COVID-19 y desigualdades en América Latina: ¿revés de fortuna?

Chiodi, Vera

doi:10.17141/mundosplurales.1.2021.4932

Cited by 3 publications

(5 citation statements)

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“…Consecuentemente en América Latina y el Caribe este indicador duplicó el promedio de horas de trabajo perdidas con 14,9%. (Chiodi, 2021) La Organización Internacional del Trabajo (OIT) a través de un estudio sobre la CO-VID-19 y el mundo del trabajo por sexo y edad reveló que a nivel de América Latina y el Caribe, en 2020 con respecto al 2019 existió una disminución de la ocupación (relación ocupación-población) del 6,1% en mujeres; 6,6% en hombres; 6,2% en jóvenes; y; 6,4% en adultos. Así mismo, se evidenció una disminución en la fuerza laboral (tasa de actividad) de 5,5% en mujeres; 5,3% en hombres; 6,1% en jóvenes y 5,3% en adultos.…”

Section: Impacto En El Mercado Laboral Latinoamericano Por Covid-19unclassified

COVID-19 y mercado laboral ecuatoriano: Impacto, esperanzas y oportunidades

Cobeña¹

2021

RECIMUNDO

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Introducción: A partir de la declaratoria de emergencia sanitaria mundial por Covid-19 se adoptaron una serie de restricciones para intentar disminuir la propagación de este virus, lo cual no fue del todo efectivo, terminando en una verdadera pandemia con efectos hasta el momento devastadores en los distintos sectores de la sociedad, especialmente en el mercado laboral local e internacional. Objetivo: Elaborar un documento actualizado que contribuya a la ampliación teórica y argumentativa sobre la Covid-19 y el mercado laboral ecuatoriano. Metodología: Se llevó a cabo una revisión narrativa partiendo del análisis y recolección de información de 42 artículos científicos provenientes de bases de datos de acceso libre como Scielo, Dialnet, Latindex, utilizando el buscador google académico verificando las fuentes consultadas en una matriz bibliográfica con criterios de inclusión y exclusión. Conclusión: El aislamiento social obligatorio y el posterior distanciamiento social ha contribuido a disminuir la propagación de la covid-19, pero ha causado repercusión en el mercado laboral debido a la suspensión de actividades educativas, laborales y recreativas, que a nivel global siempre han sido las fuentes de ingresos de recursos que dinamizan la economía regional.

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Section: Impacto En El Mercado Laboral Latinoamericano Por Covid-19unclassified

COVID-19 y mercado laboral ecuatoriano: Impacto, esperanzas y oportunidades

Cobeña¹

2021

RECIMUNDO

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“…In Latin America and the Caribbean, this behavior was similar, where 10% of rich individuals earned 22 times more than 10% of the group of poor individuals and only 1% who are in the situation of being rich own more than 20% of the national income; evidencing in this way that the female gender group earned less than the male group and the Afro-descendants and indigenous people earned less than the others, generating a clear inequality and inequality in the economic and social conditions between Latin Americans and Caribbeans (CEPAL, 2019 ; Álvarez Marinelli et al, 2020 ; Filgueira et al, 2020 ; Lugo et al, 2020 ). The aforementioned is the result of the type of education and the sector where they receive such training (private or public), providing greater opportunities and possibilities to those with better economic conditions, thus guaranteeing greater access to quality employment in the formal labor market and this is perpetual in some social groups (Charles Coll et al, 2018 ; Filgueira et al, 2020 ; Weller et al, 2020 ; Chiodi, 2021 ; Hossain, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Studying the behavior of the independent worker under these conditions is important, since at the level of Latin America by 2020 almost 65% of independent professionals are part of the age group between 21 and 40 years, where 50.3% of the total are male and 49.7% are female; of this, 57% work full time and 43% work part time, specifically affecting the latter group more categorically. Therefore, the impact of the pandemic was not the same between countries and this depends on the heterogeneities that each country has in the labor force and its characteristics that these have such as working conditions, the type of employment contract, and the characteristics of companies, small and microenterprises (Ahmed et al, 2020 ; Bidegain et al, 2020 ; Filgueira et al, 2020 ; Lugo et al, 2020 ; Peñafiel-Chang et al, 2020 ; Sierra, 2020 ; Weller et al, 2020 ; Chiodi, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…This situation in Peru is more critical, given that by 2020 almost 32,330,000 people could not guarantee to cover their basic needs, since poverty increased by 10% compared to 2019, turning the vulnerable population group into poor to precariousness (Cornejo Urbina, 2020 ; Lugo et al, 2020 ; Mújica and Pachas, 2021 ). The region of Lima was the most affected at the country level, in view of the fact that the number of people who cannot cover the expenses for the food basket increased; since in 2019, 14% of the population was registered that was in the situation of poverty and increased to 27.5% in 2020, affecting 45.7% of the rural population, since in that area it increased by 4.9% compared to 2019 and by 26% of the urban population, due to the increase in 11% (Oblitas Gonzales and Sempertegui Sánchez, 2020 ; Villar-mayuntupa and Villar-mayuntupa, 2020 ; Chiodi, 2021 ; Córdoba Ruíz and Lin, 2021 ; Gómez-Arteta, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Gap and Inequality in the Economic Income of Independent Workers in the Region of Puno-Peru and the Effect of the Pandemic, 2019–2020

