Reporte

Nombre del Alumno: Matrícula:

José Eduardo Resendiz Vázquez 2869268
Nombre del curso: Nombre del profesor:
.
Módulo 1 Actividad: Actividad 6
Fecha:05/04/2022
References: OCDE/FAO (2022), OECD-FAO Agricultural Outlook 2022-2031, OECD

Publishing, París, https://doi.org/10.1787/f1b0b29c-en.

Nowadays, academic education is related to human strength in all expressions of

socioeconomic progress in a country and from these two things we can analyze the
situations in the world. That a person can generate more resources and the economic
advancement of a society goes hand in hand with economic preparation. The
teachings provide knowledge and skills necessary for society to function successfully
in its work environment. But this does not mean that the quality of teaching has to do
with the amount of teaching achieved in society. One year of schooling in every
country in the world is very different and does not guarantee the same skills. To certify
a level of education of the populations, the number of years of schooling achieved and
their increase over time must be analyzed, the number of people graduated from the
secondary level, surveys of quality of education must always be analyzed to see
literacy levels. The preparation of the assignments and its competitiveness in the
future depend on the reality of the educational systems and to assess quality, the
inputs available for the educational process and the results achieved are examined,
according to international tests. carried out with students and opinion polls that allow
us to find out what the population thinks about the educational system of their country
The average years of schooling of the population over 25 years of age in Latin
American and Caribbean countries is 5.9, compared to 9.5 in higher-income countries,
8.4 in Eastern Europe and Central, and 7.6 years in East Asia. The goal of middle-
income countries has been to enroll more subjects and courses for greater knowledge
and teaching. However, in most of the workforce has not had the possibility of this
education during school age. On average, less than 25% of the Latin American
workforce has reached secondary education, compared to 33% in East Asia, 43% in
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the higher-income countries of the Organization for Economic Cooperation and

Development (OECD) and 50% in transition economies. The evolution of secondary
schooling achieved in Latin America and the Caribbean seems to indicate that the
countries of this region have not given the same priority to expanding secondary
education as in others whose older population was in the same situation. Education in
underdeveloped countries or with fewer accesses, should plant a trace and investigate
how the great powers in education advance in educational terms every year and in this
way support their citizens who have support for free and good quality education. It is
time that we all have more access to education, that more resources are allocated
before other social programs with less importance. If countries invest more in
education, their citizens have more benefits and job opportunities when they finish,
poverty and insecurity rates decrease.