UNDP HDI 2008 Arabic

‫مؤشـرات التـنـمية‬ ‫الـبـشـرية‬ ‫موقع تقرير التنمية البشرية‪http://hdr.undp.org :‬‬

‫حتديث إحصائي ‪2008‬‬

‫يدور مفهوم التنمية البشرية حول وضع الناس في مركز التنمية‪ .‬ويدور حول التحسني احلقيقي حلياة الناس‪ .‬وهو ما يتجاوز القياس املادي لرفاهية الناس أو دخلهم‪.‬‬ ‫وفقا لهذا النموذج يكون النمو االقتصادي شرطا ضروريا إال أنه ليس شرطا كافيا للتنمية البشرية‪ .‬ثمة حاجة إلى توسيع مجال اخليارات املتاحة أمام الناس وتعزيز‬ ‫قدراتهم حتى يتمكنوا من تطوير كامل إمكاناتهم والعيش حياة منتجة تبعث على الرضى وفقا الحتياجاتهم واهتماماتهم‪.‬‬ ‫ومن بني أكثر القدرات جوهرية للتنمية البشرية‪ :‬العيش حياة مديدة موفورة الصحة‪ ،‬وتوافر املعرفة‪ ،‬والقدرة على احلصول على املوارد الالزمة ملستوى معيشي‬ ‫الئق‪ ،‬والقدرة على املشاركة في حياة اجملتمع‪ .‬وبدون توافر هذه القدرات‪ ،‬تكون العديد من اخليارات ببساطة غير متاحة‪ ،‬وتظل العديد من الفرص في احلياة بعيدة‬ ‫عن متناول اليد‪.‬‬ ‫أدت احلاجة امللحة لقياس ورصد التنمية البشرية عن كثب بطريقة متكاملة إلى صياغة مؤشر التنمية البشرية املركب في عام ‪.1990‬‬ ‫يذكرنا الفصل األول من مؤشرات التنمية البشرية‪ :‬حتديث إحصائي ‪ 2008‬بنموذج التنمية البشرية واملؤشرات واألرقام القياسية التقليدية‪ .‬يشرح الفصل‬ ‫الثاني مصادر البيانات‪ ،‬وتأثير تنقيحات البيانات آلخر قيم ملؤشر التنمية البشرية وترتيباتها مبا في ذلك مناقشة تأثير أسعار الصرف لتعادل القوة الشرائية التي‬ ‫مت إصدراها مؤخرا وتأثيرها على مؤشر التنمية البشرية‪ .‬يتناول الفصل الثالث اجتاهات مؤشر التنمية البشرية منذ عام ‪ 1980‬ويتناول الفصل الرابع من مقاييس‬ ‫عدم املساواة في الدخل والنوع االجتماعي‪ .‬كما يتضمن أيضا مؤشرات التنمية البشرية املقدرة ألغنى وأفقر الفئات اخلُمسية في عدد من البلدان‪ .‬تتضمن‬ ‫جداول املؤشر في نهاية التقرير أحدث القيم‪ ،‬وترتيبات مؤشر التنمية البشرية‪ ،‬وعناصره‪ ،‬ومؤشر التنمية املرتبط باجلنس االجتماعي ومقياس متكني املرأة جلميع‬ ‫البلدان التي تتوافر عنها البيانات ذات الصلة‪.‬‬ ‫أعد مؤشر التنمية البشرية‪ :‬حتديث إحصائي ‪ 2008‬من أجل حتديث املؤشرات املركبة الرئيسية ببيانات جديدة ونأمل أن يفتح الطريق أمام املزيد من املناقشات‬ ‫واإلنعكاسات على التحديات التي تواجهها مقاييس التنمية البشرية‪ .‬سيمثل عام ‪ 2010‬الذكرى السنوية العشرين لتقرير التنمية البشرية ونحن عازمون على‬ ‫عقد املزيد من املناقشات عن األحداث املاضية واألحداث املتوقعة فيما يتعلق مبساهمات النهج اإلنساني للتنمية‪.‬‬

‫‪26/04/2009 21:21:23‬‬

‫‪UNDP_HDI_08_AR_Cover_OL_FINAL.indd 1‬‬

‫مـفـاتــيــح الــبــلــدان‬

‫ترتيب مؤشر التنمية البشرية‬ ‫ ‪ 69‬‬ ‫ ‪ 24‬‬ ‫ ‪ 74‬‬ ‫ ‪ 9 6‬‬ ‫ ‪ 47‬‬ ‫ ‪ 91‬‬ ‫ ‪ 73‬‬ ‫ ‪ 35‬‬ ‫ ‪ 45‬‬ ‫ ‪ 31‬‬ ‫ ‪ 70‬‬ ‫ ‪ 32‬‬ ‫ ‪ 76‬‬ ‫ ‪ 108‬‬ ‫ ‪ 65‬‬ ‫ ‪ 106‬‬ ‫ ‪ 56‬‬ ‫ ‪ 34‬‬ ‫ ‪ 93‬‬ ‫ ‪ 107‬‬ ‫ ‪ 13‬‬ ‫ ‪ 120‬‬ ‫ ‪ 100‬‬ ‫ ‪ 153‬‬ ‫ ‪ 147‬‬ ‫ ‬

‫‪ 7‬‬

‫ ‪ 95‬‬ ‫ ‪ 102‬‬ ‫ ‪ 150‬‬ ‫ ‪ 130‬‬ ‫ ‪ 30‬‬ ‫ ‪ 3 8‬‬

‫جميع احلقوق محفوظة © ‪2008‬‬ ‫لبرنامج األمم املتحدة اإلمنائي‬ ‫‪ 1‬مبني بالزا األمم املتحدة‪ ،‬مدينة نيويورك‪ ،‬والية نيويورك‪،10017 ،‬‬ ‫الواليات املتحدة األمريكية‬ ‫جميع احلقوق محفوظة‪ .‬ال يجوز إستنساخ أي جزء من هذه املطبوعة أو تخزينها في نظام استرجاع أو نقلها بأي شكل‬ ‫وبأي وسيلة إليكترونية أو آلية أو بالتصوير الضوئي أو بالتسجيل أو غير ذلك‪ ،‬بدون إذن خطي مسبق‪.‬‬ ‫طبع في الواليات املتحدة األمريكية بواسطة كالركرافت من والية فرجينيا‪ .‬مت طبع الغالف على ورق مغلف من ناحية واحدة ‪ pt Productolith Pts 12‬استخدمت فيه‬ ‫‪ 10%‬من نفايات املستهلك النهائي‪ .‬صفحات النص مطبوعة على ‪ # 60‬روالن ناعم غير شفاف استخدم فيه ‪ 30%‬نسيج منزوع احلبر من نفايات املستهلك النهائي املعاد‬ ‫تدويره‪ .‬كال من الغالف والنص املطبوع مت طبعهما على ورق خا ٍل من الكلور معتمد من مجلس رعاية الغابات وبأحبار من أصول نباتية ومنتجة بطرق تكنولوجية متوافقة بيئيا‪.‬‬ ‫للحصول على قائمة بأي أخطاء أو اإلغفاالت اكتشفت في وقت الحق للطباعة‪ ،‬يرجى زيارة موقعنا على ‪http://hdr.undp.org‬‬ ‫التحرير‪ ،‬وتصميم الغالف‪ ،‬واإلخراج الطباعي وتصحيح التجارب املطبعية مت بواسطة‪ :‬جرين إنك (‪)www.greenink.co.uk‬‬

‫‪26/04/2009 21:21:24‬‬

‫ ‪ 127‬‬ ‫ ‪ 51‬‬ ‫ ‪ 53‬‬ ‫ ‪ 21‬‬ ‫ ‬

‫‪ 3‬‬

‫ ‪ 14‬‬ ‫ ‪ 173‬‬ ‫ ‪ 132‬‬ ‫ ‪ 15‬‬ ‫ ‬

‫‪ 8‬‬

‫ ‪ 138‬‬ ‫ ‪ 118‬‬ ‫ ‪ 106‬‬

‫ألبانيا‬ ‫ألبانيا‬ ‫إسرائيل‬ ‫االحتاد الروسي‬ ‫األراضي الفلسطينية احملتلة‬ ‫األرجنتني‬ ‫األردن‬ ‫اإلكوادور‬ ‫اإلمارات العربية املتحدة‬ ‫الباهاما‬ ‫البحرين‬ ‫البرازيل‬ ‫البرتغال‬ ‫البوسنة والهرسك‬ ‫اجلابون‬ ‫اجلبل األسود‬ ‫اجلزائر‬ ‫اجلماهيرية العربية الليبية‬ ‫اجلمهورية التشيكية‬ ‫اجلمهورية الدومينيكية‬ ‫اجلمهورية العربية السورية‬ ‫الدمنارك‬ ‫الرأس األخضر‬ ‫السلفادور‬ ‫السنغال‬ ‫السودان‬ ‫السويد‬ ‫الصني‬ ‫الفلبني‬ ‫الكاميرون‬ ‫الكونغو‬ ‫الكويت‬ ‫اجملر‬ ‫املغرب‬ ‫املكسيك‬ ‫اململكة العربية السعودية‬ ‫اململكة املتحدة‬ ‫النرويج‬ ‫النمسا‬ ‫النيجر‬ ‫الهند‬ ‫الواليات املتحدة‬ ‫اليابان‬ ‫اليمن‬ ‫اليونان‬ ‫اندونيسيا‬

‫ ‪ 19‬‬ ‫ ‪ 98‬‬ ‫ ‪ 87‬‬ ‫ ‪ 17‬‬ ‫ ‬

‫‪ 2‬‬

‫ ‪ 42‬‬ ‫ ‪ 23‬‬ ‫ ‪ 60‬‬ ‫ ‪ 158‬‬ ‫ ‪ 48‬‬ ‫ ‪ 121‬‬ ‫ ‪ 156‬‬ ‫ ‪ 83‬‬ ‫ ‬

‫‪ 5‬‬

‫ ‬

‫‪ 1‬‬

‫ ‪ 171‬‬ ‫ ‪ 162‬‬ ‫ ‪ 152‬‬ ‫ ‪ 9 9‬‬ ‫ ‪ 139‬‬ ‫ ‪ 126‬‬ ‫ ‪ 37‬‬ ‫ ‪ 27‬‬ ‫ ‪ 16‬‬ ‫ ‪ 55‬‬ ‫ ‪ 86‬‬ ‫ ‪ 149‬‬ ‫ ‪ 58‬‬ ‫ ‪ 161‬‬ ‫ ‪ 131‬‬ ‫ ‪ 174‬‬ ‫ ‪ 172‬‬ ‫ ‪ 39‬‬ ‫ ‪ 111‬‬ ‫ ‪ 80‬‬ ‫ ‪ 82‬‬ ‫ ‪ 110‬‬ ‫ ‪ 85‬‬ ‫ ‪ 64‬‬ ‫ ‪ 169‬‬ ‫ ‪ 159‬‬ ‫ ‪ 78‬‬ ‫ ‪ 97‬‬ ‫ ‪ 141‬‬ ‫ ‪ 84‬‬

‫ايطاليا‬ ‫أذربيجان‬ ‫أرمينيا‬ ‫أسبانيا‬ ‫أستراليا‬ ‫أستونيا‬ ‫أملانيا‬ ‫أنتيغوا وبربودا‬ ‫أجنوال‬ ‫أوروغواي‬ ‫أوزبكستان‬ ‫أوغندا‬ ‫أوكرانيا‬ ‫أيرالندا‬ ‫أيسلندا‬ ‫إثيوبيا‬ ‫إريتريا‬ ‫بابوا غينيا اجلديدة‬ ‫باراجواي‬ ‫باكستان‬ ‫بتسوانا‬ ‫بربادوس‬ ‫بروناي دار السالم‬ ‫بلجيكا‬ ‫بلغاريا‬ ‫بليز‬ ‫بنجالديش‬ ‫بنما‬ ‫بنني‬ ‫بوتان‬ ‫بوركينا فاسو‬ ‫بوروندي‬ ‫بولندا‬ ‫بوليفيا‬ ‫بيرو‬ ‫تايالند‬ ‫تركمانستان‬ ‫تركيا‬ ‫ترينيداد وتوباجو‬ ‫تشاد‬ ‫توجو‬ ‫توجنا‬ ‫تونس‬ ‫تيمور الشرقية‬ ‫جامايكا‬

‫ ‪ 160‬‬ ‫ ‪ 79‬‬ ‫ ‪ 137‬‬ ‫ ‪ 101‬‬ ‫ ‪ 134‬‬ ‫ ‪ 177‬‬ ‫ ‪ 178‬‬ ‫ ‪ 89‬‬ ‫ ‪ 154‬‬ ‫ ‪ 59‬‬ ‫ ‪ 25‬‬ ‫ ‪ 133‬‬ ‫ ‪ 125‬‬ ‫ ‪ 119‬‬ ‫ ‪ 94‬‬ ‫ ‪ 151‬‬ ‫ ‪ 72‬‬ ‫ ‪ 166‬‬ ‫ ‪ 67‬‬ ‫ ‪ 61‬‬ ‫ ‪ 164‬‬ ‫ ‪ 8 8‬‬ ‫ ‪ 128‬‬ ‫ ‪ 92‬‬ ‫ ‪ 57‬‬ ‫ ‪ 62‬‬ ‫ ‪ 104‬‬ ‫ ‪ 41‬‬ ‫ ‪ 26‬‬ ‫ ‪ 28‬‬ ‫ ‪ 142‬‬ ‫ ‪ 9 0‬‬ ‫ ‪ 10‬‬ ‫ ‪ 179‬‬ ‫ ‪ 54‬‬ ‫ ‪ 40‬‬ ‫ ‪ 6 6‬‬ ‫ ‪ 124‬‬ ‫ ‪ 52‬‬ ‫ ‪ 144‬‬ ‫ ‪ 105‬‬ ‫ ‪ 167‬‬ ‫ ‪ 115‬‬ ‫ ‪ 170‬‬ ‫ ‪ 123‬‬

‫جامبيا‬ ‫جرينادا‬ ‫جزر القمر‬ ‫جزر املالديف‬ ‫جزر سليمان‬ ‫جمهورية الكونغو الدميوقراطية‬ ‫جمهورية أفريقيا الوسطى‬ ‫جمهورية إيران اإلسالمية‬ ‫جمهورية تنزانيا‬ ‫جمهورية فنزويال البوليفارية‬ ‫جمهورية كوريا‬ ‫جمهورية الو الدميقراطية الشعبية‬ ‫جنوب افريقيا‬ ‫جواتيماال‬ ‫جورجيا‬ ‫جيبوتي‬ ‫دومينيكا‬ ‫رواندا‬ ‫روسيا البيضاء‬ ‫رومانيا‬ ‫زامبيا‬ ‫ساموا‬ ‫سان تومي وبرينسيبي‬ ‫سانت فنسنت وجزر غرينادين‬ ‫سانت كيتس ونيفيس‬ ‫سانت لوسيا‬ ‫سري النكا‬ ‫سلوفاكيا‬ ‫سلوفينيا‬ ‫سنغافورة‬ ‫سوازيالند‬ ‫سورينام‬ ‫سويسرا‬ ‫سيراليون‬ ‫سيشيل‬ ‫شيلي‬ ‫صربيا‬ ‫طاجكستان‬ ‫عمان‬ ‫غانا‬ ‫غيانا‬ ‫غينيا‬ ‫غينيا االستوائية‬ ‫غينيا بيساو‬ ‫فانواتو‬

‫ ‪ 11‬‬ ‫ ‪ 12‬‬ ‫ ‪ 103‬‬ ‫ ‪ 113‬‬ ‫ ‪ 29‬‬ ‫ ‪ 33‬‬ ‫ ‪ 122‬‬ ‫ ‪ 71‬‬ ‫ ‪ 46‬‬ ‫ ‪ 136‬‬ ‫ ‬

‫‪ 4‬‬

‫ ‪ 49‬‬ ‫ ‪ 165‬‬ ‫ ‪ 50‬‬ ‫ ‪ 81‬‬ ‫ ‪ 143‬‬ ‫ ‪ 44‬‬ ‫ ‪ 77‬‬ ‫ ‬

‫‪ 9‬‬

‫ ‪ 176‬‬ ‫ ‪ 43‬‬ ‫ ‪ 155‬‬ ‫ ‪ 3 6‬‬ ‫ ‪ 168‬‬ ‫ ‪ 63‬‬ ‫ ‪ 145‬‬ ‫ ‪ 116‬‬ ‫ ‪ 6 8‬‬ ‫ ‪ 163‬‬ ‫ ‪22‬‬ ‫ ‬ ‫ ‪ 112‬‬ ‫ ‪ 140‬‬ ‫ ‪ 75‬‬ ‫ ‪ 175‬‬ ‫ ‪ 114‬‬ ‫ ‪ 135‬‬ ‫ ‪ 129‬‬ ‫ ‪ 146‬‬ ‫ ‪ 157‬‬ ‫ ‪ 118‬‬ ‫ ‪ 20‬‬ ‫ ‪ 148‬‬ ‫ ‪ 117‬‬ ‫ ‬

