La obra de Camps aborda, básicamente, tres cuestiones: los orígenes y características de la oferta de trabajo industrial en el sector textil de ciudades de tamaño medio como Tarrasa y Sabadell (lana) y de Barcelona (La España Industrial, algodón)
The explosion of the world's population at the end of the twentieth century was largely the result of a dramatic rise in life expectancy, attributable to scientific advances, innovations in communications technology, and economic growth. High fertility, however, which might be linked with increases in population, is not always a propitious sign. Despite a global tendency toward convergence in demographic trends, high fertility in parts of Africa and Asia—as driven by such exogenous variables as infant mortality, women's education, and racial identity—militates against the improvement in living standards generally enjoyed in the more economically developed countries.
In this paper we present results for educational achievement in the different economic regions of Latin America (Big countries: Mexico and Brazil; Southern Cone; Andean countries; Central America; and others) during the twentieth century. The variables we use to measure education are average years of education, literacy, average years in primary school, average years in secondary school, and average years in university. To attain a broader perspective on the relationship of education with human capital and with welfare and wellbeing we relate the educational measures to life expectancy and other human capital variables and GDP per capita. We then use regressions to examine the impact of race and ethnicity on education, and of education on economic growth and levels of GDP per capita.The most significant results we wish to emphasize are related to the importance of race and racial fractionalization in explaining regional differences in educational achievement. Southern Cone countries, with a higher density of white population, present the highest levels of education in average terms, while countries from Central America and Brazil, with a higher proportion of Indigenous Americans and/or blacks, have the lowest levels. In most countries the major improvements in educational achievement are: the expansion of primary education during the first half of the twentieth century, and the expansion of secondary education after 1950. In all cases, average years in university are low, despite improvements in university quality during the last decades of the century when professors exiled during dictatorships returned to their countries of origin.International comparisons (continental averages for years of education weighted by country population size) place twentieth-century Latin America in an intermediate position between the USA and Europe at the top, and countries from Asia and Africa at the bottom.
Abstract:In this paper we present: 1. The available data on comparative gender inequality at the macroeconomic level and 2. Gender inequality measures at the microeconomic and case study level. We see that market openness has a significant effect on the narrowing of the human capital gender gap. Globalization and market openness stand as factors that improve both the human capital endowments of women and their economic position. But we also see that the effects of culture and religious beliefs are very different. While Catholicism has a statistically significant influence on the improvement of the human capital gender gap, Muslim and Buddhist religious beliefs have the opposite effect and increase human capital gender differences. In the second global era, some Catholic Latin American countries benefited from market openness in terms of the human capital and income gender gap, whereas we find the opposite impact in Buddhist and Muslim countries like China and South Korea where women's economic position has worsened in terms of human capital and wage inequality.
This article aims to analyse the reasons for the intensive use of child labour in the 19 th century and its subsequent decline in the first third of the 20 th century in the context of an economy with a highly flexible labour supply like that of Catalonia. During the second half of the 19 th century, factors relating to family economies, such as numerous families and low wages for adults, along with the technologies of the time that required manual labour resources, would appear to explain the intensive use of child labour to the detriment of schooling. The technological changes that occurred during the first third of the 20 th century, the demographic transition and adult wage increase (for both men and women) explain the schooling of children up to the age of 15 and the consequent practical abolition of child labour in that new era of economic modernisation.
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