"We are the first generation that has the resources, knowledge and ability to eliminate poverty. Experience shows that where there is strong political will, there is progress, and where there are associations, there are benefits. In the world, poor people seek help and solidarity of their governments and the United Nations. We have that responsibility to them. So do our responsibility. "
; ; ; - Ban Ki-Moon UN Secretary General's High Level Meeting on the Millennium Development Goals, New York, September 25, 2008.
Despite the progress made in recent decades, the extreme poverty prevailing in low-income countries is a crucial problem for the world community. Currently, more than 1,000 million people live on less than $ 1 per day. It is estimated that over 750 million people, of whom about one-fifth are children-are malnourished. Of every 1,000 children born in low-income countries, 116 die before reaching 5 years most of them from malnutrition or easily preventable diseases. In the world there are about 113 million children not in school and nearly 1.300 million people lack access to safe water. Clearly, ending poverty is a major challenge.
Theoretical considerations on poverty:
has traditionally been defined poverty as material deprivation as measured by quantitative collection and use of goods and basic services. Amartya Sen proposes a change of focus. Instead of emphasizing material goods (goods and services), focuses on poverty from the perspective of human development, poverty as a denial of choices and opportunities to live a decent life. In other words, poverty seen as lack of basic skills that allow any individual into society.
United Nations Program for Development defines poverty taking into account the lack of basic human capabilities that are manifested in problems such as illiteracy, malnutrition, low life expectancy, poor maternal health and suffering from preventable diseases. This is called human poverty not focusing on what people have or not but on what people can or can not do. An indirect way of measuring it is through access to goods, services and infrastructure (energy, education, communications, water) required to develop basic human capabilities.
UNDP developed a Human Poverty Index for developing countries taking into account three dimensions: life expectancy, literacy rate, and real GDP per capita.
Robert McNamara, when he was president of the World Bank suggested the term "absolute poverty" to differentiate it from a "relative poverty", the latter is the result of the comparison between individuals of a given region, for example the poor in developed countries are poor only in comparison with its neighbors, whereas the absolute poverty is one that results from the comparison with any regional reference is taken, is found in less developed countries, the absolute poor are those with severe deprivation and struggling to survive in circumstances of misery and degradation to none. Malnutrition, illiteracy, disease, miserable surroundings, high infant mortality and low expectancy life's characteristics.
The World Bank says poverty is not the same as inequality, poverty refers to the absolute standard of living of a part of society, which in turn relates to inequality relative living standards in society in general. That is, at the same level of inequality may not have absolute poverty, as well as we could find critical levels of poverty, this is where only a few non-poor, which is what happens in our contemporary reality.
The Worldwatch Institute estimated that 1,200 million people - or, what is the same, 23% of the global population - live in absolute poverty is probably because the main human misery. The problem is not that the world can not produce enough to feed and provide housing for its people, serious studies clearly show that the problem is distribution rather than production. The world produces enough food for everyone. Moreover, poorer nations themselves could produce much more if they used better agricultural techniques. So, why is there hunger? The poor can not afford to buy cereal cultivated by farmers in rich countries. Farmers poor can not afford to buy better seeds, fertilizers, or machinery for digging wells and pumping water. Only if part of the wealth transfer from rich to poor countries could change this situation.
The rich spend money on luxuries could be donated to a number of voluntary agencies, which for needy children mean the difference between life and death. If we accept the imperative not to kill then we must also forced to work with people who would also die without our help. Do not forget that money is not a good or service itself but a means exchange through which you come and get these services, money is an ability to thrive in a capitalist society, not an end.
World Bank representatives stated that today 20% of the world controls 80% of gross domestic product, achieved an economy of 30 billion dollars, of which 24 billion under developed countries, the income of the 20 that are above, is 37 times higher than the 20 below, and in the last decade this figure had doubled. This means that the rich become richer and the poor poorer, the rich are fewer people in proportion to the population of poor people is increasing.
The fight against poverty must contemplate certainly a food support, but this is a last resort to be used in extreme situations. Helping the poor is becoming small entrepreneurs, providing people with clean water, schools, basic health care. Is to give them the tools to become self-sufficient. This strategy should take into account the seven clusters of public policy: gender equality, environment, rural development, urban development, health systems, education, science, technology and innovation.