‫‪ 6‬‬

‫فرنسا‬ ‫فنلندا‬ ‫فيجي‬ ‫فييتنام‬ ‫قبرص‬ ‫قطر‬ ‫قيرغيزستان‬ ‫كازاخستان‬ ‫كرواتيا‬ ‫كمبوديا‬ ‫كندا‬ ‫كوبا‬ ‫كوت ديفوار‬ ‫كوستاريكا‬ ‫كولومبيا‬ ‫كينيا‬ ‫التفيا‬ ‫لبنان‬ ‫لوكسمبورج‬ ‫ليبيريا‬ ‫ليتوانيا‬ ‫ليسوتو‬ ‫مالطا‬ ‫مالي‬ ‫ماليزيا‬ ‫مدغشقر‬ ‫مصر‬ ‫مقدونيا‬ ‫مالوي‬ ‫منطقة هونغ كونغ‬ ‫الصينية اإلدارية اخلاصة‬ ‫منغوليا‬ ‫موريتانيا‬ ‫موريشيوس‬ ‫موزامبيق‬ ‫مولدافيا‬ ‫ميامنار‬ ‫ناميبيا‬ ‫نيبال‬ ‫نيجيريا‬ ‫نيكاراجوا‬ ‫نيوزيلندا‬ ‫هايتي‬ ‫هندوراس‬ ‫هولندا‬

‫‪UNDP_HDI_08_AR_Cover_OL_FINAL.indd 2‬‬

‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲢﺪﻳﺚ ﺇﺣﺼﺎﺋﻲ ﻟﻌﺎﻡ ‪2008‬‬

‫ﻳﺼﺪﺭﻩ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﻷﻣﻢ ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻹﻧﻤﺎﺋﻲ‬

‫)‪(UNDP‬‬

‫‪10/20/2008 2:03:52 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd coveri‬‬

‫ﻓﺮﻳﻖ ﻋﻤﻞ اﻟﺘﻘﺮﻳﺮ‬ ‫ﺍﳌﺪﻳﺮﺓ‬

‫ﺟﻴﻨﻲ ﻛﻠﻮﺟﻤﺎﻥ‬

‫ﻧﺎﺋﺒﺔ ﺍﳌﺪﻳﺮ‬

‫ﺳﻴﺴﻴﻠﻴﺎ ﺃﻭﺟﺎﺯ‬

‫ﺍﻷﺑﺤﺎﺙ ﻭﺍﻹﺣﺼﺎﺋﻴﺎﺕ‬

‫ﺃﻟﻴﺴﻮﻥ ﻛﻴﻨﻴﺪﻱ )ﻣﺸﺮﻓﺔ ﺍﻹﺣﺼﺎﺀ( ﻭﻟﻴﻠﻴﺎﻧﺎ ﻛﺎﺭﻓﺎﻳﺎﻝ ﻭﺇﳝﻲ ﺟﺎﻳﻲ ﻭﺑﺎﺑﺎ ﺳﻴﻚ‬

‫ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺘﺮﺟﻤﺔ‬

‫ﻛﺎﺭﻟﻮﺗﺎ ﺃﻳﻠﻠﻮ‬

‫ﺍﻟﻌﻤﻞ ﺍﳋﺎﺭﺟﻲ ﻭﺍﻻﺗﺼﺎﻻﺕ‬

‫ﻣﺎﺭﻳﺴﻮﻝ ﺳﺎﳒﻴﻨﻴﺲ )ﺭﺋﻴﺲ ﺍﻟﻌﻤﻞ ﺍﳋﺎﺭﺟﻲ( ﻭﺟﲔ‪-‬ﺇﻳﻒ ﻫﺎﻣﻴﻞ ﻭﻣﻴﻠﻴﺴﺎ ﻫﺮﻧﺎﻧﺪﻳﺰ ﻭﺑﺪﺭﻭ ﻣﺎﻧﻮﻳﻞ‬ ‫ﻣﻮﺭﻳﻨﻮ‬

‫ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ )‪(HDRO‬‬

‫ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻧﺘﺎﺝ ﺟﻬﺪ ﻣﺸﺘﺮﻙ ﻭﺍﻧﺘﻔﻊ ﻣﻦ ﺩﻋﻢ ﺑﺎﻗﻲ ﺍﻟﻔﺮﻳﻖ‪ :‬ﺃﻭﺳﻜﺎﺭ ﺑﺮﻧﺎﻝ ﻭﺭﻳﻜﺎﺭﺩﻭ ﻓﻮﻳﻨﺘﺲ‬ ‫ﻭﻣﺎﻣﺎﻳﻲ ﺟﺒﺮﻳﺘﺎﺳﺪﻳﻚ ﻭﻭﻱ ﻫﺎ ﻭﻓﻲ ﺟﻮﺭﻳﺰﺷﺎﻧﺎﻫﺎﻥ ﻭﺍﻳﺰﺍﺑﻴﻞ ﻣﺎﺭﻳﺎ ﻣﻴﺪﺍﻟﻬﻮ ﺑﻴﺮﻳﺮﺍ ﻭﺳﺎﺭﺍﻧﺘﻮﻳﺎ ﻣﻨﺪ‬ ‫ﻭﺭﻭﺷﺎﻧﻲ ﻣﻴﻨﻮﻥ ﻭﻣﺎﺭﻱ ﺁﻥ ﻣﻮﺍﳒﻲ ﻭﺑﺎﻭﻻ ﺑﺎﺟﻠﻴﺎﻧﻲ ﻭﺗﻴﻤﻮﺛﻲ ﺳﻜﻮﺕ ﻭﺃﻧﺪﺭﻭ ﺛﻮﺭﻧﺘﻮﻥ‬

‫ﺷﻜﺮ‬

‫ﻣﺎ ﻛﺎﻥ ﻟﻬﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﺃﻥ ﻳﺨﺮﺝ ﻟﻠﻨﻮﺭ ﻟﻮﻻ ﺍﻹﺳﻬﺎﻣﺎﺕ ﺍﻟﻜﺮﳝﺔ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﻭﺍﻟﻬﻴﺌﺎﺕ‪.‬‬ ‫ﻭﻳﺮﻏﺐ‬ ‫ﺍﻟﻜﺘ ﺎﺏ ﻓﻲ ﺷﻜﺮ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺘﺎﻟﻴﲔ ﻋﻠﻰ ﻧﺼﺎﺋﺤﻬﻢ ﻭﺇﺳﻬﺎﻣﺎﺗﻬﻢ ﻭﺩﻋﻤﻬﻢ‪:‬‬ ‫ﹼ‬ ‫ﻛﺎﺭﻻ ﺃﺑﻮ ﺯﻫﺮ ﻭﺳﺎﺑﻴﻨﺎ ﺃﻟﻜﺎﻳﺮ ﻭﺗﻮﻧﻲ ﺃﺗﻜﻨﺴﻮﻥ ﻭﺳﻌﻴﺪ ﺑﻠﻘﺸﻠﺔ ﻭﺩﺑﻮﺭﺍ ﺑﻮﺩﻻﻧﺪﺭ ﻭﻭﻳﻨﻲ ﺑﻴﺎﻧﻴﻴﻤﺎ‬ ‫ﻭﺳﻴﻠﻔﻴﺎ ﺗﺸﺎﻧﺖ ﻭﺟﺎﻙ ﺗﺸﺎﺭﻣﺰ ﻭﺟﺴﻚ ﺩﻳﺠﻜﺴﺘﺮﺍ ﻭﻣﺎﺭﻱ ﺇﻟﻴﺴﺒﺮﺝ ﻭﺩﺍﻳﺎﻥ ﺇﻟﺴﻮﻥ ﻭﻧﺎﻧﺴﻲ‬ ‫ﻓﻮﻟﺒﺮ ﻭﺟﻴﻤﺲ ﻓﻮﺳﺘﺮ ﻭﻫﺎﻳﺸﺎﻥ ﻓﻮ ﻭﺗﻮﻡ ﺟﺮﻓﲔ ﻭﺁﻥ‪-‬ﻣﺎﺭﻱ ﺟﻮﻳﺘﺲ ﻭﻛﻴﻨﻴﺚ ﻫﺎﺭﲡﻦ ﻭﻛﺎﺭﻳﻦ ﺟﺒﺮ‬ ‫ﻭﺟﺎﺭﻳﺚ ﺟﻮﻧﺰ ﻭﺳﺘﻴﻔﻦ ﻛﻼﺳﻦ ﻭﺃﻭﻛﺴﺎﻧﺎ ﻟﻴﺸﻴﻨﻜﻮ ﻭﺇﻳﺎﻥ ﺩ‪ .‬ﻣﻠﻜﺮﻳﺪﻱ ﻭﺁﻥ ﻥ‪ .‬ﻣﺎﺟﻴﻼﻧﺘﻲ ﻭﺟﻮﻥ‬ ‫ﻣﻴﻞ‪-‬ﻣﻮﻛﺎﺳﺎ ﻭﻳﻮﻟﲔ ﻣﻴﺘﺸﻮﺩ ﻭﻣﺎﺭﻙ ﻣﻴﺴﻠﻬﻮﺭﻥ ﻭﻣﺎﺩﻱ ﻣﻮﺳﻰ ﻭﺧﻮﺍﻥ‪-‬ﻛﺮﻭﺙ ﺑﻴﺮﻭﺳﻴﺎ ﻭﺧﻮﺯﻳﻪ‬ ‫ﺑﺴﻮﺍ ﻭﻭﻳﻞ ﺑﺮﻳﻨﺲ ﻭﺃﻧﻮﺭﺍﺩﺍ ﺭﺍﺟﻴﻔﺎﻥ ﻭﺩﺍﻧﺎ ﺷﻮﻟﺮ ﻭﺳﻮﻣﺎﻥ ﺳﺚ ﻭﺗﻴﻢ ﺳﻤﻴﺪﱋ ﻭﺇﻳﺮﻳﻚ ﺳﻮﺍﻧﺴﻮﻥ‬ ‫ﻭﺑﻴﺮﻓﻴﺰ ﺗﺎﻫﺮ ﻭﻣﺎﻳﻜﻞ ﻭﻭﺭﺩ‪ .‬ﻛﻤﺎ ﺣﺼﻞ ﻓﺮﻳﻖ ﻋﻤﻞ ﺍﻟﺘﻘﺮﻳﺮ ﻋﻠﻰ ﻧﺼﺎﺋﺢ ﻣﻔﻴﺪﺓ ﻣﻦ ﻣﺪﻳﺮ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ﻛﻤﺎﻝ ﺩﺭﻓﻴﺰ‪ .‬ﻭﻧﺸﻜﺮ ﻛﻞ ﻣﻦ ﺍﺷﺘﺮﻙ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺃﻭ ﻏﻴﺮ ﻣﺒﺎﺷﺮ‬ ‫ﻓﻲ ﺗﻮﺟﻴﻪ ﺟﻬﻮﺩﻧﺎ ﻭﻧﻌﺘﺮﻑ ﲟﺴﺆﻭﻟﻴﺘﻨﺎ ﻭﺣﺪﻧﺎ ﻋﻦ ﺃﻳﺔ ﺃﺧﻄﺎﺀ ﺃﻭ ﻧﻘﺺ ﻓﻲ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫‪10/20/2008 2:03:53 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd coverii‬‬

‫ﺗﻘﺪﻳﻢ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻬﺪﻑ ﺇﻟﻰ ﺯﻳﺎﺩﺓ ﺍﳋﻴﺎﺭﺍﺕ ﺃﻣﺎﻡ ﺍﻟﻨﺎﺱ ﻭﺍﻟﺴﻤﺎﺡ ﻟﻬﻢ ﺑﺘﻄﻮﻳﺮ ﺃﻧﻔﺴﻬﻢ ﻷﻗﺼﻰ ﺣﺪ ﳑﻜﻦ ﻭﺃﻥ‬ ‫ﻳﻌﻴﺸﻮﺍ ﺣﻴﺎﺓ ﻣﻨﺘﺠﺔ ﻭﺧﻼﻗﺔ ﺑﻜﺮﺍﻣﺔ ﻭﻓﻘﺎ ﹰ ﻻﺣﺘﻴﺎﺟﺎﺗﻬﻢ ﻭﺭﻏﺒﺎﺗﻬﻢ‪ .‬ﻣﻨﺬ ﻋﻘﺪﻳﻦ ﺗﻘﺮﻳﺒﺎ ﹰ ﺃﺭﺳﻞ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺭﺳﺎﻟﺔ ﻭﺍﺿﺤﺔ ﻣﻔﺎﺩﻫﺎ ﺃﻧﻪ ﺑﻴﻨﻤﺎ ﻳﻌﺘﺒﺮ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﻘﻴﺎﺳﺎ ﹰ ﻫﺎﻣﺎ ﹰ ﻟﻠﺘﻨﻤﻴﺔ‪ ،‬ﻓﻬﻮ ﻣﻊ ﺫﻟﻚ ﻣﺤﺪﻭﺩ ﻣﻦ‬ ‫ﺣﻴﺚ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﺮﺟﻤﺔ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﺍﻟﺪﺧﻮﻝ ﺇﻟﻰ ﺗﻌﺮﻳﻒ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺸﻜﻞ ﻋﺎﻡ‪ .‬ﻭﻓﻲ ﻣﺤﺎﻭﻟﺔ ﻟﻘﻴﺎﺱ‬ ‫ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻳﻘﺪﻡ ﻛﹸ ﺘﺎﺏ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ )‪ (HDI‬ﻋﻦ ﻃﺮﻳﻖ ﺩﻣﺞ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺪﺧﻞ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﺍﻟﺼﺤﺔ ﻓﻲ ﻣﺆﺷﺮ ﻭﺍﺣﺪ‪ .‬ﻭﻋﻦ ﻃﺮﻳﻖ ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻝ ﻣﻦ ﺣﻴﺚ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ )‪ ،(HDI‬ﻳﺴﺎﻋﺪ ﺍﻟﺘﻘﺮﻳﺮ‬ ‫ﻓﻲ ﲢﻮﻳﻞ ﺍﻷﻧﻈﺎﺭ ﻋﻦ ﺍﳉﺪﻝ ﺑﺄﻥ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ )‪ (GDP‬ﻟﻠﻔﺮﺩ ﻳﻌﺘﺒﺮ ﺍﳌﻘﻴﺎﺱ ﺍﻟﻮﺣﻴﺪ ﻟﻠﺘﻨﻤﻴﺔ‪.‬‬ ‫ﻛﺠﺰﺀ ﻣﻦ ﺍﳉﻬﻮﺩ ﺍﳌﺘﻮﺍﺻﻠﺔ ﻟﻀﻤﺎﻥ ﺃﻥ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﺃﻓﻀﻞ ﺃﺩﺍﺓ ﻣﺘﺎﺣﺔ‪ ،‬ﻣﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﲢﺪﻳﺚ ﺇﺣﺼﺎﺋﻲ ﻟﻌﺎﻡ ‪ 2008‬ﺗﺸﻤﻞ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪) 2008‬ﻣﻊ ﺑﻴﺎﻧﺎﺕ‬ ‫ﻣﻦ ﻋﺎﻡ ‪ (2006‬ﻓﻲ ﺷﻜﻞ ﻣﻨﻔﺼﻞ ﻭﳑﻴﺰ‪ .‬ﻳﺘﻢ ﻧﺸﺮ‬ ‫ﺍﳉﺪﺍﻭﻝ ﻣﻨﻔﺼﻠﺔ ﻷﻭﻝ ﻣﺮﺓ ﻋﻠﻰ ﺍﻹﻃﻼﻕ ﻟﺘﻮﺿﻴﺢ‬ ‫ﺑﻌﺾ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‬ ‫ﻟﻘﻴﺎﺱ ﺍﻟﺪﺧﻞ ﻭﻹﻋﺪﺍﺩ ﺍﻟﺴﺎﺣﺔ ﳌﺮﺍﺟﻌﺎﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻧﻔﺴﻪ‪ .‬ﻫﺬﺍ ﻟﻴﺲ ﺗﻘﺮﻳﺮ ﺗﻨﻤﻴﺔ‬ ‫ﺑﺸﺮﻳﺔ ﻋﺎﺩﻱ ‪ -‬ﻭﻟﻜﻨﻪ ﻳﻬﺪﻑ ﻟﺘﻘﺪﱘ ﲢﺪﻳﺚ ﻟﻺﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺑﺨﺎﺻﺔ ﻓﻲ ﻇﻞ ﺗﻮﺍﻓﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻋﻦ‬ ‫ﺍﻟﺪﺧﻮﻝ ﻭﺍﻟﺘﻲ ﺍﺳﺘﺨﺪﻣﺖ ﻓﻰ ﻋﻤﻞ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺳﺘﺘﻮﺍﺻﻞ ﺩﻭﺭﺓ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﺴﻨﻮﻱ ‪ -‬ﻣﻊ‬ ‫ﻧﺴﺨﺔ ﻋﺎﻡ ‪ 2009‬ﺍﻟﺘﻲ ﺳﺘﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ‬ ‫ﺑﺎﻟﻬﺠﺮﺓ ﺩﺍﺧﻞ ﺍﳊﺪﻭﺩ ﻭﺧﺎﺭﺟﻬﺎ‪.‬‬ ‫ﲤﺖ ﻣﺮﺍﺟﻌﺔ ﺳﻠﺴﻠﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺟﻤﺎﻟﻲ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ )‪ (GDP‬ﻟﻠﻔﺮﺩ )ﻣﻊ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ( ﻣﻊ ﺍﻷﺧﺬ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ‬ ‫ﺍﳊﺪﻳﺜﺔ ﻟﺘﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ )‪ .(PPPs‬ﻭﺗﺮﺗﺐ ﻋﻠﻰ‬ ‫ﻫﺬﻩ ﺍﳌﺮﺍﺟﻌﺎﺕ ﺗﻌﺪﻳﻼﺕ ﻛﺒﻴﺮﺓ ﻟﻠﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺪﻭﻝ ﻧﺘﺞ‬ ‫ﻋﻨﻬﺎ ﺗﻐﻴﺮﺍﺕ ﻓﻲ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﺎ‬ ‫ﺗﻨﺞ ﻋﻨﻬﺎ ﺃﻳﻀﺎ ﹶ ﺗﻐﻴﻴﺮ ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻝ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﳊﺎﻻﺕ‪ .‬ﻭﻫﺬﺍ ﺍﻟﺘﺤﺪﻳﺚ ﻳﺮﺍﺟﻊ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻋﻠﻰ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺿﻮﺀ ﺳﻠﺴﻠﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ‬ ‫ﺑﺈﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﻋﺎﻡ‬ ‫‪ 2006‬ﻣﻦ ‪ 179‬ﺩﻭﻟﺔ ﻭﻳﻘﺪﻡ ﺑﻌﺾ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺜﻴﺮﺓ‪ .‬ﻣﺜﻼﹰ‪،‬‬

‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻣﺎﺯﺍﻝ ﻫﻨﺎﻙ ﻓﺎﺭﻕ ﺷﺎﺳﻊ ﺑﲔ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻔﻘﻴﺮﺓ ﻭﺍﻟﻐﻨﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺍﻟﺪﻭﻝ ﺷﻬﺪﺕ ﺗﻄﻮﺭﺍﺕ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺼﺤﺔ‪ .‬ﻛﻞ ﺍﻟﺪﻭﻝ‬ ‫ﺍﻟﺜﻤﺎﻧﲔ ﺍﻟﺘﻲ ﺗﺘﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ ﻋﻨﻬﺎ ﻟﻌﺎﻣﻲ ‪ 1980‬ﻭ ‪2006‬‬ ‫ﺳﺠﻠﺖ ﺗﻘﺪﻣﺎ ﹰ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬ ‫ﺍﻟﺘﺤﺪﻳﺚ ﻳﻘﺪﻡ ﺃﻳﻀﺎ ﹰ ﻋﺪﺩﺍ ﹰ ﻣﻦ ﺍﻹﺑﺘﻜﺎﺭﺍﺕ‬ ‫ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﻤﻜﻨﺔ ﺑﻬﺪﻑ ﺗﻘﺪﱘ ﺻﻮﺭﺓ ﺃﻓﻀﻞ ﻋﻦ ﻋﺪﻡ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﻟﺪﺧﻮﻝ ﻟﻠﺠﻨﺴﲔ‪ .‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ‪ ،‬ﻳﻨﻈﺮ‬ ‫ﺍﻟﺘﺤﺪﻳﺚ ﺇﻟﻰ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺃﻋﺪﺍﺩ ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻨﺴﺎﺀ ﻓﻲ‬ ‫ﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﺪﺧﻞ ﺍ‪‬ﺘﻠﻔﺔ‪ .‬ﻣﺜﻼﹰ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺘﻄﻮﺭﺍﺕ‬ ‫ﻧﻮﺍﺡ ﻣﻬﻤﺔ ﻣﺜﻞ ﺍﻟﺘﻌﻠﻴﻢ‪،‬‬ ‫ﺍﻟﻜﺒﻴﺮﺓ ﻓﻲ ﺣﻘﻮﻕ ﺍﳌﺮﺃﺓ ﻭﻓﻲ‬ ‫ﹴ‬ ‫ﻓﺈﻥ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻣﺎ ﺯﺍﻟﺖ ﻣﻨﺘﺸﺮﺓ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪.‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﻔﺠﻮﺓ ﺗﺘﺴﻊ ﺑﲔ ﺍﻷﻏﻨﻴﺎﺀ‬ ‫ﻭﺍﻟﻔﻘﺮﺍﺀ ﻓﻲ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺣﺘﻰ‬ ‫ﻓﻲ ﺗﻠﻚ ﺍﻟﺪﻭﻝ ﺍﻟﺘﻲ ﺣﻘﻘﺖ ﺗﻄﻮﺭﺍ ﹰ ﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ ﻣﺬﻫﻼﹰ ﻓﻲ‬ ‫ﺍﻟﻌﻘﺪ ﺍﻷﺧﻴﺮ‪ .‬ﻭﻳﺤﺪﺩ ﺍﻟﺘﺤﺪﻳﺚ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﺍﻟﺮﺍﻫﻨﺔ ﻭﺍﻟﺘﻲ ﻳﺠﺐ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ ﻓﻲ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﳌﻲ ﻟﻌﺎﻡ ‪.2010‬‬ ‫ﻳﺒﺪﺃ ﺍﻟﻌﻤﻞ ﻓﻲ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﳌﻲ‬ ‫ﻟﻌﺎﻡ ‪ 2010‬ﻭﺍﻟﺬﻱ ﺳﻴﺸﻬﺪ ﺍﻟﻴﻮﺑﻴﻞ ﺍﻟﻌﺸﺮﻳﻦ ﻟﺘﻘﺮﻳﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺳﻴﺸﻤﻞ ﻋﺮﺿﺎ ﹰ ﺗﺎﺭﻳﺨﻴﺎ ﹰ ﻛﺒﻴﺮﺍ ﹰ‬ ‫ﻹﳒﺎﺯﺍﺕ ﻣﺪﺧﻞ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﻮﺍﺟﻬﺔ ﲢﺪﻳﺎﺕ‬ ‫ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪.‬‬ ‫ﹺ‬ ‫ﻣﺜﻘﻔﺎ ﹰ ﻭﻣﻔﻴﺪﺍ ﹰ ﻓﻲ‬ ‫ﺃﲤﻨﻰ ﺃﻥ ﲡﺪﻭﺍ ﻫﺬﺍ ﺍﻟﺘﺤﺪﻳﺚ‬ ‫ﺇﺣﺮﺍﺯ ﺍﻟﺘﻘﺪﻡ ﳌﻨﻬﺞ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻛﻤﺎﻝ ﺩﺭﻓﻴﺰ‬ ‫ﻣﺪﻳﺮ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‬

‫ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻻ ﻳﻌﻜﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺁﺭﺍﺀ ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ﺃﻭ ﻣﺠﻠﺴﻪ ﺍﻟﺘﻨﻔﻴﺬﻱ ﺃﻭ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻴﻪ‪ .‬ﺍﻟﺘﻘﺮﻳﺮ ﻋﺒﺎﺭﺓ‬ ‫ﻋﻦ ﺇﺻﺪﺍﺭ ﻣﺴﺘﻘﻞ ﺑﺘﻜﻠﻴﻒ ﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‪ .‬ﻭﻫﻮ ﻧﺘﺎﺝ ﺍﳉﻬﺪ ﺍﳌﺸﺘﺮﻙ ﻟﻔﺮﻳﻖ ﻋﻤﻞ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﻊ ﺇﺳﻬﺎﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻭﻧﺼﺎﺋﺢ ﻣﻦ ﺧﺒﺮﺍﺀ ﻭﻣﺴﺘﺸﺎﺭﻳﻦ ﺧﺎﺭﺟﻴﲔ‪.‬‬ ‫‪iii‬‬

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‫اﻟﻤﺤﺘﻮﻳﺎت‬

‫ﺷﻜﺮ‬ ‫ﺗﻘﺪﱘ‬

‫‪ii‬‬ ‫‪iii‬‬

‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﲢﺪﻳﺚ ﺇﺣﺼﺎﺋﻲ‬ ‫ﻣﻘﺪﻣﺔ‬ ‫‪ 1‬ﻗﻴﺎﺱ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ )‪(HDI‬‬ ‫‪ 2‬ﻋﻦ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻬﺬﺍ ﺍﻟﻌﺎﻡ‬ ‫ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﺮﺍﺟﻌﺎﺕ‬ ‫ﺗﺄﺛﻴﺮﺍﺕ ﻣﺮﺍﺟﻌﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺮﺍﺗﺐ ﺍﻟﺪﻭﻝ‬ ‫‪ 3‬ﻧﺘﺎﺋﺞ ﻭﺍﲡﺎﻫﺎﺕ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪2006‬‬ ‫ﺍﲡﺎﻫﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻨﺬ ﻋﺎﻡ ‪1980‬‬ ‫ﺃﻭﺟﻪ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﺘﻲ ﲢﻘﻘﺖ ﻓﻲ ﻧﻄﺎﻕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪ 4‬ﻗﻴﺎﺱ ﺍﻟﺘﻔﺎﻭﺕ ﻓﻲ ﺍﻟﺪﺧﻞ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﳌﺎﺫﺍ ﺗﻌﺪ ﺍﻟﺘﻔﺎﻭﺗﺎﺕ ﻣﻬﻤﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﻟﻨﻮﻉ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ‬ ‫‪ 5‬ﻧﺘﺎﺋﺞ‬

‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪7‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪20‬‬

‫ﻣﺆﺷﺮات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬ ‫ﺩﻟﻴﻞ ﺍﻟﻘﺎﺭﺉ‬

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‫ﻣﺮﺍﻗﺒﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ :‬ﺯﻳﺎﺩﺓ ﺧﻴﺎﺭﺍﺕ ﺍﻟﻨﺎﺱ‪...‬‬ ‫‪ 1‬ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

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‫‪2‬‬

‫ﺍﲡﺎﻫﺎﺕ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ . . .‬ﻭﲢﻘﻴﻖ ﺍﳌﺴﺎﻭﺍﺓ ﻟﻜﻞ ﺍﻟﻨﺴﺎﺀ ﻭﺍﻟﺮﺟﺎﻝ‬ ‫‪ 3‬ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫‪ 4‬ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬

‫‪33‬‬ ‫‪37‬‬

‫ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺭﻗﻢ ‪1‬‬ ‫ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺭﻗﻢ ‪2‬‬ ‫‪ A1‬ﺗﺴﻮﻳﺔ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﲔ ﻣﺆﺷﺮﻱ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻣﻲ ‪ 2005‬ﻭ ‪2006‬‬

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‫ﺗﻌﺮﻳﻔﺎﺕ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ‬ ‫ﻗﺎﺋﻤﺔ ﺍﻻﺧﺘﺼﺎﺭﺍﺕ‬

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‫ﻣﺆﺷﺮات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬ ‫ﺗﺤﺪﻳﺚ إﺣﺼﺎﺋﻲ ﻟﻌﺎم‬

‫‪2008‬‬

‫ﺃﻋﺪ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻹﺣﺼﺎﺋﻲ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺚ ﻭﺗﻌﺪﻳﻞ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺮﻛﺒﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺣﻴﺚ ﺃﺗﻴﺤﺖ‬

‫ﺑﻴﺎﻧﺎﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻓﺮﺻﺔ ﺃﻳﻀﺎ ﻟﻠﺒﺪﺀ ﻓﻲ ﺍﺳﺘﻌﺮﺍﺽ ﺍﻷﻓﻜﺎﺭ ﺍﳋﺎﺻﺔ ﺑﻄﺮﻕ ﲢﺴﲔ ﻗﻴﺎﺱ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬

‫ﻭﻣﻦ ﺛﻢ ﺇﻃﻼﻕ ﺑﻌﺾ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﺘﻲ ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﺗﻘﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻘﺮﻳﺮ ﻋﺎﻡ ‪ ،2010‬ﻭﺍﻟﺬﻱ ﻣﻦ ﺍﳌﺘﻮﻗﻊ‬ ‫ﺃﻥ ﻳﺴﺘﻌﺮﺽ ﺍﻷﺣﺪﺍﺙ ﺍﳌﺎﺿﻴﺔ ﻭﺍﻷﺣﺪﺍﺙ ﺍﳌﺘﻮﻗﻌﺔ ﻣﺴﺘﻘﺒﻼ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻣﻘﺪﻣﺔ‬ ‫ﻫﺬﺍ ﺍﻟﻌﺎﻡ‪ ،‬ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﻐﻴﺮ ﻛﺒﻴﺮ ﻓﻲ ﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳋﺎﺻﺔ ﺑﺄﺣﺪ ﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻲ ﲢﺪﻳﺪ‬ ‫ﻫﺬﻩ ﺍﳌﺆﺷﺮﺍﺕ‪ -‬ﺃﻻ ﻭﻫﻮ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻠﻔﺮﺩ‪-‬‬ ‫ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺩﺭﺍﺳﺔ ﻋﺎﳌﻴﺔ ﺟﺪﻳﺪﺓ ﻛﺒﻴﺮﺓ ﻟﻸﺳﻌﺎﺭ‬ ‫ﺍﳌﻘﺎﺭﻧﺔ‪ .‬ﻧﻘﺪﻡ ﻫﻨﺎ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﻭﺍﻟﻘﻴﻢ ﺍﳉﺪﻳﺪﺓ ﻟﻜﻞ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺄﺛﺮﺕ‪ ،‬ﻭﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔﺔ‬ ‫ﺧﺎﺻﺔ‪ ،‬ﻭﻧﻮﺿﺢ ﺗﺄﺛﻴﺮﺍﺕ ﻫﺬﺍ ﺍﻟﺘﻌﺪﻳﻞ‪.‬‬ ‫ﻳﺘﻨﺎﻭﻝ ﺍﻟﺘﻘﺮﻳﺮ ﺑﻌﻀﺎ ﻣﻦ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻓﻲ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳊﺎﻟﻴﺔ ﻭﻧﻄﺎﻕ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻣﻦ ﺃﺟﻞ‬ ‫ﻓﻬﻢ ﺃﻓﻀﻞ ﻷﻭﺟﻪ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﺪﺧﻞ ﻭﺍﻟﻨﻮﻉ‪ .‬ﺳﻴﺘﻢ‬ ‫ﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﺧﻼﻝ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻟﻠﻨﺴﺨﺔ‬ ‫ﺍﻟﻴﻮﺑﻴﻠﻴﺔ ﻣﻦ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﳌﻲ ﻟﻌﺎﻡ‬ ‫‪) 2010‬ﺍﻧﻈﺮ ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪.(1‬‬

‫ﺳﻴﻘﺪﻡ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻣﻨﻬﺞ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻘﺮﺍﺀ ﺍﳉﺪﺩ ﻟﻬﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻭﻳﺼﻒ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺮﻛﺒﺔ ﺫﺍﺗﻬﺎ‪ .‬ﺭﲟﺎ ﻳﻔﻀﻞ ﺍﻟﻘﺮﺍﺀ ﺍﳌﻠﻤﲔ ﺑﺎﳌﻨﻬﺞ‬ ‫ﺍﳌﻀﻲ ﻣﺒﺎﺷﺮﺓ ﺇﻟﻰ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺬﻱ ﻳﺴﻠﻂ ﺍﻟﻀﻮﺀ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻟﻬﺬﺍ ﺍﻟﻌﺎﻡ‪ ،‬ﻭﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺬﻱ ﻳﻘﺪﻡ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ ‪ -‬ﻣﺮﺍﺗﺐ ﺍﻟﺪﻭﻝ‪ ،‬ﻭﺍﻟﻘﻴﻢ‪ ،‬ﻭﺍﻻﲡﺎﻫﺎﺕ ‪ -‬ﻓﻲ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻳﺘﻨﺎﻭﻝ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ ﺃﻭﺟﻪ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﺪﺧﻞ ﻭﺍﻟﻨﻮﻉ ﻭﻳﻘﺪﻡ ﻧﺘﺎﺋﺞ ﻣﺆﺷﺮﺍﺕ ﺍﻟﻨﻮﻉ‪،‬‬ ‫ﻭﻳﻀﻊ ﺍﳋﻄﻮﻁ ﺍﻟﻌﺎﻣﺔ ﻟﻨﻄﺎﻕ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ ﺍﳌﻨﻬﺠﻴﺔ‪،‬‬ ‫ﻭﻳﻠﻴﻪ ﺑﻌﺾ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻮﺟﺰﺓ‪.‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:1‬‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪1‬‬

‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻘﺮﻳﺮ ‪ 2010‬ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺳﻴﺸﻬﺪ ﻋﺎﻡ ‪ 2010‬ﺍﻟﻴﻮﺑﻴﻞ ﺍﻟﻌﺸﺮﻳﻦ ﻟﺘﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﺳﻴﺬﻛﺮ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺀ ﺍﳉﺪﻝ ﻭﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﺘﻲ ﺃﺣﺎﻃﺖ ﺑﺼﺪﻭﺭ ﺍﻟﺘﻘﺮﻳﺮ‬ ‫ﺍﻷﻭﻝ ﻓﻲ ﻋﺎﻡ ‪ ،1990‬ﺍﻟﺬﻱ ﻭﺿﻊ ﺗﺼﻮﺭﺍ ﳌﻨﻬﺞ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﺪﻡ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻣﻨﺬ ﺫﻟﻚ ﺍﳊﲔ‪ ،‬ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺗﻐﻄﻲ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻣﺜﻞ ﲤﻮﻳﻞ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ‪،‬‬ ‫ﻭﺍﻟﻨﻮﻉ‪ ،‬ﻭﺍﳊﺮﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﺍﻟﺘﻐﻴﺮ ﺍﳌﻨﺎﺧﻲ‪ .‬ﻭﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪ ،‬ﻭﺇﺗﺒﺎﻋﺎ‬ ‫ﳌﺸﻮﺭﺓ ﺃﻣﺎﺭﺗﻴﺎ ﺳﲔ‪ ،‬ﻛﺎﻥ ﺍﻟﺘﻘﺮﻳﺮ ﻳﺴﻌﻰ ﺇﻟﻰ ﲢﻘﻴﻖ ﺇﳒﺎﺯ ﻛﺒﻴﺮ ﻓﻲ‬ ‫ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺛﻼﺛﺔ ﺟﺒﻬﺎﺕ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﻭﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ‬ ‫ﺍﻟﻌﺎﻣﺔ‪.‬‬ ‫ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﻌﺸﺮﻳﻦ ﻋﺎﻣﺎ ﺍﻷﺧﻴﺮﺓ‪ ،‬ﻟﻢ ﻳﺘﻮﻗﻒ ﺍﻟﻌﺎﻟﻢ‪ .‬ﺣﻴﺚ‬ ‫ﺗﻄﻮﺭﺕ ﺃﺣﺪﺍﺙ ﺗﺎﺭﻳﺨﻴﺔ ﻋﻈﻴﻤﺔ ﻣﻨﻬﺎ ﺗﺪﺍﻋﻴﺎﺕ ﺍﻧﺘﻬﺎﺀ ﺍﳊﺮﺏ ﺍﻟﺒﺎﺭﺩﺓ‪،‬‬ ‫ﻭﺍﳌﻮﺟﺔ ﺍﳌﺘﺰﺍﻳﺪﺓ ﻣﻦ ﺍﻟﺘﺤﻮﻝ ﺇﻟﻰ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﻓﻲ ﺟﻤﻴﻊ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ‬

‫ﻭﺻﻌﻮﺩ ﺍﻟﺼﲔ ﻭﺍﻟﻬﻨﺪ ﻛﻌﻤﻼﻗﲔ ﺍﻗﺘﺼﺎﺩﻳﲔ‪ .‬ﻛﺬﻟﻚ ﻣﻨﺬ ﺃﻭﺍﺧﺮ‬ ‫ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ‪ ،‬ﻇﻬﺮ ﻓﻴﺮﻭﺱ ﻧﻘﺺ ﺍﳌﻨﺎﻋﺔ ﺍﳌﻜﺘﺴﺒﺔ‪ /‬ﺍﻹﻳﺪﺯ ﻛﺨﻄﺮ‬ ‫ﺩﺍﻫﻢ ﻳﻬﺪﺩ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺆﺛﺮﺍ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ ﻛﺒﻴﺮﺓ‬ ‫ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺍﻟﺪﻭﻝ ﺍﻷﻓﺮﻳﻘﻴﺔ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‪.‬‬ ‫ﺇﻥ ﺻﻴﺎﻏﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻹﳕﺎﺋﻴﺔ ﻟﻸﻟﻔﻴﺔ ﻭﺍﻟﺘﻲ ﺍﺗﻔﻖ ﻋﻠﻴﻬﺎ ‪ 189‬ﻣﻦ ﻗﺎﺩﺓ‬ ‫ﺍﻟﻌﺎﻟﻢ ﲤﺜﻞ ﺇﻋﻼﻧﺎ ﻫﺎﺩﻓﺎ ﻏﻴﺮ ﻣﺴﺒﻮﻕ ﻟﻠﺘﻀﺎﻣﻦ ﻣﻦ ﺃﺟﻞ ﺗﻘﻠﻴﻞ ﺍﻟﻔﻘﺮ‬ ‫ﻭﺍﳌﻌﺎﻧﺎﺓ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺤﻠﻮﻝ ﻋﺎﻡ ‪) 2015‬ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ‪.(2000‬‬ ‫ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﻐﺮﻳﺐ ﺃﻥ ﳕﺎﺫﺝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﺗﻄﻮﺭﺕ ﺗﺒﻌﺎ ﻟﺬﻟﻚ‪،‬‬ ‫ﻣﻊ ﺍﺣﺘﻼﻝ ﺍﻟﻔﻘﺮ ﻭﺍﻟﻈﻠﻢ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻣﺮﺍﻛﺰ ﺃﻛﺜﺮ ﺃﻫﻤﻴﺔ ﻓﻲ ﺗﻮﺟﻴﻪ‬ ‫ﺍﻟﻔﻜﺮ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻹﳕﺎﺋﻴﺔ‪ .‬ﻭﻛﻤﺎ ﻳﻘﻮﻝ ﳕﻮﺫﺝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬ ‫ﻳﻌﺪ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺿﺮﻭﺭﺓ ﻟﻜﻨﻪ ﻟﻴﺲ ﺷﺮﻃﺎ ﻛﺎﻓﻴﺎ ﻟﻘﻴﺎﻡ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺷﻬﺪﺕ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﻴﺮﺓ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﻻ ﺗﺘﺠﺰﺃ‬

‫ﺑﲔ ﺍﻟﻨﻤﻮ‪ -‬ﺍﻟﻈﻠﻢ – ﻭﺍﻟﻔﻘﺮ ﻭﺇﺛﺒﺎﺕ ﺃﻥ ﺃﳕﺎﻁ ﻭﻫﻴﻜﻞ ﺍﻟﻨﻤﻮ ﻣﻬﻤﺔ‬ ‫ﻟﻠﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪﺓ ﺍﻟﻔﻘﺮ‪ .‬ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﺍﻛﺘﺴﺐ ﺩﻭﺭ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺃﻳﻀﺎ ﺃﻫﻤﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺷﺮﺡ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻨﻤﻮ ﻭﺍﻟﻌﻼﻗﺔ ﻣﻊ‬ ‫ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪﺓ ﺍﻟﻔﻘﺮ ﻓﻴﻤﺎ ﻳﻌﺮﻑ ﺑﺎﺳﻢ ’ﺍﻟﻨﻤﻮ ﺍﻟﺸﺎﻣﻞ ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻔﻘﺮﺍﺀ‘‪.‬‬ ‫ﺗﻌﺪ ﺍﻟﻨﺴﺨﺔ ﺍﻟﻴﻮﺑﻴﻠﻴﺔ ﻓﻲ ﻋﺎﻡ ‪ 2010‬ﻣﻨﺎﺳﺒﺔ ﻣﻼﺋﻤﺔ‬ ‫ﻻﺳﺘﻌﺮﺍﺽ ﺇﺳﻬﺎﻣﺎﺕ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﻭﺿﻊ ﻣﻔﺎﻫﻴﻢ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﻭﻛﺬﻟﻚ ﺗﺄﺛﻴﺮﺍﺗﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻨﻤﻴﺔ ﻓﻲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻛﻤﺎ‬ ‫ﲤﺜﻞ ﻓﺮﺻﺔ ﻛﺒﻴﺮﺓ ﻹﻣﻌﺎﻥ ﺍﻟﻨﻈﺮ ﻓﻲ ﺑﻌﺾ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺗﻮﺍﺟﻪ ﻗﻴﺎﺱ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻛﻴﻒ ﻳﻨﺒﻐﻲ ﻟﻨﺎ‬ ‫ﺍﻟﻨﻈﺮ ﻓﻲ ﺍﳉﻮﺍﻧﺐ ﺍﻷﻭﺳﻊ ﻧﻄﺎﻗﺎ ﻟﻠﺘﻨﻤﻴﺔ ﻣﺜﻞ ﺣﺮﻳﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺃﻭ ﺗﻮﻓﺮ‬

‫ﺍﻟﻔﺮﺻﺔ؟ ﻫﻞ ﻳﻨﻈﺮ ﺍﳌﻨﻬﺞ ﲟﺎ ﻓﻴﻪ ﺍﻟﻜﻔﺎﻳﺔ ﻷﻭﺟﻪ ﺍﻟﺘﻔﺎﻭﺕ ﻭﻋﺪﻡ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ﺍﻟﺘﻲ ﲤﻴﺰ ﺍﻟﺘﻨﻤﻴﺔ؟ ﻭﺃﻳﻀﺎ ﻛﻴﻒ ﳝﻜﻦ ﻟﻠﻤﺮﺀ ﺃﻥ ﻳﺄﺧﺬ ﻓﻲ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ ﺍﻷﺑﻌﺎﺩ ﺍﳌﺘﻌﺪﺩﺓ ﻟﻠﻔﻘﺮ ﻭﺍﳊﺮﻣﺎﻥ؟‬

‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻭﺑﺘﺤﻔﻴﺰ ﻣﻦ ﻣﻨﻬﺞ »ﺍﻟﻘﺪﺭﺍﺕ ﻭﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ‬ ‫)ﺳﻦ ‪ (1979‬ﻳﺨﺘﺒﺮ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﻨﺎﻫﺞ ﻣﺒﺘﻜﺮﺓ ﻟﻠﻘﻴﺎﺱ ﻣﻦ ﺃﺟﻞ ﺇﺩﺭﺍﺝ‬ ‫ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻷﺑﻌﺎﺩ ﻭﳉﻌﻞ ﺍﳌﺆﺷﺮ ﺃﻛﺜﺮ ﺣﺴﺎﺳﻴﺔ ﻟﺘﺄﺛﻴﺮ ﺃﻭﺟﻪ ﺍﻟﺘﻔﺎﻭﺕ‪.‬‬ ‫ﻭﺍﻟﻨﺘﻴﺠﺔ ﻫﻲ ﺗﻄﻮﻳﺮ ﶈﺎﺕ ﻣﺨﺘﺼﺮﺓ ﻛﺎﻣﻠﺔ ﺑﺪﻻ ﻣﻦ ﻗﻴﻤﺔ ﻭﺍﺣﺪﺓ ﺫﺍﺕ‬ ‫ﺑﻌﺪ ﻭﺍﺣﺪ ﻛﻤﺎ ﻳﻈﻬﺮ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳊﺎﻟﻲ‪.‬‬ ‫ﻓﻲ ﺍﻷﺷﻬﺮ ﺍﳌﻘﺒﻠﺔ‪ ،‬ﺳﻴﺠﺮﻱ ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﻄﺮﻱ ﻭﺍﻹﻗﻠﻴﻤﻲ ﻣﻊ‬ ‫ﻛﺒﺎﺭ ﺍﳌﻔﻜﺮﻳﻦ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﳊﻜﻮﻣﺔ‪.‬‬ ‫ﻭﺍﻟﻬﺪﻑ ﻫﻮ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺠﺎﻝ ﻭﺍﺳﻊ ﻣﻦ ﺍﻵﺭﺍﺀ ﺣﻮﻝ ﺇﺳﻬﺎﻣﺎﺕ ﻣﻨﻬﺞ‬ ‫ﻭﺍﺑﺘﻜﺎﺭﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻀﻤﺎﻥ ﺍﺳﺘﻤﺮﺍﺭ ﺃﻫﻤﻴﺘﻬﺎ ﻭﺗﺄﺛﻴﺮﻫﺎ‪.‬‬ ‫ﺍﳌﺼﺪﺭ ﺳﲔ ‪1979‬؛ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ‪2000‬‬

‫‪ 1‬ﻗﻴﺎس اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬ ‫»ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺗﻌﺪ ﺃﺳﺎﺳﺎ ﺿﻌﻴﻔﺎ‬ ‫ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﺗﻘﺪﻡ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﻭﻫﻲ ﺑﺎﻟﻄﺒﻊ ﻟﻴﺴﺖ ﻏﻴﺮ‬ ‫ﺫﺍﺕ ﺻﻠﺔ ﻟﻜﻨﻬﺎ ﺗﻌﺪ ﻋﺎﻣﻼ ﻭﺍﺣﺪﺍ ﻓﻘﻂ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ‪« .‬‬ ‫ﺃﻣﺮﺗﻴﺎ ﺳﲔ )ﺳﲔ ‪(2004‬‬

‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﺗﻮﺳﻴﻊ ‪‬ﺎﻝ ﺍﳋﻴﺎﺭﺍﺕ ﺃﻣﺎﻡ‬ ‫ﺍﻟﻨﺎﺱ ﻭﺗﻌﺰﻳﺰ ﻗﺪﺭﺍﺗﻬﻢ‪ .‬ﺗﺘﻌﻠﻖ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺈﻧﺸﺎﺀ ﺑﻴﺌﺔ‬ ‫ﻣﻮﺍﺗﻴﺔ ﳝﻜﻦ ﻟﻠﻨﺎﺱ ﻓﻴﻬﺎ ﺗﻄﻮﻳﺮ ﺇﻣﻜﺎﻧﺎﺗﻬﻢ ﺍﻟﻜﺎﻣﻠﺔ‬ ‫ﻭﺍﻟﻌﻴﺶ ﺣﻴﺎﺓ ﻣﻨﺘﺠﺔ ﺧﻼﻗﺔ ﻭﻓﻘﺎ ﻻﺣﺘﻴﺎﺟﺎﺗﻬﻢ‬ ‫ﻭﻣﺼﺎﳊﻬﻢ‪ .‬ﻭﻫﻲ ﻣﻔﻬﻮﻡ ﻭﺍﺳﻊ ﻟﻪ ﺃﺑﻌﺎﺩ ﻛﺜﻴﺮﺓ ﺑﻜﺜﺮﺓ‬ ‫ﺍﻟﻄﺮﻕ ﺍﻟﺘﻲ ﺗﻮﺳﻊ ﻣﺠﺎﻝ ﺍﳋﻴﺎﺭﺍﺕ ﺃﻣﺎﻡ ﺍﻟﻨﺎﺱ‪.‬‬

‫ﻣﻦ ﺑﲔ ﺃﻛﺜﺮ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﺃﺳﺎﺳﻴﺔ ﻭﺃﻫﻤﻴﺔ‪ :‬ﺍﻟﻌﻴﺶ‬ ‫ﺣﻴﺎﺓ ﻣﺪﻳﺪﺓ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﳌﻌﺮﻓﺔ‪،‬‬ ‫ﻭﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ ﻻﺋﻖ‪ .‬ﻭﺑﺪﻭﻥ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ‪،‬‬ ‫ﺳﻴﻜﻮﻥ ﻋﺎﺩﺓ ﻣﻦ ﺍﳌﺘﻌﺬﺭ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺑﺎﻗﻲ ﺍﻷﺑﻌﺎﺩ ﻣﺜﻞ‬ ‫ﺍﳊﺮﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﶈﻠﻲ‪ ،‬ﻭﺍﺣﺘﺮﺍﻡ ﺍﻟﺬﺍﺕ‪.‬‬ ‫ﺗﻌﺪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺱ ﻭﺭﺻﺪ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻋﻦ ﻛﺜﺐ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﺍﳌﻨﻬﺞ ﺍﻟﺸﺎﻣﻞ‪ .‬ﻗﺪﻡ ﺗﻘﺮﻳﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﻭﻝ ﻓﻲ ﻋﺎﻡ ‪ 1990‬ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺬﻱ ﻛﺎﻥ ﻣﻘﻴﺎﺳﺎ ﻣﺮﻛﺒﺎ ﺟﺪﻳﺪﺍ‪ .‬ﺃﺗﺎﺡ ﻫﺬﺍ‬ ‫ﳒﺎﺣﺎ ﻛﺒﻴﺮﺍ ﻓﻲ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺣﻮﻝ ﺍﻟﺘﻨﻤﻴﺔ ﻋﻠﻰ ﻣﺨﺘﻠﻒ‬

