Hispanic America

Regional overview

Hispanic America is very clearly defined as the supraregion comprising the American countries inhabited by Spanish-speaking populations. For related concepts see Category:Central America, Category:South America and Category:Spanish-speaking countries.

Wikipedia at http://en.wikipedia.org/wiki/Hispanic_America lists these countries as:

1. Argentina
2. Bolivia
3. Chile
4. Colombia
5. Costa Rica
6. Cuba
7. Dominican Republic
8. Ecuador
9. El Salvador
10. Guatemala
11. Honduras
12. Mexico
13. Nicaragua
14. Panama
15. Paraguay
16. Peru
17. Puerto Rico
18. Uruguay
19. Venezuela

It is a debatable point whether in cultural/political terms, Puerto Rico should be included - since it is effectively a colony of the US.

Most mainland countries of Central America and South America thus belong to Hispanic America, with the major exception of Brazil and the minor exceptions of some former colonies of Netherlands, France and UK.

Country reports from Hispanic America

This supra-region report is currently (August 2011) based on 10 country reports:

Four of these are detailed reports:

• Colombia
• Mexico
• Paraguay
• Uruguay

Six are briefer reports:

• Argentina
• Bolivia
• Chile
• Panama
• Peru
• Venezuela

Re.ViCa also has brief country reports, which have not yet been updated, for:

• Costa Rica
• Cuba
• Dominican Republic
• Ecuador
• El Salvador
• Guatemala
• Honduras
• Nicaragua
• Puerto Rico

Education in Hispanic America

All the countries in the region profess to see education as a priority in achieving social and economic progress. The table below compares a range of education indicators across Hispanic American countries - the data is drawn from UNESCO Institute for Statistics:

Table below not yet converted using Word to wiki Country Average years of schooling of adults Duration of compulsory education Duration of education > Primary level Duration of education > Secondary level Education, primary completion rate % Enrolment ratio > Secondary level  % Tertiary enrolment % Education spending (% of GDP) Education spending (% of total government expenditure) Argentina 8.8 9 6 6 99 79.1 48.8 4.0 13.8 Bolivia 5.6 8 6 6 101 68.1 35.7 6.3 19.7 Chile 7.5 9 6 6 95 74.5 35.7 4.2 18.7 Colombia 5.3 8 5 6 97 56.5 23.3 5.2 15.6 Costa Rica 6 10 6 5 92 49.2 16.0 5.1 22.4 Ecuador 6.4 10 6 6 101 48 - 1.0 8.0 El Salvador 5.2 9 6 6 87 39.3 17.5 2.9 20.0 Guatemala 3.5 11 6 5 74 26.2 8.5 - 13.0 Honduras 4.8 6 6 5 79 - 14.7 - - Mexico 7.2 10 6 6 - 59.7 20.7 5.3 - Nicaragua 4.6 6 6 5 76 35.5 11.5 3.1 15.0 Panama 8.6 6 6 6 97 62.2 34.9 4.5 9.0 Paraguay 6.2 9 6 6 89 46.7 10.1 4.4 11.4 Peru 7.6 11 6 5 99 61.5 28.8 3.0 17.1 Uruguay 7.6 10 6 6 91 69.9 36.1 2.6 7.9 Venezuela 6.6 7 6 5 92 50.4 28.5 - 17.0 Means 6.3 8.7 6 5.7 91.2 55.1 24.7 4.0 14.9 Range 3.5 –8.6 6-11 6 5-6 74-101 26.2-79.1 8.5-48.8 1.0-6.3 8.0-22.4

In the table notably high scores are highlighted in green and notably low scores in red.

• Average years of schooling for adults: a useful measure of the country's starting point for current and future education development. Note the high scores for Panama and Argentina and the very low scores for three Central American countries - Guatemala, Nicaragua and Honduras.
• Duration of compulsory education: whilst most countries currently make this 8 - 11 years, note the high scores for Guatemala (starting from a very low adult base) and Peru and the low scores for three Central American countries (Honduras, Nicaragua and Panama and the below average score for Venezuela.
• Years of primary education: universally six years, except in Colombia.
• Years of secondary education: again, six years in the majority of countries, but in none of them is more than the first three years compulsory.
• Primary completion rate: still below 80% in Guatemala, Honduras and Nicaragua, but around 90% or above in all other countries.
• Enrolment rate for secondary education: there are wide variations here, with notably low transition rates (below 40%) in three Central American countries: Guatemala, Nicaragua and El Salvador contrasting with transition by more than two thirds of young people in Argentina, Uruguay and Bolivia.
• Tertiary enrolments: again, there are wide variations, with scores of 10% or below in Guatemala and Paraguay, contrasting with almost half the population involved in tertiary study in Argentina. However, tertiary enrolments cover all education, vocational and professional training beyond the school system; whilst many will be studying at degree level, many others will be undertaking vocational training at intermediate or technician levels.
• Education spending:

References

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