Page 20 - Revista del Observatorio de la Internacionalización de la Educación SuperiorVol 3. 2019

Notas Comité Editorial

The cooperation between the European Union and Latin America and
the Caribbean for inclusive growth and reduction of inequalities
(and the role of education) 1

La cooperación entre la Unión Europea y América Latina y el Caribe para el crecimiento inclusivo
y la reducción de las desigualdades (y el papel de la educación)

A 1 recent advertisement in The New York Times reported to be moderate back then, has increased
claims the following: ‘In a world under pressure, since 2008.
make understanding a priority’. Although it is a In the European Union (EU), income inequality
commercial, it conveys a very significant message, has increased since the onset of the economic cri-
i.e., in a rapidly developing world, the ability to sis because the process of income convergence
4
critically evaluate facts may become essential, not between countries has been hampered, and inco-
only to advance in one’s professional career but me inequalities within countries have expanded.
also to understand one’s environment (whether Moreover, EU’s approach mainly focuses on pay
social, economic or ecological) and make cons- and income inequality, projecting the consequen-
cious choices as an employee, a consumer, a voter ces of low income on access to welfare, health and
and, ultimately, as a citizen. Lack of education is education services.
associated with the lack of social inclusion for an Can policy commitments to grant access to
individual and loss of cohesion for the society. This welfare, health and education services reverse the
may sound like a dystopian vision, but is inequality trend and generate better economic wealth, rather
related to education, and where should the world than being dependent on it?
policies stand to guarantee a fair distribution of Most would accept the principle that provi-
wealth? ding education results in access to a better life.
The region of Latin America and the Caribbean Beyond the individual level, particularly, at the so-
(LAC) is among the most unequal regions in the cietal level, there prevails a belief that fair access
world (CEPAL, 2011). to education over a long term can promote eco-
2
Studies by the Organisation for Economic nomic growth in an inclusive manner and therefo-
Co-operation and Development (OECD), howe- re lead to social cohesion. However, the LAC and
3
ver, exhibit that income inequality in the OECD EU revealed that simple equations, such as rich-
countries is at its highest level for the past half-cen- ness equals wealth, and education equals econo-
tury. The average income of the richest 10% of the mic growth, do not necessarily apply if they are
population is about nine times that of the poo- not supported by a parallel adequate policy de-
rest 10% across the OECD, i.e., seven times more velopment for the creation of working opportuni-
than 25 years ago. Notably, inequality, which was ties. If literacy aids citizens with a better ability to
become informed, a clash with reality may occur
1 Disclaimer: The thoughts and opinions expressed in the text when moving into higher education when guidan-
belong solely to the author, and not necessarily to the author’s ce towards the working life is unable to match, if
employer, affiliation, organisation, committee or other group or
individual. not the market, at least (or perhaps primarily) the
2 CEPAL United Nations Economic Commission for Latin America needs and opportunities of the society, as socie-
and the Caribbean (2011) Protección social inclusiva en América
Latina: una mirada integral, un enfoque de derechos cepal.org/ tal inclusion may be deprived either due to lack of
es/publicaciones/2593-proteccion-social-inclusiva-america-la-
tina-mirada-integral-un-enfoque-derechos
3 OECD (http://www.oecd.org/social/inequality.htm) 4 Eurofound (https://www.eurofound.europa.eu/topic/inequality)

Revista Obies • Bogotá-Colombia • Vol. 3 de 2019
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