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‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺸﻌﺒﻴﺔ ﻭﻓﻲ‬ ‫ﺃﻭﺳﺎﻁ ﺗﻘﺮﻳﺮ ﺍﻟﺴﻴﺎﺳﺎﺕ‪.‬‬

‫ﻫﻞ ﺳﺘﻜﻮﻥ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺣﺼﻴﻨﺔ ﺃﻭ ﻳﺘﻐﻴﺮ ﺗﺮﺗﻴﺒﻬﺎ؟ )ﺭﺍﺟﻊ‬ ‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪.(2‬‬

‫ﺣﺘﻰ ﺗﻠﻚ ﺍﳌﺮﺣﻠﺔ ‪ ،‬ﻛﺎﻧﺖ ﺍﻟﺮﺅﻳﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻟﻠﺘﻨﻤﻴﺔ‬ ‫ﺗﻔﺘﺮﺽ ﺃﻥ ﻣﺴﺘﻮﻳﺎﺕ ﻭﻣﻌﺪﻻﺕ ﳕﻮ ﺍﻟﺪﺧﻮﻝ ﺗﻌﺪ‬ ‫ﻛﺎﻓﻴﺔ ﺑﺼﻔﺘﻬﺎ ﻣﻌﻴﺎﺭﺍ ﻟﺮﻓﺎﻫﻴﺔ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ‪،‬‬ ‫ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺍﻧﺘﻘﺎﺩﺍﺕ ﻣﺘﺰﺍﻳﺪﺓ ﻟﻬﺬﺍ ﺍﻻﻓﺘﺮﺍﺽ ﻭﺗﺮﺍﻛﻢ‬ ‫ﻟﻸﺩﻟﺔ ﻋﻠﻰ ﺃﻧﻪ ﻓﻲ ﺣﲔ ﻛﺎﻥ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺿﺮﻭﺭﻳﺎ‬ ‫ﻟﻠﻨﻬﻮﺽ ﺑﺎﻟﺮﻓﺎﻫﻴﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻟﻢ ﻳﻜﻦ ﺃﺑﺪﺍ ﺍﻟﺸﺮﻁ ﺍﻟﻮﺣﻴﺪ‪.‬‬ ‫ﻓﻠﻘﺪ ﺍﻧﺘﻬﻰ ﺍﻟﻜﺜﻴﺮﻭﻥ ‪ -‬ﻣﺜﻞ ﻣﺤﺒﻮﺏ ﺍﳊﻖ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﺍﻟﺒﺎﻛﺴﺘﺎﻧﻲ ﺍﻟﺬﻱ ﻟﻌﺐ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﻓﻲ ﺻﻴﺎﻏﺔ ﻣﻨﻬﺞ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻛﺎﻥ ﺃﻭﻝ ﻣﺆﻟﻒ ﺭﺋﻴﺴﻲ ﻟﺘﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ -‬ﺇﻟﻰ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﳊﺎﺟﺔ ﳌﻌﻴﺎﺭ ﺑﺪﻳﻞ ﻳﺘﺠﺎﻭﺯ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ؛ ﻭﻫﺬﺍ ﻣﺎ ﺃﺩﻯ ﺇﻟﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﺃﺻﺒﺢ ﻣﺮﺟﻌﺎ ﻭﻣﺴﺘﺨﺪﻣﺎ‬ ‫ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ‪.‬‬

‫ﲟﺮﻭﺭ ﺍﻟﻮﻗﺖ ﺃﺻﺒﺤﺖ ﺍﳊﺎﺟﺔ ﻭﺍﺿﺤﺔ ﳌﻘﺎﻳﻴﺲ‬ ‫ﺗﻜﻤﻴﻠﻴﺔ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻌﻄﻲ ﺻﻮﺭﺓ ﺃﻛﺜﺮ ﺷﻤﻮﻻ ﳊﺎﻟﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﺎﻥ ﻫﻨﺎﻙ ﻋﻴﺐ ﺭﺋﻴﺴﻲ ﻫﻮ ﺃﻥ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻌﺘﻤﺪ ﻓﻘﻂ ﻋﻠﻰ ﺍﳌﺘﻮﺳﻄﺎﺕ‬ ‫ﻟﻜﻞ ﺩﻭﻟﺔ‪ ،‬ﻓﻼ ﻳﻌﻜﺲ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺩﺍﺧﻞ ﺍﻟﺪﻭﻝ‪ ،‬ﻭﻻ ﺍﻵﺛﺎﺭ ﺍﳌﺘﺮﺗﺒﺔ ﻋﻠﻰ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻻ ﻳﻘﺪﻡ ﺭﺅﻳﺔ ﳊﺎﻟﺔ ﺃﻛﺜﺮ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ ﻓﻘﺮﺍ‬ ‫ﻭﺣﺮﻣﺎﻧﺎ‪ .‬ﰎ ﺇﺩﺧﺎﻝ ﻣﻘﺎﻳﻴﺲ ﺟﺪﻳﺪﺓ ﳌﻮﺍﺟﻬﺔ ﻫﺬﻩ ﺍﻟﻌﻴﻮﺏ‪.‬‬ ‫ﺣﻴﺚ ﻗﺪﻡ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪) 1995‬ﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪ (1995‬ﻣﺆﺷﺮﻳﻦ ﻣﺮﻛﺒﲔ ﺟﺪﻳﺪﻳﻦ‬ ‫ﻟﻠﻨﻮﻉ ‪ -‬ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪،‬‬ ‫ﻭﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‪ -‬ﻛﻤﺎ ﻗﺪﻡ ﺗﻘﺮﻳﺮ ﻋﺎﻡ ‪1997‬‬ ‫)ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪ (1997‬ﺍﳌﺆﺷﺮ ﺍﻟﻘﻴﺎﺳﻲ‬ ‫ﻟﻠﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﻣﺆﺷـﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸـﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺮﻛﺐ‬ ‫ﺍﻷﺻﻠﻲ ﻭﺍﻷﺷﻬﺮ‪ .‬ﻭﻫﻮ ﻣﻌﻴﺎﺭ ﻣﻮﺟﺰ ﳌﺘﻮﺳﻂ ﺇﳒﺎﺯ ﺍﻟﺒﻠﺪ‬ ‫ﻓﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‪:‬‬ ‫•‬

‫ﺣﻴﺎﺓ ﻣﺪﻳﺪﺓ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ )ﻛﻤﺎ ﺗﻘﺎﺱ ﺑﺎﻟﻌﻤﺮ‬ ‫ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ(‬

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‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﳌﻌﺮﻓﺔ )ﻭﺗﻘﺎﺱ ﺍﻟﻴﻮﻡ ﲟﺆﺷﺮﻳﻦ‪:‬‬ ‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ‪ ،‬ﻭﻧﺴﺒﺔ‬ ‫ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ ﺍ‪‬ﻤﻊ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ ﻭﺍﻟﻌﺎﻟﻲ(‪.‬‬

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‫ﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ ﻻﺋﻖ )ﻛﻤﺎ ﻳﻘﺎﺱ ﺑﻨﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻭﺍﻟﺬﻱ ﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺘﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪.‬‬

‫ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻣﻮﺣﺪﺓ ﺍﳌﻘﺎﻳﻴﺲ ﻓﻲ ﻗﻴﻢ ﺑﲔ ‪0‬‬ ‫ﻭ‪ ،1‬ﻭﻳﺆﺧﺬ ﺍﳌﺘﻮﺳﻂ ﺍﻟﺒﺴﻴﻂ )ﺃﻭ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ(‬ ‫ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺟﻤﺎﻟﻴﺔ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻓﻲ ﻣﺪﻯ ﻣﻦ ‪ 0‬ﺇﻟﻰ ‪ .1‬ﻭﺗﺴﺘﺨﺪﻡ ﻣﻌﺎﻳﻴﺮ ﻟﺘﺼﻨﻴﻒ ﺍﻟﻘﻴﻢ‬ ‫ﻣﻦ ﺣﻴﺚ ﻛﻮﻧﻬﺎ ﻋﺎﻟﻴﺔ‪ ،‬ﺃﻭ ﻣﺘﻮﺳﻄﺔ‪ ،‬ﺃﻭ ﻣﻨﺨﻔﻀﺔ )ﻋﻨﺪ‬ ‫ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ‪0.800‬؛ ﻭﺑﲔ ‪ 0.500‬ﻭ‪ ،0.800‬ﻭﺃﻗﻞ ﻣﻦ ‪0.500‬‬ ‫ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ(‪.‬‬ ‫ﻣﻨﺬ ﺑﺪﺍﻳﺘﻪ‪ ،‬ﻛﺎﻥ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺩﺍﺓ‬ ‫ﻣﻔﻴﺪﺓ ﻟﻘﻴﺎﺱ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺩﻭﻝ ﻭﻣﻨﺎﻃﻖ‬ ‫ﻣﺨﺘﻠﻔﺔ‪ .‬ﺇﻻ ﺃﻥ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻀﻊ ﻧﻔﺲ‬ ‫ﺍﻟﺜﻘﻞ ﻟﻌﺪﺓ ﺃﺑﻌﺎﺩ ‪ -‬ﻭﻫﻮ ﺍﻓﺘﺮﺍﺽ ﻋﺸﻮﺍﺋﻲ ﻭﻟﻜﻨﻪ ﺷﺎﺋﻊ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‪ .‬ﻣﺎﺫﺍ ﳝﻜﻦ ﺃﻥ ﻳﺤﺪﺙ ﺇﺫﺍ ﺃﻣﻜﻦ ﺗﻐﻴﻴﺮ ﺍﻟﺜﻘﻞ؟‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﻳﻜﻤﻞ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﺳﺎﺳﻲ ﲟﻘﻴﺎﺱ ﻳﺮﺍﻋﻲ‬ ‫ﺍﻟﺘﻮﺯﻳﻊ ﺑﺨﺼﻢ ﺃﻭﺟﻪ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ‬ ‫ﻋﻨﺎﺻﺮ ﺍﳌﺆﺷﺮﺍﺕ ﻣﻦ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻫﻜﺬﺍ‬ ‫ﻓﻔﻲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺃﻱ ﺃﻭﺟﻪ ﻟﻌﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﻓﻲ ﻣﺆﺷﺮﺍﺕ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﺳﻴﻜﻮﻥ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻟﺒﻠﺪ ﻣﻌﲔ ﺃﻗﻞ ﻣﻦ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻬﺎ‪ .‬ﻭﻫﺬﺍ ﻫﻮ ﺍﳊﺎﻝ ﻟﻜﺎﻓﺔ ﺍﻟﺒﻠﺪﺍﻥ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬ ‫ﰎ ﺗﻘﻴﻴﻢ ﺗﺄﺛﻴﺮ ﺃﻭﺟﻪ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﻬﻮﻡ ﻛﺮﺍﻫﻴﺔ ﺍﻟﺘﺒﺎﻳﻦ )‪Atkinson‬‬ ‫‪ .(1970‬ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻤﺔ ﻫﺬﺍ ﺍﳌﻌﻴﺎﺭ‪ ،‬ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﺣﺪﺓ‬ ‫ﺍﻧﺨﻔﺎﺽ ﺍﳌﺆﺷﺮ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺿﺒﻂ ﻣﻌﻴﺎﺭ ﻛﺮﺍﻫﻴﺔ ﺍﻟﺘﺒﺎﻳﻦ ﻋﻠﻰ‬ ‫ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪ ،‬ﹸ‬ ‫ﺍﻟﺮﻗﻢ ‪ ،2‬ﲟﺎ ﻳﻀﻊ ﻋﻘﻮﺑﺔ ﻣﻌﺘﺪﻟﺔ ﻋﻠﻰ ﺃﻭﺟﻪ ﻋﺪﻡ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﻣﺘﻮﺳﻂ ﺍﻹﳒﺎﺯ ﻟﻜﻞ ﻭﺍﺣﺪ‬ ‫ﻣﻦ ﺍﻷﺑﻌﺎﺩ‪ .‬ﻳﻘﻊ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻌﻴﺎﺭ ﻓﻲ ﺍﻟﻨﻄﺎﻕ ﺍﻟﺬﻱ ﺗﻨﺎﻭﻟﺘﻪ‬ ‫ﺍﳌﻨﺸﻮﺭﺍﺕ ﻭﺍﳌﺆﻟﻔﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻌﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ‪) .‬ﻟﻠﻤﺰﻳﺪ‬ ‫ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ‪ ،‬ﺑﺮﺟﺎﺀ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺭﻗﻢ ‪.(1‬‬ ‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﻟﻨﻮﻉ‪ :‬ﻳﻬﺪﻑ ﺇﻟﻰ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫ﻋﻦ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﺗﺼﻞ ﺇﻟﻴﻪ ﻗﺪﺭﺓ ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ‬ ‫ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﺎﻋﻠﻴﺔ ﻓﻲ ﺍﳊﻴﺎﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬ ‫ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ .‬ﺑﻴﻨﻤﺎ ﻳﺮﻛﺰ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻋﻠﻰ ﺗﻮﺳﻴﻊ‬ ‫ﻧﻄﺎﻕ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻳﻬﺘﻢ ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ‪ .‬ﻭﻫﻮ ﻳﺠﺴﺪ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻓﻲ ﺛﻼﺛﺔ‬ ‫ﻣﺠﺎﻻﺕ ﺭﺋﻴﺴﻴﺔ‪:‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:3‬‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪2‬‬

‫ﺣﺼﺎﻧﺔ ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻷﻭﺯﺍﻥ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﻣﺘﻮﺳﻂ ﺑﺴﻴﻂ ﻟﻠﺮﻓﺎﻫﻴﺔ ﺍﶈﻘﻘﺔ‬ ‫ﻓﻲ ﺛﻼﺛﺔ ﻣﻜﻮﻧﺎﺕ‪ :‬ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ )ﻉ(‪ ،‬ﻭﺍﻹﳒﺎﺯ ﺍﻟﺘﻌﻠﻴﻤﻲ )ﺕ(‪ ،‬ﻭﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ )ﻥ(‪ .‬ﺗﻌﺪ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻷﻭﺯﺍﻥ ﺍﳌﺴﺘﺨﺪﻣﺔ؛ ﺃﻱ ﺗﺮﺗﻴﺐ‬ ‫ﻣﻔﺘﺮﺽ ﳝﻜﻦ ﺃﻥ ﻳﺘﻐﻴﺮ ﺇﺫﺍ ﻣﺎ ﰎ ﺗﻄﺒﻴﻖ ﺃﻭﺯﺍﻥ ﻣﺨﺘﻠﻔﺔ‪ .‬ﻭﻣﻦ ﺛﻢ ﻓﺈﻧﻪ‬ ‫ﻣﻦ ﺍﳌﻔﻴﺪ ﺃﻥ ﻧﻌﺮﻑ ﺇﻟﻰ ﺃﻱ ﻣﺪﻯ ﺗﻌﺪ ﺗﺮﺗﻴﺒﺎﺕ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺣﺼﻴﻨﺔ ﻟﻠﺘﻔﺎﻭﺗﺎﺕ ﻓﻲ ﺍﻷﻭﺯﺍﻥ‪.‬‬ ‫ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭ ﺣﺼﺎﻧﺔ ﺍﻷﻭﺯﺍﻥ ﺍﳌﻔﺘﺮﺿﺔ‪ .‬ﻓﻴﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﺍﳌﻔﺘﺮﺿﺔ ﺑﲔ ﺃﺯﻭﺍﺝ ﺍﻟﺪﻭﻝ ﺣﺼﻴﻨﺔ ﺇﺫﺍ ﻟﻢ ﻳﻨﻌﻜﺲ ﺍﻟﺘﺮﺗﻴﺐ ﻋﻨﺪ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺃﻭﺯﺍﻥ ﺑﺪﻳﻠﺔ‪ .‬ﻓﻲ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ‪ ،‬ﳒﺪ ﺃﻥ ﺍﻟﺘﺮﺗﻴﺐ ﺑﲔ‬ ‫ﺃﺳﺘﺮﺍﻟﻴﺎ ﻭﺍﻟﺴﻮﻳﺪ )ﺍﻟﻌﻤﻮﺩ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ( ﻛﺎﻣﻞ ﺍﳊﺼﺎﻧﺔ‪ ،‬ﻣﻦ ﺣﻴﺚ‬ ‫ﺃﻥ ﺍﻟﺘﺮﺗﻴﺐ ﻳﻜﻮﻥ ﺛﺎﺑﺘﺎ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻷﻭﺯﺍﻥ ﺍﳌﺴﺘﺨﺪﻣﺔ؛ ﺑﻴﻨﻤﺎ‬ ‫ﺍﻟﺘﺮﺗﻴﺐ ﺑﲔ ﻛﻨﺪﺍ ﻭﺃﻳﺮﻟﻨﺪﺍ )ﺍﻟﻌﻤﻮﺩ ﺇﻟﻰ ﺍﻟﻴﻤﲔ( ﻟﻴﺲ ﻛﺎﻣﻞ ﺍﳊﺼﺎﻧﺔ‪،‬‬

‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﺣﺼﲔ ﻟﻠﺘﻐﻴﺮﺍﺕ ﺍﻷﺻﻐﺮ ﻓﻲ ﺍﻷﻭﺯﺍﻥ‬ ‫ﻋﻤﻮﻣﺎ‪ ،‬ﺇﻟﻰ ﺃﻱ ﻣﺪﻯ ﻳﻜﻮﻥ ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺣﺼﻴﻨﺎ؟ ﻋﻨﺪﻣﺎ ﰎ ﺗﻄﺒﻴﻖ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻟﻌﺎﻡ ‪ 2004‬ﻋﺒﺮ ﺗﺮﺗﻴﺒﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ ﻛﺎﻥ ‪ 70%‬ﻣﻦ ﻛﻞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺰﻭﺟﻴﺔ‬ ‫ﺍﶈﺘﻤﻠﺔ ﻟﻠﺒﻠﺪﺍﻥ ﻛﺎﻣﻠﺔ ﺍﳊﺼﺎﻧﺔ ﲟﺎ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﻟﻦ ﺗﻨﻌﻜﺲ‬ ‫ﻋﻨﺪ ﺃﻱ ﺃﻭﺯﺍﻥ ﻏﻴﺮ ﺳﻠﺒﻴﺔ ﻳﻜﻮﻥ ﻣﺠﻤﻮﻋﻬﺎ ‪ .1‬ﺇﺫﺍ ﻣﺎ ﻛﺎﻧﺖ ﺍﻷﻭﺯﺍﻥ‬ ‫ﻣﻘﺘﺼﺮﺓ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺑﲔ ‪ 0.25‬ﻭ‪ 0.5‬ﻟﻜﻞ ﺑﻌﺪ‪ ،‬ﻓﺈﻥ ‪ 92%‬ﻣﻦ ﻛﻞ‬ ‫ﺍﳌﻘﺎﺭﻧﺎﺕ ﺗﻜﻮﻥ ﺣﺼﻴﻨﺔ‪ .‬ﻭﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‪ ،‬ﻻ ﺗﺘﺄﺛﺮ ﻣﻌﻈﻢ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ‬ ‫ﺑﺎﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﻄﻔﻴﻔﺔ ﻓﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻸﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻮﻗﺖ‬ ‫ﻧﻔﺴﻪ‪ ،‬ﻓﻲ ﺑﻌﺾ ﺍﻷﺟﺰﺍﺀ ﻣﻦ ﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺸﺮﺓ ﺍﻷﻭﻟﻰ‬ ‫ﻟﻌﺎﻡ ‪) 2004‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﻊ ﺃﻋﻼﻩ ﻓﻲ ﻣﺜﺎﻝ ﻛﻨﺪﺍ ﻭﺃﻳﺮﻟﻨﺪﺍ(‪ ،‬ﺗﻜﻮﻥ‬ ‫ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺣﺴﺎﺳﺔ ﻟﻠﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺃﻭﺯﺍﻥ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺘﻀﻤﻨﺔ‪.‬‬

‫ﻣﻘﺎﺭﻧﺎﺕ ﺍﳊﺼﺎﻧﺔ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﻘﺎﺳﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫)‪(E‬‬

‫ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻠﻔﺮﺩ‬ ‫)‪(G‬‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪2004‬‬ ‫)‪(H=L+E+G‬‬

‫ﻣﺘﻮﺳﻂ ﻃﻮﻝ ﺍﻟﻌﻤﺮ‬ ‫)‪(L‬‬

‫‪0.308‬‬

‫‪0.331‬‬

‫‪0.318‬‬

‫‪0.957‬‬

‫ﺍﻟﺴﻮﻳﺪ‬

‫‪0.307‬‬

‫‪0.327‬‬

‫‪0.316‬‬

‫‪0.951‬‬

‫ﺇﻳﺮﻟﻨﺪﺍ‬

‫‪0.294‬‬

‫‪0.330‬‬

‫‪0.332‬‬

‫‪0.956‬‬

‫‪0.306‬‬

‫‪0.323‬‬

‫‪0.320‬‬

‫‪0.950‬‬

‫‪ .1‬ﺃﻭﺯﺍﻥ ﻣﺴﺎﻭﻳﺔ )‪ 0.33‬ﻟﻜﻞ ﻣﻦ ﻣﺘﻮﺳﻂ ﻃﻮﻝ ﺍﻟﻌﻤﺮ ﻭ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻠﻔﺮﺩ (‬ ‫ﺃﺳﺘﺮﺍﻟﻴﺎ‬

‫ﻛﻨﺪﺍ‬

‫‪ .2‬ﻣﻊ ﺗﻐﻴﻴﺮﺍﺕ ﻃﻔﻴﻔﺔ ﻓﻲ ﺍﻷﻭﺯﺍﻥ ) ‪ 0.25‬ﻣﺘﻮﺳﻂ ﻃﻮﻝ ﺍﻟﻌﻤﺮ ﻭ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻠﻔﺮﺩ ﻭ ‪ 0.5‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ (‬ ‫ﺃﺳﺘﺮﺍﻟﻴﺎ‬

‫‪0.231‬‬

‫‪0.497‬‬

‫‪0.239‬‬

‫‪0.966‬‬

‫ﺍﻟﺴﻮﻳﺪ‬

‫‪0.231‬‬

‫‪0.491‬‬

‫‪0.237‬‬

‫‪0.959‬‬

‫ﺇﻳﺮﻟﻨﺪﺍ‬

‫‪0.221‬‬

‫‪0.495‬‬

‫‪0.249‬‬

‫‪0.964‬‬

‫‪0.230‬‬

‫‪0.485‬‬

‫‪0.240‬‬

‫‪0.955‬‬

‫ﻛﻨﺪﺍ‬

‫‪ .3‬ﻣﻊ ﺗﻐﻴﻴﺮﺍﺕ ﻛﺒﻴﺮﺓ ﻓﻲ ﺍﻷﻭﺯﺍﻥ ) ‪ 0.6‬ﻣﺘﻮﺳﻂ ﻃﻮﻝ ﺍﻟﻌﻤﺮ ﻭ ‪ 0.3‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭ ‪ 0.1‬ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻠﻔﺮﺩ (‬ ‫ﺃﺳﺘﺮﺍﻟﻴﺎ‬

‫‪0.555‬‬

‫‪0.298‬‬

‫‪0.095‬‬

‫‪0.948‬‬

‫ﺍﻟﺴﻮﻳﺪ‬

‫‪0.553‬‬

‫‪0.295‬‬

‫‪0.095‬‬

‫‪0.943‬‬

‫ﺇﻳﺮﻟﻨﺪﺍ‬

‫‪0.551‬‬

‫‪0.291‬‬

‫‪0.096‬‬

‫‪0.938‬‬

‫‪0.529‬‬

‫‪0.297‬‬

‫‪0.010‬‬

‫‪0.926‬‬

‫ﻛﻨﺪﺍ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺣﺴﺎﺑﺎﺕ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺟﺪﻭﻝ ‪ 1‬ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪2006a‬‬

‫ﺍﳌﺼﺪﺭ‪Foster et al. 2008 :‬‬

‫•‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻛﻤﺎ ﺗﻘﺎﺱ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬ ‫ﻟﻠﻤﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬

‫•‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻗﻮﺓ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻛﻤﺎ‬ ‫ﺗﻘﺎﺱ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻷﻧﺼﺒﺔ ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻨﺴﺎﺀ‬ ‫ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ﻭﻛﺒﺎﺭ ﺍﳌﺴﺌﻮﻟﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﻭﻛﺬﻟﻚ ﻓﻲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‪.‬‬

‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﰎ ﺇﺩﺭﺍﺝ )ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ‬ ‫ﺍﻟﺒﺸﺮﻱ ﺍﻷﻭﻝ ﻭﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺜﺎﻧﻲ( ﳌﻌﺎﳉﺔ‬ ‫ﺍﳊﺎﺟﺔ ﻟﻘﻴﺎﺳﺎﺕ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺗﺮﻛﻴﺰﺍ ﻋﻠﻰ ﻓﺌﺔ ﺍﶈﺮﻭﻣﲔ‬ ‫ﻓﻲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﲢﻞ ﻣﺤﻞ ﻣﻔﺎﻫﻴﻢ ﺍﻟﻔﻘﺮ ﺍﻟﺘﻲ ﻛﺎﻧﺖ‬ ‫ﻧﻘﺪﻳﺔ ﺇﻟﻰ ﺩﺭﺟﺔ ﻛﺒﻴﺮﺓ‪ .‬ﺣﻴﺚ ﺗﻨﻈﺮ ﻣﺒﺎﺷﺮﺓ ﺇﻟﻰ‬ ‫ﺍﳊﺮﻣﺎﻥ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻳﻘﻴﺲ ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ‬ ‫ﺍﻟﺒﺸﺮﻱ ﺍﻷﻭﻝ )ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ( ﻣﻈﺎﻫﺮ ﻫﺬﺍ ﺍﳊﺮﻣﺎﻥ ﻓﻲ‬ ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﺎ‬ ‫ﻳﻠﻲ‪:‬‬

‫•‬

‫ﺍﻟﺴﻠﻄﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺗﻘﺎﺱ ﺑﺎﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭ ﻟﻠﻨﺴﺎﺀ ﻭﺍﻟﺮﺟﺎﻝ )ﺑﺘﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪.‬‬

‫ﺍﻟﻌﺮﺿﺔ ﻟﻠﻤﻮﺕ ﺍﳌﺒﻜﺮ )ﻋﻠﻰ ﻋﻜﺲ ﺍﳊﻴﺎﺓ ﺍﳌﺪﻳﺪﺓ‬ ‫ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ( ﻭﺗﻘﺎﺱ ﺑﺎﻻﺣﺘﻤﺎﻝ ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬ ‫ﻟﻌﺪﻡ ﲡﺎﻭﺯ ﺳﻦ ﺍﻷﺭﺑﻌﲔ ﻋﺎﻣﺎ‪.‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:4‬‬

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‫ﺍﻻﺳﺘﺒﻌﺎﺩ ﻣﻦ ﻋﺎﻟﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﻳﻘﺎﺱ‬ ‫ﲟﻌﺪﻝ ﺍﻷﻣﻴﺔ ﻟﻠﻜﺒﺎﺭ‪.‬‬ ‫ﻋﺪﻡ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺎ ﻳﻜﻔﻲ ﻣﻦ ﺍﻟﺘﻤﻮﻳﻦ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ ‪ ،‬ﻭﻳﻘﺎﺱ ﺑﺎﳌﺘﻮﺳﻂ ﻏﻴﺮ ﺍﳌﺮﺟﺢ ﻻﺛﻨﲔ‬ ‫ﻣﻦ ﺍﳌﺆﺷﺮﺍﺕ‪ :‬ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﺴﻜﺎﻥ ﺍﻟﺬﻳﻦ ﻻ‬ ‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻣﺼﺪﺭ ﻣﻴﺎﻩ ﻣﺤﺴﻦ ﻭﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬ ‫ﻟﻸﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻧﻘﺺ ﺍﻟﻮﺯﻥ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﻷﻋﻤﺎﺭﻫﻢ‪.‬‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﳌﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺜﺎﻧﻲ )ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ(‬ ‫ﲢﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻗﻠﻴﻼﹰ ﻷﻋﻠﻰ ﻭﻳﻀﺎﻑ ﻣﺠﺎﻝ‬ ‫ﺇﺿﺎﻓﻲ ﻭﺍﺣﺪ ﻟﻠﺤﺮﻣﺎﻥ ﻭﻫﻮ ﺍﻻﺳﺘﺒﻌﺎﺩ ﺍﻻﺟﺘﻤﺎﻋﻲ‪:‬‬ ‫ﺗﻘﺎﺱ ﺍﻟﻌﺮﺿﺔ ﻟﻠﻤﻮﺕ ﺍﳌﺒﻜﺮ ﺑﺎﻻﺣﺘﻤﺎﻝ ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬ ‫•‬ ‫ﻟﻌﺪﻡ ﲡﺎﻭﺯ ﺳﻦ ﺍﻟﺴﺘﲔ ﻋﺎﻣﺎ ﹰ‪.‬‬ ‫ﻳﻘﺎﺱ ﺍﻻﺳﺘﺒﻌﺎﺩ ﻣﻦ ﻋﺎﻟﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻻﺗﺼﺎﻝ‬ ‫•‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻣﻦ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﻋﻤﺮ ‪65-16‬‬ ‫ﻋﺎﻣﺎ ﺍﻟﺬﻳﻦ ﻳﻔﺘﻘﺮﻭﻥ ﺇﻟﻰ ﲤﻴﺰ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ‪.‬‬ ‫ﻋﺪﻡ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺎ ﻳﻜﻔﻲ ﻣﻦ ﺍﻟﺘﻤﻮﻳﻦ‬ ‫•‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﻳﻘﺎﺱ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﺴﻜﺎﻥ‬ ‫ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﲢﺖ ﺧﻂ ﺍﻟﻔﻘﺮ ﻟﻠﺪﺧﻞ )ﺃﻱ ﺃﻗﻞ‬ ‫ﻣﻦ ‪ 50%‬ﻣﻦ ﺍﳌﺘﻮﺳﻂ ﺍﳌﻌﺪﻝ ﻟﻠﺪﺧﻞ ﺍﳌﺘﺎﺡ‬ ‫ﻟﻸﺳﺮ‪.‬‬ ‫ﻳﻘﺎﺱ ﺍﻻﺳﺘﺒﻌﺎﺩ ﺍﻻﺟﺘﻤﺎﻋﻲ ﲟﻌﺪﻻﺕ ﺍﻟﺒﻄﺎﻟﺔ‬ ‫•‬ ‫ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ )ﺃﻱ ﺑﻨﺴﺒﺔ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﺘﻲ‬ ‫ﻛﺎﻧﺖ ﻋﺎﻃﻠﺔ ﻻﺛﻨﻲ ﻋﺸﺮ ﺷﻬﺮﺍ ﹰ ﻋﻠﻰ ﺍﻷﻗﻞ(‪.‬‬ ‫ﺣﻴﺚ ﺃﻥ ﻛﻼ ﻣﺆﺷﺮﻱ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﻻ ﻳﺴﺘﺨﺪﻣﺎﻥ‬ ‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‪ ،‬ﻓﻼ ﺗﻮﺟﺪ‬ ‫ﺗﻐﻴﺮﺍﺕ ﻛﺒﻴﺮﺓ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻀﻤﻨﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻲ‬

‫ﺗﻘﺪﻳﺮ ﻫﺬﻳﻦ ﺍﳌﺆﺷﺮﻳﻦ‪ .‬ﻭﻻ ﺗﺮﺩ ﺗﻘﺪﻳﺮﺍﺕ ﺟﺪﻳﺪﺓ ﻓﻲ ﻫﺬﺍ‬ ‫ﺍﻟﺘﻘﺮﻳﺮ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﻨﺘﻬﺰ ﺍﻟﻔﺮﺻﺔ ﻟﻨﺤﺪﺩ ﺍﻟﻨﻘﺪ‬ ‫ﺍﳌﻮﺟﻪ ﺇﻟﻰ ﻫﺬﻳﻦ ﺍﳌﺆﺷﺮﻳﻦ ﻭﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﳌﻤﻜﻨﺔ ﺍﻟﺘﻲ‬ ‫ﻫﻲ ﻗﻴﺪ ﺍﻟﺘﻄﻮﻳﺮ‪.‬‬ ‫ﺃﺣﺪ ﺍﻟﻌﻴﻮﺏ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ‬ ‫ﺍﻟﺜﺎﻧﻲ ﻫﻲ ﺃﻥ ﻗﻴﺎﺳﺎﺕ ﺍﻷﻣﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻣﻌﺪﻝ ﺍﻟﻔﻘﺮ‬ ‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻟﺘﻲ ﻧﺎﺩﺭﺍ ﻣﺎ ﲡﺮﻯ‬ ‫ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ؛ ﻭﻣﻦ ﺛﻢ ﻓﺈﻥ ﻫﻨﺎﻙ ﺣﺮﻛﺔ ﺿﺌﻴﻠﺔ‬ ‫ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﻓﻲ ﺍﳌﺆﺷﺮ ﻧﻔﺴﻪ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ‬ ‫ﺫﻟﻚ ﳝﻴﻞ ﺍﳌﺆﺷﺮﺍﻥ ﺍﻵﺧﺮﺍﻥ ‪-‬ﺍﻟﺒﻄﺎﻟﺔ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ‬ ‫ﻭﻃﻮﻝ ﺍﻟﻌﻤﺮ‪ -‬ﺇﻟﻰ ﺍﻻﺧﺘﻼﻑ ﺍﻟﻀﺌﻴﻞ ﻧﺴﺒﻴﺎ ﹰ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻭ ﻣﻦ ﺳﻨﺔ ﺇﻟﻰ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﺗﻠﻴﻬﺎ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺃﻣﺮ ﺁﺧﺮ ﻣﺜﺎﺭ ﻟﻼﻫﺘﻤﺎﻡ ﻳﺘﻌﻠﻖ ﺑﺎﻋﺘﻤﺎﺩ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍ‪‬ﺘﻠﻔﺔ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪.‬‬ ‫ﻓﻤﺜﻼ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺣﺪﻳﻦ ﻟﻠﻌﻤﺮ ﻟﺘﻌﺮﻳﻒ ﺍﳊﺮﻣﺎﻥ ﻣﻦ‬ ‫ﺍﳊﻴﺎﺓ ﺍﳌﺪﻳﺪﺓ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ ﻳﻌﻨﻲ ﺃﻥ ﺍﳌﻮﺕ ﻓﻲ ﻋﻤﺮ‬ ‫ﺑﲔ ‪ 41‬ﻭ‪ 60‬ﻳﹸﻌﺪ ﺃﻣﺮﺍ ﹰ ﻣﻘﺒﻮﻻ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻭﻟﻜﻨﻪ‬ ‫ﻟﻴﺲ ﻛﺬﻟﻚ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ .‬ﻭﻫﺬﺍ ﺑﺎﻟﻄﺒﻊ ﺣﻜﻢ‬ ‫ﺗﻘﺪﻳﺮﻱ ﻏﻴﺮ ﻣﻘﺼﻮﺩ‪ .‬ﻭﺑﺎﳌﺜﻞ‪ ،‬ﻓﺈﻥ ﺗﻌﻴﲔ ﺃﻫﺪﺍﻑ ﻣﺨﺘﻠﻔﺔ‬ ‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﺗﻌﻄﻲ ﺍﻧﻄﺒﺎﻋﺎ ﺑﺄﻥ ﺍﻟﻜﺒﺎﺭ‬ ‫ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻣﻠﻤﲔ ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻇﻴﻔﻴﺎ‪ ،‬ﻓﻲ ﺣﲔ ﺃﻥ ﺍﻟﻜﺒﺎﺭ ﺍﻷﻣﻴﲔ ﻓﻲ ﺍﻟﺪﻭﻝ‬ ‫ﺍﻟﻨﺎﻣﻴﺔ ﻻ ﻳﻌﺘﺒﺮﻭﺍ ﻣﺤﺮﻭﻣﲔ ﺇﺫﺍ ﻣﺎ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻧﻬﻢ ﻗﺮﺍﺀﺓ‬ ‫ﺃﻭ ﻛﺘﺎﺑﺔ ﺟﻤﻠﺔ ﺑﺴﻴﻄﺔ ﻋﻦ ﺣﻴﺎﺗﻬﻢ ﺍﻟﻴﻮﻣﻴﺔ‪.‬‬ ‫ﻓﻲ ﻣﺤﺎﻭﻻﺕ ﻣﺨﺘﻠﻔﺔ ﳌﻌﺎﳉﺔ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻫﺬﻩ‪،‬‬ ‫ﰎ ﲢﻘﻴﻖ ﺗﻘﺪﻡ ﻣﻠﺤﻮﻅ ﻓﻲ ﻗﻴﺎﺱ ”ﺍﻟﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ“‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺍﺳﺘﻔﺎﺩﺕ ﻫﺬﻩ ﺍﳉﻬﻮﺩ ﺃﻳﻀﺎ ﻣﻦ‬ ‫ﲢﺴﲔ ﺗﻮﺍﻓﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻳﺴﻠﻂ ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪ 3‬ﺍﻟﻀﻮﺀ ﻋﻠﻰ‬ ‫ﺑﻌﺾ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺎﻟﻴﺔ ﻓﻲ ﻗﻴﺎﺱ ﺗﻌﺪﺩﻳﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻔﻘﺮ‬ ‫ﻭﺇﺛﺎﺭﺓ ﺑﻌﺾ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ ﺳﻴﺘﻢ ﺗﻨﺎﻭﻟﻬﺎ ﺑﺘﻮﺳﻊ ﺃﻛﺒﺮ‬ ‫ﻓﻲ ﺗﻘﺮﻳﺮ ﻋﺎﻡ ‪.2010‬‬

‫‪ 2‬ﻋﻦ ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻟﻬﺬا اﻟﻌﺎم‬

‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻨﻘﺪﻡ ﻭﺻﻔﺎ ﻟﻠﻤﺼﺎﺩﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ‬ ‫ﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺣﺴﺎﺏ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺴﻼﺳﻞ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻛﻤﺎ ﻳﺴﻠﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ ﺍﻟﻨﺎﲡﺔ‬ ‫‪.‬ﻋﻠﻰ ﻗﻴﻢ ﻭﺗﺮﺗﻴﺒﺎﺕ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺒﻠﺪﺍﻥ‬

‫ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﺮﺍﺟﻌﺎﺕ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳊﺴﺎﺏ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﻘﺪﻣﺔ ﻣﻦ ﺍﻟﻮﻛﺎﻻﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺫﺍﺕ ﺍﳋﺒﺮﺓ ﻭﺍﻟﺘﻔﻮﻳﺾ ﻓﻲ‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺔ‪ :‬ﺷﻌﺒﺔ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻟﻠﺴﻜﺎﻥ‬ ‫ﻟﺘﻘﺪﻳﺮﺍﺕ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ؛ ﻭﻣﻌﻬﺪ ﺍﻹﺣﺼﺎﺀ‬ ‫ﺍﻟﺘﺎﺑﻊ ﳌﻨﻈﻤﺔ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‬ ‫)ﺍﻟﻴﻮﻧﺴﻜﻮ( ﳌﻌﺪﻻﺕ ﻣﺤﻮ ﺍﻷﻣﻴﺔ ﻭﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺍﺭﺱ؛‬ ‫ﻭﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻨﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‪ .‬ﻳﻀﻤﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬

‫ﻫﺬﻩ ﺍﳌﺼﺎﺩﺭ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺘﻀﻤﻨﺔ ﻓﻲ ﺍﳌﺆﺷﺮﺍﺕ‬ ‫ﺍﳌﺮﻛﺒﺔ ﻣﺘﻮﺍﻓﻘﺔ ﻣﻊ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻭﺍﳌﻌﺎﻳﻴﺮ ﺍﳌﺘﻔﻖ ﻋﻠﻴﻬﺎ‬ ‫ﻋﺎﳌﻴﺎ ﻭﻣﻦ ﺛﻢ ﺗﻜﻮﻥ ﻋﻠﻰ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ ،‬ﻗﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ‬ ‫ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪.‬‬ ‫ﻓﻲ ﺣﲔ ﺃﻧﻪ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻌﺪﻳﻼﺕ ﻟﻠﺒﻴﺎﻧﺎﺕ‬ ‫ﻟﻠﺒﻼﺩ ﺍ‪‬ﺘﺎﺭﺓ ﻓﻲ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻼﺳﻞ‪ ،‬ﺇﻻ‬ ‫ﺃﻥ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠﺴﻼﺳﻞ ﺍﻟﻜﺎﻣﻠﺔ ﲢﺪﺙ‬ ‫ﺑﺼﻮﺭﺓ ﺃﻗﻞ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﻟﻌﺎﻡ ﺗﻮﺟﺪ ﺗﻌﺪﻳﻼﺕ ﻛﺒﻴﺮﺓ‬ ‫ﻋﻠﻰ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻛﻨﺘﻴﺠﺔ‬ ‫ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﳋﺎﺻﺔ ﲟﺴﺘﻮﻳﺎﺕ ﺍﻷﺳﻌﺎﺭ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺃﻭ ﺑﺘﻌﺎﺩﻻﺕ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‪ .‬ﺗﻌﺎﺩﻻﺕ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﻫﻲ ﺃﺳﻌﺎﺭ ﺍﻟﺼﺮﻑ ﺍﻟﺘﻘﺪﻳﺮﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳌﺴﺎﻭﺍﺓ‬ ‫ﺍﻟﻘﻮﻱ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻟﻠﻌﻤﻼﺕ ﺍ‪‬ﺘﻠﻔﺔ ﺑﺤﺬﻑ ﺍﻻﺧﺘﻼﻓﺎﺕ‬ ‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻷﺳﻌﺎﺭ ﺍﶈﻠﻴﺔ‪ .‬ﺃﻱ ﺃﻧﻬﺎ ﺗﺄﺧﺬ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ‬ ‫‪5‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:5‬‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪3‬‬

‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺎﻟﻴﺔ ﻓﻲ ﻗﻴﺎﺱ ﺍﻷﺑﻌﺎﺩ ﺍﳌﺘﻌﺪﺩﺓ ﻟﻠﻔﻘﺮ‬

‫ﻓﻲ ﺣﲔ ﺃﻥ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳊﺎﻟﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻴﺴﺖ‬ ‫ﻣﺜﺎﻟﻴﺔ‪ ،‬ﳒﺪ ﺃﻥ ﻭﺿﻊ ﻣﻘﺎﻳﻴﺲ ﺟﺪﻳﺪﺓ ﻻ ﻟﺒﺲ ﻓﻲ ﺃﻓﻀﻠﻴﺘﻬﺎ ﻫﻮ‬ ‫ﻣﻬﻤﺔ ﻟﻴﺴﺖ ﺑﺎﻟﺴﻬﻠﺔ‪ .‬ﲢﺘﺎﺝ ﺃﻱ ﻣﻘﺎﻳﻴﺲ ﻣﻔﻴﺪﺓ ﺇﻟﻰ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﻣﻔﻬﻮﻣﺔ ﻭﺳﻬﻠﺔ ﺍﻟﻮﺻﻒ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﻣﺮﻧﺔ ﲟﺎ ﻓﻴﻪ ﺍﻟﻜﻔﺎﻳﺔ ﻟﺘﺨﺪﻡ‬ ‫ﺃﻏﺮﺍﺽ ﻭﺳﻴﺎﻗﺎﺕ ﻣﺨﺘﻠﻔﺔـ ﻭﺃﻥ ﺗﻜﻮﻥ ﺣﺼﻴﻨﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ‬ ‫ﺍﻟﻔﻨﻴﺔ‪ .‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺻﺎﳊﺔ ﻟﻠﺘﺸﻐﻴﻞ ‪-‬‬ ‫ﲟﻌﻨﻰ ﺃﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺛﻮﻕ ﺑﻬﺎ ﻭﻣﺘﺎﺣﺔ‬ ‫ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ‪ -‬ﻭﻣﻦ ﺛﻢ ﺗﻜﻮﻥ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻜﺮﺍﺭ ﺑﺴﻬﻮﻟﺔ )ﺗﺴﺮﻳﻜﻠﻲ‬ ‫‪.(2005‬‬

‫ﺗﺒﺬﻝ ﺍﳉﻬﻮﺩ ﺣﺎﻟﻴﺎ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﻣﻘﺎﻳﻴﺲ ﺧﻼﻓﺎ ﳌﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺄﺧﺬ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻭﻻ‬ ‫ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﻓﻘﻂ‪ .‬ﻣﺠﻤﻮﻋﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﳌﻘﺎﻳﻴﺲ ﻓﻲ‬ ‫ﺇﻃﺎﺭ ﺍﻟﺘﻨﻤﻴﺔ ﺗﻨﻈﺮ ﺇﻟﻰ ﺃﻭﺟﻪ ﺍﳊﺮﻣﺎﻥ ﺑﺪﻻ ﻣﻦ ﺍﻹﳒﺎﺯﺍﺕ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﺤﺪﻳﺪ ﻣﺪﻯ ﺣﺮﻣﺎﻥ ﻛﻞ ﺷﺨﺺ ﺃﻭ ﺃﺳﺮﺓ ﻓﻲ ﺍﻷﺑﻌﺎﺩ‬ ‫ﺍ‪‬ﺘﻠﻔﺔ ﻣﻦ ﺣﻴﺎﺗﻬﻢ ﻭﻣﻦ ﻣﻨﻬﻢ ﻳﻌﺎﻧﻲ ﻣﻦ ﺍﻟﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ‪.‬‬ ‫ﲡﻤﻊ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻌﺪ ﺫﻟﻚ ﻓﻲ ﻣﻘﺎﻳﻴﺲ ﺗﻌﻜﺲ ﻣﺪﻯ ﻭﻋﻤﻖ‬ ‫ﻭﺗﻮﺯﻳﻊ ﺃﻭﺟﻪ ﺍﳊﺮﻣﺎﻥ‪ .‬ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺗﺒﻌﺎ ﻟﻠﻤﻨﻄﻘﺔ‬ ‫ﻭﺍﻟﻌﺮﻕ ﻭﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﻟﺘﺤﺪﻳﺪ ﺃﻱ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺗﻌﺪ ﺃﻛﺜﺮ ﺣﺮﻣﺎﻧﺎ‬ ‫ﻧﺴﺒﻴﺎ‪ .‬ﳝﻜﻨﻨﺎ ﺑﻌﺪﻫﺎ ﺣﺴﺎﺏ ﻋﺪﺩ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺘﻲ ﻳﻌﺪ ﺍﻟﺸﺨﺺ ﺃﻭ‬ ‫ﺍﻷﺳﺮﺓ ﻣﺤﺮﻭﻣﺔ ﻣﻨﻬﺎ ﺛﻢ ﻧﻀﻊ ﺧﻄﺎ ﺛﺎﻧﻴﺎ ﻟﻠﻔﻘﺮ ﻣﻮﺿﺤﺎ ﺑﺮﻗﻢ‬ ‫ﺃﻭ ﺍ‪‬ﻤﻮﻉ ﺍﳌﺮﺟﺢ ﻟﻸﺑﻌﺎﺩ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﻣﺤﺮﻭﻣﺎ‬ ‫ﻣﻨﻬﺎ ﻟﻴﺘﻢ ﺍﻋﺘﺒﺎﺭﻩ ﻳﻌﺎﻧﻲ ﻣﻦ ﺍﻟﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ‪.‬‬

‫ﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﻌﻴﺸﺔ )ﺍﳌﻜﺘﺐ ﺍﻟﻮﻃﻨﻲ ﻟﻺﺣﺼﺎﺀﺍﺕ ﻣﻦ ﺑﻮﺗﺎﻥ‬ ‫‪.(2007‬‬

‫ﻛﺎﻥ ﻳﺘﻢ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﳌﻌﺮﻓﺔ ﺃﺳﺒﺎﺑﻬﺎ ﻓﻲ ﻣﻨﺎﻃﻖ ﻭﺟﻤﺎﻋﺎﺕ‬ ‫ﻣﺨﺘﻠﻔﺔ‪.‬ﻣﻦ ﺍﳌﺜﻴﺮ ﻟﻼﻫﺘﻤﺎﻡ ﺃﻥ ﺗﺮﺗﻴﺐ ﺍﳌﻨﺎﻃﻖ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺧﻞ‬ ‫ﻭﺍﻟﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ ﻛﺎﻥ ﻣﺨﺘﻠﻔﺎ‪.‬‬

‫ﻓﻤﻨﻄﻘﺔ ﺟﺎﺯﺍ ﺍﻟﻐﻨﻴﺔ ﻧﺴﺒﻴﺎ ﺗﻨﺰﻝ ‪ 11‬ﻣﺮﺗﺒﺔ ﻓﻲ ﺍﻟﺘﺮﺗﻴﺐ‬ ‫ﺗﺒﻌﺎ ﻟﻠﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ ﻋﻦ ﺗﺮﺗﻴﺒﻬﺎ ﺗﺒﻌﺎ ﻟﻠﺪﺧﻞ؛ ﺇﻻ ﺃﻥ ﻣﻨﻄﻘﺔ‬ ‫ﻟﻮﻧﺘﺸﻲ ﻭﺍﻟﺘﻲ ﻛﺎﻥ ﺗﺮﺗﻴﺒﻬﺎ ‪ 17‬ﻣﻦ ‪ 20‬ﺗﺒﻌﺎ ﻟﻠﺪﺧﻞ‪ ،‬ﺻﻌﺪﺕ ‪9‬‬ ‫ﻣﺮﺍﺗﺐ ﻋﻨﺪﻣﺎ ﰎ ﺗﺮﺗﻴﺒﻬﺎ ﺗﺒﻌﺎ ﻟﻠﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ‪.‬‬ ‫ﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ ﻣﺎ ﻭﺭﺍﺀ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺍ‪‬ﻤﻌﺔ‪ ،‬ﳒﺪ ﺃﻧﻪ ﻓﻲ ﺟﺎﺯﺍ ﻳﻨﺘﺞ‬ ‫ﺍﻟﻔﻘﺮ ﻋﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﻜﻬﺮﺑﺎﺀ ﻭﻣﻴﺎﻩ ﺍﻟﺸﺮﺏ ﻭﻋﻦ ﺍﻻﺯﺩﺣﺎﻡ ﺑﻴﻨﻤﺎ‬ ‫ﻻ ﻳﻜﺎﺩ ﺍﻟﺪﺧﻞ ﳝﺜﻞ ﺳﺒﺒﺎ ﻟﻠﻔﻘﺮ‪ .‬ﻭﻓﻲ ﻟﻮﻧﺘﺸﻲ ﳒﺪ ﺃﻥ ﺍﻟﺪﺧﻞ‬ ‫ﻳﺴﻬﻢ ﺑﻘﺪﺭ ﺃﻛﺒﺮ ﻓﻲ ﺍﻟﻔﻘﺮ ﺃﻛﺜﺮ ﻣﻦ ﺑﺎﻗﻲ ﺍﻷﺑﻌﺎﺩ ﻭﻣﻦ ﺛﻢ ﻳﺮﻓﻊ‬ ‫ﻣﻌﺪﻝ ﺍﻟﻔﻘﺮ‪ .‬ﻳﺴﺎﻋﺪ ﻫﺬﺍ ﻛﺜﻴﺮﺍ ﻓﻲ ﲢﺪﻳﺪ ﺃﻭﻟﻮﻳﺎﺕ ﺍﻟﺴﻴﺎﺳﺎﺕ‬ ‫ﻭﺍﻟﺒﺮﺍﻣﺞ‪.‬‬

