countries, more than one in four were cohabiting by age 18 (see figure 20).
Figure 20 Latin America and the Caribbean (23 countries): women aged 20 to 24 who were married or in... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 194 |
r u P l ( 11 1 s o d a b r a B 30 30 26 23 21 26 22 5 7 5 i a b m o o C l a b u C a c i R a t s o C 18 3 i t i a H 12 . | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 80 |
p e R n a c i n m o D i 4 6 6 4 r o d a u c E r o d a v l a S l E a l a m e t a u G a n a y u G 26 26 25 22 22 19 8 8 1 a c i a m a J s a r u d n o H 4 o c i x e M 10 7 a m a n a P a u g a r a c i N 4 y a u g a r a P 3 u r e P 5 e m a n i r u S 11 3 d n a d a d n i r T i 1 o g a b o T y a u g u r U Under the age of 15 ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 226 |
Latin American and Caribbean youth and the 2030 Agenda for Sustainable Development... 40 Efforts to delay marrying ages must be redoubled.
Since the majority of girls affected by early marriage come from disadvantaged backgrounds, this undertaking requires examining social and gender inequalities and increasing the op... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 76 |
Because union or marriage is in some cases the result of adolescent pregnancy, sexual and reproductive health services for adolescent girls must also be strengthened so they can prevent unwanted pregnancies. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 40 |
Box 5 Joint Inter-Agency Programme to End Child Marriage and Early Unions in Latin America and the Caribbean Since 2017, the United Nations Entity for Gender Equality and the Empowerment of Women (UN-Women), the United Nations Population Fund (UNFPA) and the United Nations Children’s Fund (UNICEF) have been jointly imp... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 125 |
The goal of this initiative is to promote regional and national actions to prevent child marriage and early unions by expanding girls’ choices and promoting gender equality through access to key public services and the implementation of measures in the areas of education, protection and social inclusion.
The programme... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 73 |
The initiative seeks to meet the needs of married girls and emphasizes reaching the most vulnerable, including those from indigenous, rural and low-income households.
Source: United Nations Children’s Fund (UNICEF), “A commitment to end child marriage and early unions” [online] https://www.
unicef.org/lac/media/4046/... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 128 |
• Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate.
The current distribution of responsibilities for paid work an... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 87 |
Despite its importance, care work continues to be invisible, underappreciated and neglected in the design of economic and social policies in Latin America and the Caribbean (UN-Women/ECLAC, 2020).
This overload of unpaid domestic and care work limits the opportunities for adolescent girls and young women to engage in ... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 99 |
The confinements and social distancing measures adopted to contain the spread of COVID-19 have led to a sharp reduction in formal and informal care arrangements (the former including paid domestic work and early-learning centres, caregiving and care for dependent persons, and the latter including support from relatives... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 69 |
In this context, the longer time spent at home and the greater number of activities carried out there have exponentially increased care work while maintaining the unequal distribution of the burden, which falls mainly on women (UN-Women/ECLAC, 2020). | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 56 |
Information gathered by the United Nations from an online survey indicates that young people’s participation in domestic work has increased: the highest proportion of people reporting an increase was among young women and those aged between 20 and 24 (see figure 21).
The COVID-19 pandemic has reaffirmed the central im... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 87 |
Building comprehensive care systems, in addition to being a central factor in attaining gender equality and women’s empowerment and autonomy, is a key element in promoting socioeconomic recovery in the aftermath of the pandemic (UN-Women/ECLAC, 2020).
Latin American and Caribbean youth and the 2030 Agenda for Sustaina... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 84 |
Figure 21 Latin America and the Caribbean (39 countries and territories):a young people aged 15 to 29 responding that their involvement in household chores increased during lockdown, by age group and sex, 2020 (Percentages) 41 45.8 45.9 46.9 45.1 43.8 42.4 48 47 46 45 44 43 42 41 40 Women Men 15–19 years 20–24 years 25... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 203 |
Note: The question was “About your participation in domestic work in your house during confinement.” a The countries and territories included are Anguilla, Antigua and Barbuda, Argentina, Aruba, the Bahamas, Barbados, Belize, the Bolivarian Republic of Venezuela, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominica, the... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 186 |
• Target 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 57 |
Sexual and reproductive health and rights are essential for adolescents and young people to be able to develop without coercion, violence or discrimination, recognizing the body as a place of experience, activity and relationship.
For more than a decade, the countries of Latin America and the Caribbean have been promo... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 78 |
While significant progress has been achieved, the efforts made to date have not adequately addressed the needs of certain vulnerable adolescent populations (UNFPA, 2019c; UNICEF, 2016).
These violations of young people’s right to sexual and reproductive health can be clearly seen in the high rates of adolescent mother... | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 111 |
In most Latin American and Caribbean countries, the adolescent motherhood rate exceeds the global average (50 births per 1,000 women aged 15 to 19).
In addition, this phenomenon is clearly stratified by ethnicity and race, geographical location and socioeconomic level. | None | https://docs-lawep.s3.us-east-2.amazonaws.com/1710185322369.pdf | https://lac.unfpa.org/sites/default/files/pub-pdf/s1901185_en_1.pdf | 68 |
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