拉丁美洲和加勒比地区的社会流动性和不平等：来自教育和技能的见解

Insights from Education andSkills Social Mobilityand Inequalityin Latin Americaand the Caribbean INSIGHTS FROM EDUCATION AND SKILLS This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements inthe West Bank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no singleauthority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic ofNorthern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Türkiyeshall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. Theinformation in this document relates to the area under the effective control of the Government of the Republic of Cyprus. Photo credits:Cover © Omri Eliyahu/Shutterstock.com. Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of the original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. Preface Despite real progress over the past few decades, Latin America and the Caribbean still live with a paradox:a region bursting with talent, creativity, and energy, yet held back by some of the world’s deepest inequalitytraps. You can see this in the numbers as clearly as in the streets of any major city. The top 10% of earnersin LAC make 12 times more than the bottom 10%—a gap far wider than in most OECD countries. That’snot just an income statistic. It’s a social dividing line that shapes who gets opportunity, who gets left behind,and who never even gets to enter the race. Education is the most powerful engine humanity has ever invented for reversing these patterns. And theregion has made serious strides: primary education is nearly universal, with 97% of children enrolled. Butas students move up the system, the funnel narrows sharply. More than one in three young people havenot completed secondary school by age 23. And only a quarter finish tertiary education—15 points behindthe OECD average. In a century where education is the new passport, too many young people in LAC aretraveling without one. International assessments like PISA and PIAAC hold up a mirror—and the reflection is sobering. In PISA2022, three out of four students in the region did not reach basic proficiency in mathematics. Think aboutthat: in an era defined by data, algorithms,and advanced problem-solving, most 15-year-olds arestruggling to clear the minimum bar. Adults face similar challenges. In PIAAC, more than half of adults inparticipating LAC countries scored at the lowest literacy levels. And when it comes to digital skills—thenew oxygen of modern economies—between a quarter and almost half of adults either cannot completea basic digital task or have no computer experience at all. These aren’t isolated problems. They point to a deeper generational