Poor people are thus unable to meet the most basic needs such as food, shelter, clothing, health and education. Currently there are over a billion of those people who live with no more than a dollar a day and the last global financial crisis increased the figure at over one hundred million according to United Nations indices.
Theoretical considerations about structural inequality:
Equality means that some elements or different objects share the same characteristics, ie two different things have something in common, and if what you have shared in the same proportions as they have one equality. Sometimes the objects are exactly alike, when this happens they say that something is equal to itself. An example of equality is that which exists in geometric figures, a square is equal to another in that both have four sides, regardless of the measures of each.
equality that should exist between personas es producto de una historia política y la misma es remontable a los orígenes de la civilización humana. En la modernidad se ha entendido a esta de distintas formas y tal vez desde que existe la noción de igualdad es esta interpretada de distintas maneras. En el liberalismo político encontramos diversidad de concepciones de la igualdad, si bien estas han tendido a variar de forma conjunta al paso del tiempo, lo cierto es que esta siempre ha sido relacionada con otros valores, porque si hay algo que hay que dejar claro es que ante todo la igualdad es un valor, y como tal coexiste con otros, a veces antagónicamente y a veces complementariamente. Este es el caso de la libertad, porque la igualdad como valor político se ha entendido como inexistencia of oppression, submission, or, using more modern language, exclusion. Alludes to the moral imperative of equal liberty as a precondition of individual autonomy imperative, which as already said, responding to a historical building to the memory of slavery, servitude, the exploitation and undue discrimination man by man. Responds to the political revolutions and wars, where it has devoted to personal autonomy as the banner of human dignity, ensuring the emancipation of men and peoples of the structures of political domination. Emancipation to be fair is to be fair, ie equal. This meant a conclusion about how humans can live in peace and security, and that history had shown that it is only in the context of equal freedom for all the right way to achieve happiness or good, whether it is individual or collective , since otherwise they would always impose the interests of some at the expense of others, so a guarantee of equal freedom would mean the end of unjustified harm on people who also deserve to be happy.
The doctrine has made a difference for equality in relation to freedom always has been talked about positive and negative freedom. The first makes reference to the equal rights of political participation through which people govern themselves. The second relates to the same civil rights as the protection of private property against state power, the freedom of speech, religion, thought and association, etc.. There is also talk of rights of first, second and third generation. The first are those referred to all civil and political, are those arising from the classical liberal state structure. The second is the economic, social and cultural rights, such as the right to decent housing, decent jobs, a healthy environment, health, education, cultural identity, etc. Are those arising from the welfare state, of state intervention in the market. The third generation refer to the equal right to development, past these to proclaim, a right to participate in economic, social, cultural and political, to contribute to this development and enjoy it. The subject is human development is the guarantee of their rights in a fair and integrated. Another theoretical difference has been made is between the legal equality, ie rights which must exist between all people and material equality that should exist in reality, as between what the letters say, and what rights we live every day in different parts the world changes as from day to night, because clearly with considerations of global poverty conclude otherwise not saying categorically that "human rights are not met."
