Osvaldo SUNKEL - President
José Antonio Alonso
Oscar Altimir
Renato Baumann
Luis Beccaria
Luis Bértola
Luiz Carlos Bresser-Pereira
Mario Cimoli
John Coatsworth
Robert Devlin
Carlos De Miguel
Ricardo Ffrench-Davis
Norman Girvan
Daniel Heymann
Martín Hopenhayn
Akio Hosono
Graciela Moguillansky
Juan Carlos Moreno-Brid
José Antonio Ocampo
Carlota Pérez
Gert Rosenthal
Paul Schreyer
Barbara Stallings
Andras Uthoff
Rob Vos…
During this period, the following academics and researchers acted as referees for the CEPAL Review:
Agosin Manuel
Alonso José Antonio
Alvear Juan Patricio
Baumann Renato
Beccaria Luis
Becerra Gonzalo
Bello Omar
Bielschowsky Ricardo
Bonvecchi Alejandro
Calcagno Alfredo
Carciofi Ricardo
Carciofi Ricardo
Cohen Isaac
Crespi Gustavo
Cruces Guillermo
De Miguel Carlos
Devlin Robert
Dirven Martine
Draibe Sonia
Escaith Hubert
Esquivel Gerardo
Frenkel Roberto
Fuentes Ximena
Furche Pablo
Gasparini Leonardo
Gatto Francisco
Gómez Sabaini Juan Carlos
Hantke Michael
Hernández René&nbs…
In order to facilitate the submission, consideration and publication of articles, the editorial board of the CEPAL Review has prepared the following information and suggestions to serve as a guide for future contributors.
The submission of an article implies an undertaking by the author not to submit it simultaneously to other publications.
The copyright to all articles published in the Review shall be owned by the United Nations.
All articles will be submitted to external referees.
Papers should be submitted in the original language (English, Fre…
This publication, entitled the CEPAL Review, is covered in the Social Sciences Citation Index (SSCI), published by Thomson ISI, and in the Journal of Economic Literature (JEL), published by the American Economic Association…
The opinions expressed in the signed articles are those of the authors and do not necessarily reflect ECLAC views.
Explanatory Notes
The following symbols are used in tables in the Review:
Three dots indicate that data are not available or are not separately reported.
A dash indicates that the amount is nil or negligible.
A blank space in a table means that the item in question is not applicable.
A minus sign indicates a deficit or decrease, unless otherwise specifi ed.
A point is used to indicate decimals
A slash indicates a c…
Since its establishment in 1962, the Institute has constantly strengthened its presence in the region and has emerged as a valuable regional asset. Delivering on its unwavering commitment to service provision, it has consistently pursued a wide range of activities, notably support for governments in building and enhancing institutional structures for long-term economic and social development. This cooperation has taken different forms, in response to changing realities and to government requests at the central, regional and global levels.
To give an idea of the scale of the Institute’s efforts…
Desde su creación en 1962, el Instituto ha ido consolidando una significativa presencia que lo ha convertido en un verdadero patrimonio de la región. Su permanente vocación de servicio se ha traducido en una amplia gama de actividades desplegadas a los largo de su historia. Cabe destacar su apoyo a los gobiernos en el diseño y perfeccionamiento de estructuras institucionales orientadas, con visión de largo plazo, al desarrollo económico y social. Las modalidades de esta cooperación han sido objeto de sucesivas adaptaciones de acuerdo con los procesos reales y con los requerimientos expresados …
Learning, capacity-building and training centre
Each year, ILPES offers a wide variety of fully or partially attendance-based and distance-learning courses, which cater to direct demand from the countries and meet the varied needs of the member States of the region. Part of its mission as the key ECLAC body responsible for training is to disseminate ECLAC thinking, analysis and ideas. In so doing it provides support to institutions and (national and subnational) government agencies, academic establishments (universities and research and teaching networks) and various stakeholders (the State, s…
Centro de aprendizaje, desarrollo de capacidades y capacitación
El ILPES ofrece anualmente una variada gama de cursos presenciales y en modalidad de educación a distancia y semi-presenciales, que recogen la demanda directa de los países y las diversas necesidades de los Estados miembros de la región. Parte del ser fundamental del Instituto es actuar como órgano central de capacitación de la CEPAL en la difusión del pensamiento e ideas de la CEPAL. En ese sentido, apoya a instituciones y organizaciones gubernamentales (nacional, subnacional), académicas (universidades y redes de investigación y…
The ECLAC office in Montevideo was established in 1960, to act as a liaison and provide technical cooperation for both national public bodies and international organizations operating in Uruguay.
