Exploring the Links
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چکیده
ent gender balance in the region should be interpreted prudently, since enrollment figures do not capture the entire reality of education. Drop-out rates, quality of instruction* and the orientation toward fields of study may well differ between men and women. In the last few decades, the educational attainment of Latin American women has substantially improved. The reduction of illiteracy and the progress toward universal primary schooling have been remarkable achievements, especially given the unfavorable economic situation. Table 1 also shows that for the five countries for which both DHS and WFS data are available, female education improved substantially in the decade between the two surveys: The mean duration of school attendance among women increased by 1.4 years in Colombia and Ecuador, by 1.7 years in Peru, by 2.2 years in the Dominican Republic and by 3.4 years in Mexico. National averages tend to underestimate the magnitude of recent change, while a comparison of the educational attainment among older and younger cohorts provides a more meaningful indication. Contrasting the average schooling of 40–44-year-old women with that of 20–24-year-olds reveals an even greater improvement: Younger women received approximately three more years of schoolshare the same small family norm as educated women, but they are less successful at implementing it. In contrast with the observed affinity in fertility preferences, contraceptive practices vary widely according to education.13 Table 2 shows that the gap in contraceptive prevalence between the least and most educated women ranges from approximately 20 percentage points in Colombia and the Dominican Republic to more than 40 percentage points in Bolivia, Ecuador, Guatemala, Mexico and Peru. In general, the lower the national level of contraceptive prevalence, the larger the gap in contraceptive behavior between poorly and better educated women.
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تاریخ انتشار 2015