These interpretations of equality and interdependent views together constitute what we call structural equality, this is the understanding that all rights are equally important and necessary to achieve human emancipation, this amounts to say that a person or a group of them can not govern themselves without having satisfied their basic needs for food, shelter, housing, health care without having adequate education themselves and their environment. Structural equality also realize the difference between what the Charters of Rights and what happens in reality, to eliminate this unjustified disparity propose different strategies, one is affirmative, the other is the institutional guarantee. The first relates to policies that favor some more than others, for a reasonable period and only to remedy a real inequality and achieve equality is to evaluate in a different way which is different to make this more equitable important that match what you want to emerge from a fair consensus between the parties and a determination not imposed by coercion from outside. An example this is the famous U.S. court ruling in the 70s that required privileges for black college students as compensation for years of exclusion, another example of this conception of equality is that we can draw from Article 75, paragraph 23, Argentina's Constitution, it says it is for the National Congress to legislate and promote positive action to ensure equality of opportunity and treatment, and the full enjoyment and exercise of the rights recognized by this Constitution and the existing international treaties on Human Rights, in particular children, women, the elderly and people with disabilities. In both cases we see after a social consensus, not by imposition, on the basis of race, sex, age and physical condition, was backed by a government policy and a judicial review that did more to promote social goals through institutional means, in order to create real conditions fairer. Institutional guarantees relating to the creation of institutions that guarantee the effective exercise of the rights granted to all, is to create conditions and provide means for real enforcement of laws and these in turn are consistent with the fundamental principles of equality and freedom. Appeals before the courts are an example institutional mechanisms guaranteeing the rights but they are insufficient, require costly and time consuming procedures, while class actions, appeals for protection and assistance of NGOs have made possible a more rapid procedure, even for people without resources, but courts remain dependent on governments concerned and a tool to repair rather than construction. There are also resources to international organizations, the Human Rights Council is an OAS Inter-American Court of Human Rights is another, but here it does is slow and bureaucratic, governmental interests and remedies rather than construction of realities egalitarian. Should not detract from the institutional actions of many NGOs, philanthropic foundations and policies of different public and private organizations, but the truth is that all the institutional action has been inadequate and has led to an increase in structural inequality in the world but to relieve him, is why we need to double our efforts and add new institutional mechanisms more effective. Affirmative action is then a corporate strategy to achieve greater reality of Human Rights but by no means the only one that exists and less the only one that must exist. We need new institutional guarantees and not based on the threat of sanctions or remedies to violations is necessary to create institutions that ensure the privacy of the individual motivation to respect, promotion and advancement of human rights, create the culture of peace, a just society rather than an attempt to redress injustices. A good way would be a truly universal education, not only in scope but also in content, this is to make education for all and that that education is a human consciousness guarantor, without coercion, of Human Rights.
structural equality differs from the classical conception of equality as the classical equality focused on the individual, is that these should be equal and their rights. Structural equality is no longer viewed only individuals, now there must be also equal between groups, between groups, be they cultural, national, ethnic and / or gender. The policies went from no intervention or maintenance of an equal treatment to individuals who saw themselves as equal and independent to a policy that was involved in social relationships favoring no longer only the individual who was in an unequal position real or legal person, which is to achieve real equality, but also policies that favor whole groups, these systematically excluded, as the poor, blacks, women, minorities, sex, ethnic and national, as individuals and not seen as independent, but as part of groups which were not and are not in terms of equality.
Then
structural equality is that the world understands that people live embedded in cultures, countries, families, societies that are different, that individuals are considered according to the social structure to which they belong, that to achieve real equality is counterproductive to think that men are all free and equal as stated Charters of Rights. Structural equality says to load the side you the balance that is higher, and for this we must get a bit which is below, structural equality is aware that the balance is not independent individuals, but all Otherwise, people linked to particular contexts, a collective history. That is why in the balance are more than isolated individuals to groups of people. The world's rich are a poor group and another, the latter have been systematically excluded from the benefits of society and the exercise of their rights. The idea is to build contexts to create real opportunities for those excluded from the benefits involved not only welcome, but, and above all, produced.
structural equality demands an equitable redistribution enough to achieve real equality. It is important to mention state socialism, because this regime tried to build a real equality in individual companies, often with success, but at a cost on the freedom of individuals and the result of a large gap between government and governed, that since state socialism, and by far the welfare state, trying to match the social relations monopolized economic and cultural structures, which attempted against individual freedoms. That is why we now speak of development cooperation, as structural equality must be achieved in cooperation between related groups and not because of a totalizing system, in addition to denying the autonomy of groups and individuals, creates a greater inequality between powerful state bureaucracy and a people who renounce democracy in post of equality imposed from above. Equality in the global society must be the product of the will among its actors, must be the product of a universal moral consciousness, a paradigm shift for the economic and here we find the need to integrate a third value. Equal freedom between people is only possible if people recognize them for what they are, acknowledge their identities, learning to live in one world, who need each other, indeed, we are all one and that one we all. This third value is the brotherhood, love for others, seeing the other as part of oneself. This value, together with the equality and freedom, are the emblems of modernity, are the ultimate goals of modern man, means if you want to live in peace and happiness. But they are goals that have been raised in any way describe to our society, which is why the importance of policies and strategies to take to achieve them, we know that the imposition and the force will not succeed (state socialism or welfare state), with the indifference and to do anything either (economic neo-liberalism), is therefore on us and on our new ideas how to achieve it, insurance is collective action insurance is the bit that each of us can do to make our world a home that is right for everyone.