Its activities include:
(a) Conducting studies and furnishing …
The Commission's presence in Brazil dates from October 1952, when it signed a partnership agreement with the National Bank for Economic and Social Development (BNDES) to create a Joint Study Group. The ECLAC-BNDES Economic Development Centre, regarded as the first formal representation of ECLAC in Brazil, was established in September 1960 in Rio de Janeiro. In the late 1960s, BNDES withdrew from the programme and, in 1968, the ECLAC-ILPES Regional Office was set up, also in Rio de Janeiro. The office was relocated to Brasilia in 1978 following an agreement between ECLAC, the Government of Braz…
A presença da CEPAL no Brasil teve início com um acordo de colaboração entre a CEPAL e o BNDES, em outubro de 1952, quando foi criado o Grupo Misto de Estudos CEPAL/BNDES. Em setembro de 1960 foi instalado o Centro de Desenvolvimento Econômico CEPAL/BNDES no Rio de Janeiro, considerado a primeira representação formal da CEPAL no Brasil. Na segunda metade da década de 60 houve desvinculação do programa ao BNDES e, em 1968, foi instalado, ainda no Rio de Janeiro, o Escritório Regional CEPAL/ILPES no Brasil. O Escritório foi transferido para Brasília em 1978, a partir de um acordo entre a CEPAL, …
In general terms, the main objective of the training courses offered by ECLAC is to strengthen the capacities, skills and applied knowledge (competencies) of civil servants and stakeholders from academia and civil society with a view to achieving national and regional objectives in respect of economic and social development.
All divisions of ECLAC offer courses and training in their specific areas of work, on topics linked to their research and technical assistance agenda, such the challenges associated with multidimensional equality, structural heterogeneity and productivity gaps, employment …
En términos generales, el objetivo principal de los cursos de capacitación que ofrece la CEPAL es fortalecer las capacidades, habilidades y conocimientos aplicados (competencias) de los funcionarios públicos y de actores académicos y de la sociedad civil para el logro de los objetivos nacionales y regionales de desarrollo económico y social
Todas las divisiones de la CEPAL ofrecen cursos y capacitaciones de acuerdo a sus correspondientes áreas de trabajo en temáticas vinculadas con su agenda de investigación y cooperación técnica, dentro de las cuales destacan los desafíos de la igualdad en su…
The aims of the Social Development Division include contributing to the assessment and analysis of the social situation of the population of Latin America and the Caribbean, and its work focuses on specific groups in the various countries of the region, including children. It also conducts analyses of public policies aimed at improving the living standards of persons under the age of 18 and makes proposals to redress existing shortfalls in the fulfilment of children’s and adolescents’ rights.
Areas of interest
Child poverty
Children living in poverty are dep…
Education is the main mechanism for achieving progress in multiple dimensions of social inclusion: greater equality of opportunity, skills for future social mobility, the formation of an active citizenry respectful of rights, familiarity with various cultural codes and access to the labour market with greater options.
In recent years, ECLAC has focused on analysing the role of education in social inclusion, by monitoring gaps, progress and challenges, and looking in particular at levels of schooling (primary and secondary).
One of the main challenges facing the region is continuing to improve …
The Social Development Division’s work on food and nutrition security is underpinned, first, by the principles set forth in the Universal Declaration of Human Rights of 1948, which enshrines food as a fundamental right and calls upon States to ensure food and nutrition security and, second, by the need to address major inequalities in access to food despite its availability in the region, which severely curtail fulfilment of the right to food and prejudice the nutritional status of the population.
The Division’s work in this area has involved analysing the social, economic and cultural factors…
The Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto, adopted on 13 December 2006 at the Headquarters of the United Nations, undoubtedly constituted a major landmark for persons with disabilities and has contributed to the mainstreaming of disability into the region’s political and social agenda.The Convention adopts a broad categorization of persons with disabilities and reaffirms that all persons with any type of disability must enjoy all human rights and fundamental freedoms. It has been ratified by 152 Member States of the United Nations. In the regio…