1. Harry Anthony Patrinos Lead Education Economist World Bank May 2011

2. Motivation Early Research for Latin America 1994 – 2004: higher poverty among indigenous little or no improvement in incomes improved social indicators

3. Poverty was ‘sticky’ in Latin America Source: Hall and Patrinos 2005 IndigenousNon-Indigenous Source: Hall and Patrinos 2006

4. MDG Indicators Reveal Large Gaps Gap (in years) in life expectancy between indigenous and non indigenous groups 4

5. Research Questions What has happened in other developing regions (Asia, Africa?), and Has anything changed in Latin America?

6. Context 2nd International Decade of World's Indigenous Peoples (2005-2014) Globalization and Inequality debate Millennium Development Goals (2000 – 2015)

7. Indigenous by Country/Region

8. Main Finding: Income Poverty Consistently High 8

9. Income Poverty Results

10. Where are the Indigenous Poor Concentrated?

11. Income Poverty Trends - Asia

13. India - Education Gap Findings show a persistent gap in schooling attainment, as illustrated here for India, for example Source: India National Sample Survey, 2004-5

14. Laos: the “Double Disadvantage” for Indigenous Girls Laos: Years of Education by Age, Ethnicity and Location

15. Vietnam: Indigenous and Shocks Significant dip in years of schooling during the Vietnam War

16. Africa: MDG Indicators highlight gaps Under-five mortality, water deprivation, literacy, and primary school enrollment 16

17. Africa Poverty Indicators EthnicityShare of population in poverty Pygmy70.1 Non-Pygmy32.7 All32.8 Gabon: Population share by quintile of per capita consumption, by ethnicity in the Central African Republic Source: Wodon et al, in Hall and Patrinos, 2011 (forthcoming)

18. Africa Poverty Indicators Q1Q2Q3Q4Q5Total National Mbororos46.714.013.111.614.6100 Pygmy89.76.22.40.90.8100 Non-indigenous21.018.720.1 100 All21.418.620.0 100 Population share by quintile of per capita consumption, by ethnicity in the Central African Republic Source: Wodon et al, in Hall and Patrinos, 2011 (forthcoming)

19. Pygmy in CAR: Widening Gaps Central African Republic: gap in share of people who report ever having attended school Source: Wodon et al, in Hall and Patrinos, 2011 (forthcoming)

20. Income Poverty Trends – Latin America

22. ENIGH hhd survey & municipio location from Census (Ramirez 2006 in Hall & Patrinos) ENNVIH (Family Life) hhd survey & indigenous identity (Patrinos)

23. Annual Rate of Change in Poverty

24. The Case of Mexico

25. Updating ENIGH & municipality location (Garcia Moreno, Patrinos)

26. Mexico’s Conditional Cash Transfer: Oportunidades 26 Proportion of Indigenous/non-Indigenous Peoples that Benefit from Oportunidades

27. Oportunidades and Education

28. Mexico: Earnings (pesos per month), 2002

30. The Challenge: Indigenous Test Score Gap 0 20 40 60 80 199820002002

31. The Challenge: Indigenous Test Score Gap Grade 2 rural 0 20 40 60 80 199820002002

32. The Challenge: Indigenous Test Score Gap Grade 2 rural Grade 2 national 0 20 40 60 80 199820002002

33. The Challenge: Indigenous Test Score Gap Grade 2 rural Grade 2 national Grade 6 rural 0 20 40 60 80 199820002002

34. The Challenge: Indigenous Test Score Gap Grade 2 rural Grade 2 national Grade 6 rural Grade 6 national 0 20 40 60 80 199820002002

35. Test Score Differences over Time

36. Rate of Return to Schooling (%)

38. Indigenous Peoples and the MDGs Addressing these needs often requires innovative approaches In some Asian countries, socially excluded groups have been assisted by general poverty programs But more complex interventions may be required (indigenous peoples may live in remote locations with poor transport services) Reaching these groups may require greater targeting and better quality of services provision, through increased accountability of service providers to clients