Status Income distribution and implications in developing nations:
Income distribution is an aspect central to the problems of developing countries, to achieve their development requires profound changes and deliberate in its social and institutional structure capable of modifying the operation of their economies.
The developed economies have a different structural configuration of the developing countries and least developed countries, since in the latter structure, mechanisms of accumulation, resource allocation and income distribution are different. It is considered that a country is developed when the economic growth of the beneficiaries are the various productive sectors, regions, and all social strata, the wealth is spread throughout society in a fair, and most importantly is that this wealth is the medium for the effective exercise of the Rights Human.
Economic growth is the rate of increase in total output of goods and services of society. The same is measured by GDP per inhabitant, when this indicator increases year to year and in the long run it is considered that this country is growing. Economic growth is a necessary but not sufficient for development. That is, growth not necessarily lead to development, on the contrary, in some regions the opposite occurs, poverty is strongly affected by it.
Latin America is the region with more unequal distribution of wealth and income, which results in a more difficult struggle to eradicate poverty. High levels of poverty in most countries of the region are mainly related to a bad distribution of income. As stated by Martin Ravallion - World Bank director of the research program on development - "In the region, growth is less effective in reducing poverty, the high level of inequality." Since growth reduce poverty on less efficient in countries with high inequality between sectors, favoring the wealthy. In Latin America there is an extreme polarization of incomes, with poor living in abject poverty and becoming rich wealthy. Malloch Brown, former United Nations Under-Secretary said that "the level of structural inequality is so high that much of the growth remains in the elite (national) who are very rich, so you do not have the same impact in the least favored. "
In the eighties the Economic Commission Latin America (ECLAC) noted that the great inequality in the income of individuals, sectors, groups and regions, in countries of the region was a cause in the unequal distribution of gains and benefits of world trade product. This is because of the unequal terms of trade, that is what the region as a whole sells the world can not afford to buy what you sell to the world. The international division of labor, in regions where raw materials and other producers of manufactured goods, makes some depend on others, the problem occurs when the value of what a place is considerably less than the value of what others produce , situation exacerbated by the structural impossibility that industrialization reaches everywhere. The problem grows when determining these values \u200b\u200bis not democratic, as is fixed by anonymous financial speculators in the major exchanges worldwide. Then the money to redistribute evenly in the least developed and those who are on the way to development is substantially less than the money they have industrialized and technologically more developed, which are a minority.
Another difficulty in achieving a global trade fair are disparities tariff trade barriers and national and regional subsidies. This does not mean they all should be deleted, but should be consistent with the structural inequality and do not protect and accentuate it. An example of this are the agricultural subsidies of the European Union, these subsidies are incompetent to the agricultural sectors of countries with fewer resources to subsidize power, preventing them from reaching that market. On the other hand require developed countries to developing countries to lift the barriers to world trade, while they are not willing to do their sensitive sectors. In addition to this convenience is also discussed that in these circumstances current establishment of a global free trade, as there are countries that want to industrialization, economic autarky and argue that a free market structure emphasizes the unequal structure and dependence on core markets, financial dependence and productive.
The Millennium Development Goals, structural inequality and poverty:
Due to the problem of global poverty, the UN has located to the reduction of poverty among their priorities for action and inequality structure as the greatest obstacle to achieving this. Let us recall that poverty is a global problem and that the UN is the only public organization with world powers capable of solving it.
The period between 1997 and 2006, was proclaimed by the Assembly as the International Decade for the Eradication of Poverty, to eradicate absolute poverty and substantially reduce poverty in the world through decisive action by countries with a strong bench of international cooperation "
In September 2000, was the Millennium Summit of the United Nations which adopted the "Millennium Declaration", an agreement to achieve a more equitable, just and prosperous world. To achieve this, they established 8 goals to be achieved by 2015, known as the Millennium Development Goals (MDGs). The MDGs provide a framework for the United Nations system work together and consistently towards a common goal, the eradication of poverty.