et al. 2022

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ObjectiveThis article seeks to determine the social determinants of inequality in economic income in independent workers in the Puno region in the periods 2019 and 2020.MethodsFor which the quantitative approach was used, with descriptive and correlational design, considering the multiple regression model.ResultsIt was determined that there is a very significant income gap by educational level due to the productive differential that coronavirus disease 2019 (COVID-19) affected all the households; there is inequality in the economic income of independent workers, since in 2019, there was a greater inequality of economic income among independent workers (Gini = 0.6142) in relation to the national level (Gini = 0.415) and in 2020, the inequality of economic income increased due to COVID-19 problem, where the Gini coefficient amounted to 0.7136 in relation to the national level (Gini = 0.431).ConclusionThe determining factors of the economic income of the independent worker in the region of Puno in the periods 2019 and 2020 are the age that explains in 5.19 and 1.72%, the level of education that explains in 20.74 and 34.86% and the sex that explains in 37 and 14.19%, respectively.

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“…The health crisis highlighted inequalities at the local and global levels: billionaires increased their incomes whilst poverty increased (Chiodi, 2021;Ferreira, 2021). The digital 10.3389/feduc.2022.932609 2021) by adopting an emergency education (Mateus et al, 2022), which is still present today in a hybrid form.…”

Section: Introductionmentioning

confidence: 99%

Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

Elías¹,

Pérez²,

Cassot³

et al. 2022

Front. Educ.

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Citizens of the twenty-first century use specific skills to solve real-life problem situations, propose interdisciplinary solutions, and sustainably solve their communities’ socio-scientific and technological problems, locally and globally. Science, technology, engineering, and mathematics (STEM) education is an integrated and interdisciplinary teaching-learning space. STEM careers are subject to gender gaps in terms of access to higher education, and only a quarter of female students follow a STEM career. Moreover, later in their professional careers, women often obtain lower salaries and income in the STEM professions. STEM education seeks to actively engage students by incorporating technologies into teaching-learning processes since, favoring searching, analysis, solution, and simulation of socio-scientific problems. The latter has become highly visible during the pandemic caused by COVID-19, particularly in emergency remote education measures. Information and communication technologies (ICT) plays a role in online education, either via the knowledge involved in school curricula or an understanding of how the pandemic has evolved. This is a triple task for professors since they must have the right skills to train citizens of the twenty-first century, build new stimulating learning spaces for their highly technologized students, and develop these skills in their students. This article reviews the concepts associated with digital and STEM skills by analyzing a case study, exploring the perception of students in terms of their development of these competencies, and the commitments required in the study plans made by a Professor of Chemistry in a Chilean state university. A mixed investigation was undertaken, considering three phases with different methodologies. The first phase consisted of a bibliographic study, comparing both the digital and STEM skills of several organizations in Chilean education (UNESCO, MINEDUC, and ISTE). ISTE was used as the basis of the applied questionnaire to establish coherence in the dimensions coming from different reference frames. A second phase refers to the analysis of the study plan programs associated with STEM, ICT, and chemistry teaching, through an Analysis Matrix of Aprioristic Categories. In a third phase, the development of digital skills in undergraduate Chemistry students and professors were evaluated through the Digital Competence Questionnaire of Higher Education Students. Based on UNESCO information, the STEM competencies address both the content and its application to problems related to STEM careers in a manner consistent with the training model for science and chemistry teachers. In the case of digital skills, UNESCO integrates international reference frameworks respecting each country’s laws, enabling them to adapt them. In Chile, MINEDUC focuses on teachers’ use of digital tools to improve the teaching-learning processes of students; and ISTE is focused on the skills of higher education. The analysis of the study programs shows that students’ digital skills do not meet the requirements of the Chilean Ministry of Education (MINEDUC). However, the programs enhance more complex cognitive levels when the curricula advance, promoting STEM skills. The digital competence questionnaire for higher education students (CDAES) survey showed a development proportional to the curricular pursuit of the students where, in the first year of the degree, the students declare positive answers in 60.5% of the items consulted. This trend increases in the second and third years (90.7% of positive answers) and the fourth and fifth years (93.0 and 95.4% of positive answers). It remains a challenge to develop skills to design, create or modify technological educational media that promote the use of digital and STEM skills. In conclusion, this research proposes digital and STEM skills for teacher training, discussing the relevance of their integration in STEM teaching and learning. The teacher training curriculum does not have an explicit association with digital and STEM skills, although it addresses the skills required by national and international benchmarks. However, the students indicate positive attitudes toward the digital skills developed progressively during their training as teachers. As future Chemistry teachers, they value the development of digital teaching skills that allow them to address the challenges that arise in the classroom and thus promote the appreciation of STEM careers, which helps form citizens with more sustainable intentions.

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COVID-19 y desigualdades en América Latina: ¿revés de fortuna?

Abstract: .

Cited by 3 publications

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COVID-19 y mercado laboral ecuatoriano: Impacto, esperanzas y oportunidades

COVID-19 y mercado laboral ecuatoriano: Impacto, esperanzas y oportunidades

Gap and Inequality in the Economic Income of Independent Workers in the Region of Puno-Peru and the Effect of the Pandemic, 2019–2020

Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

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