The first objective, and one of the major is:
"Eradicate extreme poverty and hunger"
; ; ; And your specific goals are:
- Halve the proportion of people whose income is less than a dollar a day.
- Achieve full and productive employment and decent work for all, including women and young men and women.
- Halve the proportion of people who suffer from hunger.
That is, reducing all forms of extreme poverty by half.
As that date approaches, in less than six years, the world finds itself in an unprecedented economic crisis by its severity and global dimensions. Progress towards achieving the MDGs is threatened by sluggish economic growth, a decrease in resources, less trade opportunities for developing countries and possible reductions in funding from donor countries.
the past 20 years the amount that governments of developed nations have assigned foreign aid has declined and most countries are further away than ever from achieving the goal of United Nations 0.7% of gross national product. The amount of foreign aid the United States have given such a pittance, only 0.1% of gross national product, ie the lowest of OECD countries is less than the amount given by Japan and the biggest beneficiaries are the poorest countries in the world but Israel, one of the richest twenty countries in the world.
By the time the rich countries have transferred little to the poor. Only Sweden, Netherlands, Norway, and some of the Arab oil exporters have achieved the modest goal of Great Britain cedes NU 0.31% of GNP in official development assistance and a small additional amount unofficial help of voluntary organizations. Total is about 2 pounds per person per month, compared with 5.5% of GNP spent on alcohol and 3% in snuff. Other nations, even richer, add some more: Germany, 0.41%, and Japan, 0.32. With these facts we can not avoid the conclusion that by not giving more than we, people in rich countries is allowing poor countries suffer from absolute poverty, resulting in malnutrition, disease and death.
Education is central to reducing poverty and inequality. But besides being the basis for enhancing development, a human right that everyone should have access. It is for this reason that the second objective of the MDGs is:
"Achieve universal primary education"
Education is not a goal more, but is essential for compliance other MDGs.
In all developing countries, enrollment in primary education reached 88% in 2007, up from 83% in 2000. In addition, much of that progress was achieved in regions that were more behind. Sub-Saharan Africa and South Asia, enrollment increased by 15 percentage points and 11 percentage points respectively between 2000 and 2007.
To achieve the goal of universal primary education by 2015 would require that all children of primary school age have access to education in 2009. In recent years there has been some progress: the 2007cerca 137 million children attended school for the first time, that is, 7 million more than in 1999. During the same period, the gross intake rate, which measures the ability of an educational system to provide access to education for children of a country,
increased by nine percentage points in developing countries. The largest increase occurred in sub-Saharan Africa 25 percent. However, access to education is only part of the solution. To achieve universal primary education is required to complete the full cycle of primary education. Millions of children each year are enrolled drop out over time. In many developing countries, educational systems have a chronic shortage of resources and usually do not provide a quality education. As a result, a large number of children leave school without acquiring basic knowledge of arithmetic and reading.
To address these deficiencies would require reforming the education system and increase investment. Based on data from 2004, UNESCO estimates that only in sub-Saharan Africa would have to hire 3.8 million teachers to achieve the goal of universal primary education.
Theoretical considerations about universal education:
education, understood broadly as the instruction, enlightenment, learning what we are, what it is, it should be, what is real, what was happened and what that could be future. All the symbols, traditions, ideas constitute our knowledge, even those who are struggling to transform, are the product of education, which is merely intersubjective understanding achieved through a process of communication. Education comes in childhood, is an individual and collective process that involves all stakeholders, is the mechanism by which we conceive what we were, what we are and what we want, procedure that from the beginning not end, even with the advent of life so special because the social structure is constantly changing, a change that comes from something inherited, inherited changes to maintain and transform.
Education is thus the means by which we know. Speaking of universal education is to talk about a dream, an ideal, the very end of modernity. Means that all we know all, or at least they can learn all there is, under equal conditions and treatment, it also means that we must all participate on equal terms in the process of construction and progress of the knowledge, equality and hate being heard. Is to build a global institution of education, and as all teaching teaches something, that something, that content must be universal, that is the same for everyone. But what is taught is not the same for all ideological imposition, freedom is just what to teach, this is the ability to build each one of us, all together, our own knowledge, a product of our individual lives and our speeches intersubjective communication filed in instances of fair and rational.
global culture for no violence, respect and unconditional moral consideration of human rights, culture of peace must be constructed by a universal education standards and values \u200b\u200bto which everyone can access and build, it is essential to the alliance between the family and school is making the family a school and a family school, is to Humanity family while school without ethnic boundaries, national, social, economic, legal, racial, sexual, family. It is a school that we are all, in which we are all scholars and learners, where all are equal. Universal education should be an institution that plays at all levels of communication society, even in the most intimate, regardless of content and the relationship between the actors, since the equal freedom requires consideration in the same way a father to a stranger, even one means be considered as part of the whole and to all as part of oneself.
Treatment of the theme by international organizations:
UNDP:
One
of the main actors in this sphere is United Nations Program for Development (UNDP), whose work focuses on poverty alleviation through the empowerment of people and providing income and basic services.
UNDP's work includes strengthening the capacity of governments and civil society organizations to enable them to face a number of crucial aspects of poverty. It also seeks to empower the poor through the following actions: increasing food security, improving the availability of housing and basic services, creating employment opportunities, facilitating access of the poor to land, credit, technology, training and markets, making possible the participation of the poor in political processes that shape their lives.
UNDP is active in assisting countries to monitor their progress on the MDGs and achieve their goals.
poverty eradication is a goal also pursued by financial institutions of the United Nations, who have a key role in funding multiple programs focused on social aspects the eradication of poverty.
WORLD BANK:
The World Bank is one such institution in 1999 spent a quarter of its lending to health programs nutrition and education. Its purpose is to finance with reasonable deadlines cups and development projects, both public and private. Lends money only when it is invested in development activities and protection of Human Rights, which funds projects to improve the infrastructure needed to deliver basic services to those who without, to improve prison rehabilitation centers, construction of schools, hospitals, etc.
The World Bank is the world's primary source of lending for human resource development, helping borrowing countries to provide social protection for poor and vulnerable population .
The Bank supports investment in people through the provision of basic social services to the poor. Has a Social Protection sector has developed more media appropriate to assist individuals, families and vulnerable communities whose poverty would be exacerbated by economic crises, natural disasters or the unequal structure of society.
also supports the establishment of mandatory public unemployment insurance and old age or providing financial assistance to sectors of the population in greatest need of social protection.
The main source of funds provided by donors to basic social services in the poorest countries is International Development Association (IDA), part of the World Bank Group. IDA provides about 5.000 to 6.000 billion dollars a year for development projects and provided 115 million dollars to more than 115 countries, with core investments in primary education, health, water and sanitation.
IMF
The International Monetary Fund (IMF) provides advice on macroeconomic policy, technical assistance and financial support to low-income countries deficit in its balance payments. This group of countries, least developed, receives more than half of the technical assistance offered by the IMF, as well as financial support to low interest rates and relatively long periods. Low-income countries with heavy external debt burden may also receive debt relief through programs overseen by the Fund.
In order to address the impact of the global crisis, the IMF is increasing its financial assistance for low-income countries, while initiating a comprehensive restructuring credit facilities to adapt to the rapidly changing needs of these countries.
Under the Monterrey Consensus of March 2002, the international community adopted a two-pillar strategy for achieving the MDGs. The first is the adoption of sound policies and good governance in countries with low incomes. The second has to do with a broader international support and effectively, including international assistance for development and opening of markets to exports from developing countries. The IMF is helping low-income countries make progress towards the MDGs and is contributing the success of the Monterrey Consensus approach by the three basic functions of the institution: financing, technical assistance and supervision.
ILO:
The International Labour Organization (ILO) is the tripartite UN agency that brings together governments, employers and workers its member states to undertake joint action to promote decent work in the world.
Decent work is a right human and one of the means to achieve poverty eradication. The ILO serves as a center for the creation of international norms that bind all member states, commissions and agencies have inspection and monitoring for compliance with international obligations. Is the lead agency for international protection of rights of disadvantaged groups such as indigenous people, migrants and ethnic minorities and gender issues in general. WHO sets minimum age standards for work, working time and rest, healthy working environment and efficient social security, minimum wages, freedom of association, etc.
WHO
The World Health Organization (WHO) is the directing and coordinating authority for health within the United Nations system. Is responsible to play a leadership role in global health matters, set the agenda for health research, establish standards, articulating policy options based on evidence, provide technical support to countries and monitoring and assessing health trends.
During the past decade health has gained unprecedented prominence as a key driver of socioeconomic progress, so that he had never invested in it so many resources. However, poverty continues to contribute to poor health, and it anchors large populations in poverty. Health development is governed by the ethical principle of equity: access to life-saving interventions that promote health is not something that can be denied for unfair reasons, including economic or social reasons. Respect for this principle ensures that WHO activities aimed at health development give priority to health outcomes among the poor, disadvantaged or vulnerable. Achieving the Millennium Development Goals related to health, prevention and treatment of chronic diseases and the fight against neglected tropical diseases are the cornerstones of health and development agenda for the Organization that promotes health security, promoting health systems, promoting research and the use of improved technologies, seeking higher levels of performance and efficiency in health activities.
WTO:
The World Trade Organization (WTO) is the only international organization dealing with the rules governing trade between countries. The pillars on which rests are the WTO agreements that have been negotiated and signed by the vast majority of countries participating in world trade and ratified by their parliaments. The goal is to help producers of goods and services, exporters, and importers conduct their business.
fundamental and guiding principles of the WTO remain open borders, guaranteeing the principle of MFN and non-discriminatory treatment between members and the commitment achieving transparency in their activities. The opening of national markets to international trade, with justifiable exceptions or with the appropriate flexibility, promote and support sustainable development, improve the welfare of people, reduce poverty and promote peace and stability. At the same time, this opening of markets must be accompanied by national and international policies that contribute to sound economic growth and development in line with the needs and aspirations of each member.
To achieve its tasks, the organization administers WTO trade agreements, provides a forum for trade negotiations, seeks to resolve trade disputes, monitors national trade policies, provides technical assistance and training for developing countries and establish networks with other international organizations.
FAO:
The Organization of the United Nations Food and Agriculture Organization (FAO) leads international efforts to eradicate hunger . By providing its services to both developed and developing countries Development, FAO acts as a neutral forum where all nations meet as equals to negotiate agreements and debate policy. FAO is also a source of knowledge and information. The Organization helps developing countries and countries in transition modernize and improve agriculture, forestry and fisheries practices and ensure good nutrition for all. Since its founding in 1945, we have paid particular attention to developing rural areas, where 70 percent of the world's poor and hungry.
The global economic crisis threatens to reverse progress, inflation in food prices has led to a decline in production and has become more difficult food security for the needy. Small producers have benefited from the increase in prices because they have not had the infrastructure and technology necessary to increase investments. It needs more concerted efforts to bring agricultural production to the poorer areas, so that the organization works to assist technically, providing core technologies and seeking a mass of small producers and prices that are fair and beneficial for everyone.
UNESCO:
's governing body in education within the UN is the Organization of the United Nations Educational, Scientific and culture. (UNESCO), which works to ensure the registration of all children in appropriate schools and training teachers to impart quality education. The main objective of UNESCO is to contribute to the maintenance of peace and security in the world by promoting, through education, science, culture and communication, cooperation between peoples, in order to ensure universal respect for justice, rule of law, human rights and fundamental freedoms that the United Nations Charter grants all peoples.
UNESCO provides the secretariat for the campaign launched by the United Nations to achieve quality universal education by 2015 adopted at the World Education Forum held in 2000 Dakar. In the Millennium Declaration, world leaders confirmed this objective. In this forum, governments pledged to achieve quality education for all, with special emphasis in girls and other groups, such as working children and children affected by war. Countries and donor institutions to ensure that no country committed itself to spreading basic education would be thwarted in their efforts by lack of resources.
UNICEF:
Fund United Nations Children's Fund (UNICEF) spent annually on 14% of expenses for activities programs education, with particular attention to basic education and schooling for girls.
According to UNICEF, about 13% of children aged 7 to 18 in developing countries have never attended a school. This rate is 32% among girls in sub-Saharan Africa (27% for boys) and 33% for boys and girls living in rural areas of the Middle East and North Africa.
Education is perhaps the strongest barrier against poverty, especially for girls. Girls who are educated are more likely to marry later and have healthier children. Are more productive at home and receive higher wages in the workplace, and are better able to participate in decision-making at all levels.
UNICEF to focus on the education of girls contributes to progress not only in the second goal of the MDGs (universal primary education) but also in the third goal: promote gender equality and the empowerment of women. Whose goal is to eliminate gender disparity at all levels of education.
UNICEF is the coordinator of the UN Initiative for Girls' Education Initiative (UNGEI), a group of partners dedicated to achieving the goals of gender parity and gender equality in education.
implications of the latest international financial crisis on structural inequality and poverty:
The current financial and economic crisis leads to a decrease in the fight against poverty and hunger in the world, a decrease in the achievement of the MDGs.
is likely that significant advances in the fight against extreme poverty reduction between 1990 and 2005 have been stalled and what is more, he has returned to a situation worse than it was coming in just a few months economic recession. During that period, the number of people living on less than $ 1.25 a day fell from 1,800 million to 1,400 million. At the end of 2009, is estimated to be between 55 to 100 million people living in extreme poverty in relation to which they did when the crisis began last year. Similarly, in 2008 we saw an encouraging trend in the eradication hunger that existed since the early 90's, but everything changed largely due to rising food prices.
The prevalence of hunger in the developing regions is increasing and has risen from 16% in 2006 to 17% in 2008. Also, the decline in international food prices in the second half of 2008 has failed to make food more affordable for the majority of the world's population. The limited progress made between 1990 and 2007 in terms of child nutrition is insufficient to achieve the goal in 2015, and will probably be degraded by increased food prices and the economic crisis.
The current crisis may also slow progress towards gender equality, creating new obstacles to women's employment.
Another legacy of the global financial situation could be jeopardized funding for programs to improve maternal health, goal towards which have been recorded less progress to date.
The UN reported that rich countries pledged as donors to achieve the goals they are acting more quietly than in the past. Given that most of their economies are in recession, including the implementation of the commitments (which were expressed as a percentage of national income of the donor) would decrease the amount of aid. For many developing countries, reducing the level of support not only prevent further progress, but could reverse some of the achievements already made.
Conclusions:
After more than half of the period until 2015 to achieve the Millennium Development Goals, the great advances in the fight against poverty and hunger have become slower or, sometimes, have lost ground as a result of the economic crisis world. Faced with this unfavorable economic environment, the international community must accelerate progress towards achieving the MDGs, it should not go back on them. No need to abandon the commitments made in 2000. Compliance with the commitment to increase aid is paramount. It is equally important to ensure that the interests of developing countries, especially the poorest, remain the centerpiece in the trade negotiations. It should strengthen cooperation and global solidarity, and thus unite efforts to achieve the MDGs.
Clearly the universal ideal of human emancipation a reality is a chasm. But do not forget the progress that teaches the history and the responsibility we have to continue building our world. The institutions that we are a product of our ideas and activities, the dissemination of a universal morality is possible only fully comprehensive if it is instructed from childhood, such education is only likely if they have satisfied basic needs related to the same Human Rights but to meet the rights that you need universal education, we have a vicious circle because there are no rights without education, no education, no rights, that is why the importance of public policies, redistribution of resources, tools and capabilities to that those who are prevented from exercising their rights they can do it and so contribute to building a world in which everyone participates equally, where the knowledge and benefits are the product of a democratic society that raises equity and justice as criteria for distribution. The social guarantee the exercise of rights, this is our political institutions and actions communicative struck up in day to day, are the mechanisms of transformation and breaking of this vicious circle, as they set the spread and respect for universal moral fail to realize the rights and therefore a step forward for universal education, and as as for democracy and world peace.
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