‫ﺑﻮﺗﺎﻥ‬ ‫ﲟﻨﻄﻘﺘﲔ ﻓﻲ‬ ‫ﺍﳊﺮﻣﺎﻥ ﻓﻲ ﻋﺪﺓ ﺃﺑﻌﺎﺩ ﻣﻨﺘﻘﺎﺓ ﻟﻠﺮﻓﺎﻫﻴﺔ‬ ‫‪two Bhutanese‬‬ ‫‪districts‬‬ ‫‪Deprivation in selected well-being dimensions in‬‬

‫ﻟﻮﻧﺘﺸﻲ‬ ‫‪Lhuntse‬‬

‫)ﺃﻟﻜﺎﻳﺮ ﻭﻓﻮﺭﺳﺘﺮ ‪(2008‬‬

‫ﲡﺮﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﺎﻟﻴﺎ ﻓﻲ ﺑﻮﺗﺎﻥ ﻭﺍﻟﺼﲔ ﻭﺍﻟﻬﻨﺪ ﻭﺑﺎﻛﺴﺘﺎﻥ‬ ‫ﻭﺃﺭﺑﻌﺔ ﻋﺸﺮ ﺑﻠﺪﺍ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻷﻓﺮﻳﻘﻴﺔ ﻭﺳﺘﺔ ﺑﻼﺩ ﻓﻲ ﺃﻣﺮﻳﻜﺎ‬ ‫ﺍﻟﻼﺗﻴﻨﻴﺔ‪ .‬ﺃﺷﺎﺭﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻷﻭﻟﻴﺔ ﺇﻟﻰ ﺃﻥ ﺍﳌﻘﺎﻳﻴﺲ ﻣﺘﻌﺪﺩﺓ ﺍﻷﺑﻌﺎﺩ‬ ‫ﻟﻠﺮﻓﺎﻫﻴﺔ ﲢﺴﻨﺖ ﺑﺒﻂﺀ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻔﻘﺮ ﺍﻻﺳﺘﻬﻼﻛﻲ ﻓﻲ ﺍﻟﺼﲔ‬ ‫ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ‪ ،‬ﻟﻜﻨﻬﺎ ﻛﺎﻧﺖ ﺃﻳﻀﺎ ﺃﻗﻞ ﺗﻘﻠﺒﺎ‪.‬‬

‫ﻓﻲ ﺑﻮﺗﺎﻥ ﻛﺎﻥ ﺍﻟﻔﻘﺮ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ ﻳﻘﺎﺱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺆﺷﺮ‬ ‫ﻳﺘﻀﻤﻦ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺪﺧﻞ ﻭﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻹﺳﻜﺎﻥ ﻭﻣﻴﺎﻩ‬ ‫ﺍﻟﺸﺮﺏ ﻭﺍﻟﺼﺮﻑ ﺍﻟﺼﺤﻲ ﻭﺍﻟﻜﻬﺮﺑﺎﺀ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ‬

‫ﺍﻟﺪﺧﻞ‬ ‫‪Income‬‬ ‫ﻣﻌﺮﻓﺔ‬ ‫‪Literacy‬‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻋﺪﺩ‬ ‫‪People‬‬ ‫ﺍﻷﺷﺨﺎﺹ‬ ‫‪per‬‬ ‫ﻏﺮﻓﺔ‬ ‫ﻟﻜﻞ‬ ‫‪room‬‬

‫ﺍﻟﻨﻈﺎﻡ‬ ‫‪Sanitation‬‬ ‫ﺍﻟﺼﺤﻲ‬

‫ﺟﺎﺯﺍ‬ ‫‪Gasa‬‬

‫‪Electricity‬‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺀ‬

‫ﻣﻴﺎﻩ‬ ‫‪Drinking‬‬ ‫ﺍﻟﺸﺮﺏ‬ ‫‪water‬‬ ‫‪Electricity‬‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺀ‬

‫‪Source: Alkire and Foster 2008; National‬‬ ‫‪Statistics‬‬ ‫ﺍﻹﺣﺼﺎﺀ ‪Bureau‬‬ ‫‪for Bhutan‬‬ ‫‪2007‬‬ ‫ﺍﻟﻘﻮﻣﻲ ﻟﺒﻮﺗﺎﻥ‬ ‫ﻭﻣﻜﺘﺐ‬ ‫ﺍﳌﺼﺪﺭ‪ :‬ﺃﻟﻜﺎﻳﺮ ﻭﻓﻮﺳﺘﺮ ‪2007.2008‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺃﻟﻜﺎﻳﺮ ﻭﻓﻮﺳﺘﺮ ‪ 2008‬ﻭﻣﻜﺘﺐ ﺍﻹﺣﺼﺎﺀ ﺍﻟﻘﻮﻣﻲ ﻟﺒﻮﺗﺎﻥ ‪ 2007‬ﻭﺳﻴﺰﻛﻠﻲ ‪2005‬‬

‫ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﻟﺪﻭﻻﺭ ﻓﻲ ﻟﻨﺪﻥ ﻳﺸﺘﺮﻱ ﺃﻗﻞ ﳑﺎ ﻳﺸﺘﺮﻳﻪ‬ ‫ﻧﻔﺲ ﺍﻟﺪﻭﻻﺭ ﻓﻲ ﻧﻴﻮﻳﻮﺭﻙ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻭﺍﻟﺪﻭﻻﺭ ﻓﻲ‬ ‫ﺃﺩﻳﺲ ﺃﺑﺎﺑﺎ ﻳﺸﺘﺮﻱ ﺃﻗﻞ ﳑﺎ ﻳﺸﺘﺮﻳﻪ ﺍﻟﺪﻭﻻﺭ ﻓﻲ ﻧﻴﺮﻭﺑﻲ‪.‬‬ ‫ﻳﻔﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻌﺎﺩﻻﺕ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻓﻲ ﺃﺳﻌﺎﺭ‬ ‫ﺍﻟﺼﺮﻑ ﺍﻟﺴﺎﺋﺪﺓ ﻓﻲ ﺍﻟﺴﻮﻕ ﻭﺍﻟﺘﻲ ﲤﻴﻞ ﺇﻟﻰ ﺍﳌﺒﺎﻟﻐﺔ‬ ‫ﻓﻲ ﺗﻜﻠﻔﺔ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﻏﻴﺮ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻓﻲ ﺍﻟﺪﻭﻝ‬ ‫ﺍﻟﻔﻘﻴﺮﺓ‪ ،‬ﻣﺜﻞ ﺍﻹﺳﻜﺎﻥ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺧﺪﻣﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﳑﺎ ﻳﺠﻌﻞ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺗﺒﺪﻭ‬ ‫ﺃﻛﺜﺮ ﻓﻘﺮﺍ ﹰ ﳑﺎ ﻫﻲ ﻋﻠﻴﻪ‪ .‬ﻋﻤﻮﻣﺎ ﻳﻌﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻌﺎﺩﻻﺕ‬ ‫ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺃﻛﺜﺮ ﺍﻟﻄﺮﻕ ﻋﺪﻻ ﻭﻗﺎﺑﻠﻴﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﻓﻲ‬ ‫ﺿﺒﻂ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻛﻤﺎ ﺗﺘﻴﺢ‬ ‫ﻟﻨﺎ ﻗﻴﺎﺱ ﺍﻟﺮﻓﺎﻫﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬ ‫ﻟﻠﺒﻠﺪﺍﻥ ﻭﺭﺻﺪ ﺣﺎﻻﺕ ﺍﻟﻔﻘﺮ ﻣﻘﺎﺑﻞ ﺍﳌﻌﺎﻳﻴﺮ ﺍﳌﺘﻔﻖ‬

‫ﻋﻠﻴﻬﺎ ﺩﻭﻟﻴﺎ ﻣﺜﻞ »ﺩﻭﻻﺭ ﻭﺍﺣﺪ ﻳﻮﻣﻴﺎ« ﻭﺍﻷﻫﺪﺍﻑ ﺍﻹﳕﺎﺋﻴﺔ‬ ‫ﻟﻸﻟﻔﻴﺔ‪.‬‬ ‫ﺇﻥ ﺣﺴﺎﺏ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻫﻮ ﻋﻤﻠﻴﺔ‬ ‫ﻫﺎﺋﻠﺔ ﻭﻳﺘﻄﻠﺐ ﻣﺠﻤﻮﻋﺔ ﻛﺒﻴﺮﺓ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺳﻌﺎﺭ‬ ‫ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻭﻳﻨﻄﻮﻱ ﻋﻠﻰ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺘﻨﺴﻴﻖ‪ ،‬ﺣﻴﺚ‬ ‫ﻳﺤﺘﺎﺝ ﺃﺻﺤﺎﺏ ﺍﳌﺼﺎﻟﺢ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍ‪‬ﺘﻠﻔﺔ ﺇﻟﻰ ﺍﳌﻮﺍﻓﻘﺔ‬ ‫ﻋﻠﻰ ﺗﻌﺮﻳﻔﺎﺕ ﻋﺪﺩ ﻛﺒﻴﺮ ﺟﺪﺍ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﻌﻴﺎﺭﻳﺔ ﺑﲔ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﻭﺑﻌﻀﻬﺎ ﻗﺒﻞ ﺟﻤﻊ ﺍﳌﻜﺎﺗﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻷﺳﻌﺎﺭ ﺍﶈﻠﻴﺔ ﻟﻬﺬﻩ ﺍﳌﻨﺘﺠﺎﺕ‪ .‬ﺗﺄﺳﺲ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺑﻐﺮﺽ ﺗﻮﻟﻲ ﻫﺬﻩ ﺍﳌﻬﻤﺔ ﻭﻧﺸﺮ‬ ‫ﻣﻨﺬ ﻭﻗﺖ ﻗﺮﻳﺐ ﻧﺘﺎﺋﺞ ﺃﺣﺪﺙ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ‬ ‫ﻭﺍﻟﺘﻲ ﺃﺟﺮﻳﺖ ﻓﻲ ﻋﺎﻡ ‪) .2005‬ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ‪،2007‬‬ ‫‪2008‬ﺃ‪2008 ،‬ﺏ(‪.‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:6‬‬

‫ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻫﻮ ﺃﻛﺒﺮ ﻣﺒﺎﺩﺭﺓ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭﻳﻘﺪﻡ ﻣﺴﺘﻮﻳﺎﺕ ﺃﺳﻌﺎﺭ ﻗﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ‬ ‫ﻋﺎﳌﻴﺎ‪ ،‬ﻭﺇﺟﻤﺎﻟﻴﺎﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺑﻘﻴﻤﺘﻬﺎ ﺍﳊﻘﻴﻘﻴﺔ‬ ‫ﻭﺑﺘﻘﺪﻳﺮﺍﺕ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‪ .‬ﺃﻧﺸﺊ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻋﺎﻡ ‪ ،1968‬ﻭﳕﺎ ﻟﻴﺸﻤﻞ ﺟﻤﻴﻊ ﺍﳌﻨﺎﻃﻖ‬ ‫ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ .‬ﺗﻮﻟﺖ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ ﺍﳌﻴﺪﺍﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻹﲢﺎﺩ ﺍﻷﻭﺭﻭﺑﻲ ﻧﺸﺮ ﺍﻟﺒﺮﻧﺎﻣﺞ‬ ‫ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﻋﻀﺎﺀ ﻓﻴﻬﺎ‪ ،‬ﻓﻲ ﺣﲔ ﻗﺎﻡ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ‬ ‫ﺑﺘﻨﺴﻴﻖ ﺍﻷﻧﺸﻄﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺒﻘﻴﺔ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻳﻨﻄﻮﻱ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﻣﻦ‬ ‫ﺍﻟﻮﻛﺎﻻﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ ﻭﻳﺸﺮﻑ ﻋﻠﻴﻪ‬ ‫ﻣﻜﺘﺒﻪ ﺍﻟﺪﻭﻟﻲ ﺍﻟﺬﻱ ﻳﻘﻊ ﻣﻘﺮﻩ ﻓﻲ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ‪.‬‬ ‫ﺗﻨﻔﺬ ﺍﳌﻜﺎﺗﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻋﻠﻰ‬ ‫ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ ﻓﻲ ﺇﻃﺎﺭ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺘﻨﺴﻴﻖ ﻣﻦ‬ ‫ﺍﻟﻮﻛﺎﻻﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﻠﺠﺎﻥ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻟﻸﱈ‬ ‫ﺍﳌﺘﺤﺪﺓ‪.‬‬ ‫ﻳﻌﺘﻤﺪ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻭﺍﻟﺘﻲ ﲢﺴﻨﺖ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ‪،‬‬ ‫ﻟﻜﻨﻬﺎ ﻻ ﺗﺰﺍﻝ ﺗﻌﺎﻧﻲ ﻣﻦ ﺑﻌﺾ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ‪) .‬ﺍﻧﻈﺮ‬ ‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪.(4‬‬ ‫ﺗﻌﻜﺲ ﺗﻘﺪﻳﺮﺍﺕ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺗﻌﺪﻳﻼﺕ‬ ‫ﺭﺋﻴﺴﻴﺔ ﻓﻲ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺳﻌﺎﺭ ﻟﺒﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺍﳌﻨﺎﻃﻖ‪.‬‬ ‫ﺗﻨﺸﺄ ﻫﺬﻩ ﺍﻟﺘﻐﻴﺮﺍﺕ ﻣﻦ ﻋﺪﺓ ﺃﺳﺒﺎﺏ‪:‬‬ ‫•‬

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‫ﺃﻭﻻ‪ :‬ﺷﺎﺭﻛﺖ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ –ﺧﺎﺻﺔ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫ﻭﺁﺳﻴﺎ )ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺼﲔ‪ ،‬ﺃﻛﺜﺮ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺎﻟﻢ ﺍﺯﺩﺣﺎﻣﺎ‬ ‫ﺑﺎﻟﺴﻜﺎﻥ(‪ -‬ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻷﻭﻝ‬ ‫ﻣﺮﺓ‪.‬‬

‫ﻣﺮ ﻭﻗﺖ ﻃﻮﻳﻞ ﻣﻨﺬ ﺁﺧﺮ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﻣﻦ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ,‬ﻧﺸﺮ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ﺃﺭﻗﺎﻣﺎ‬ ‫ﻣﻌﺪﻟﺔ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﻘﺮﺍﺀ ﻟﻴﺘﻢ ﺗﻌﺪﻳﻞ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ‬ ‫ﻟﺘﻨﺎﺳﺐ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﻣﻌﺪﻻﺕ ﺍﻟﺘﻀﺨﻢ؛ ﻛﺎﻥ‬ ‫ﻫﺬﺍ ﻣﻌﻘﻮﻻ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﻘﺼﻴﺮ ﻭﻟﻜﻨﻪ ﻓﺸﻞ‬ ‫ﻓﻲ ﺍﻟﺘﻌﺒﻴﺮ ﺑﻄﺮﻳﻘﺔ ﻛﺎﻓﻴﺔ ﻋﻦ ﺍﻷﳕﺎﻁ ﺍﳌﺘﻨﻮﻋﺔ‬ ‫ﻟﻠﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻷﺳﻌﺎﺭ ﺍﻟﻨﺴﺒﻴﺔ ﻭﺍﻻﺳﺘﻬﻼﻙ‬ ‫ﻭﺍﻹﻧﺘﺎﺝ‪.‬‬

‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺳﻼﺳﻞ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‪ ،‬ﻗﺎﻡ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ﲟﺮﺍﺟﻌﺔ‬ ‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻧﺘﻴﺠﺔ‬ ‫ﻹﺩﺭﺍﺝ ﺃﺣﺪﺙ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﻟﻌﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻣﻦ ﺗﻌﺪﻳﻞ ‪2006‬‬ ‫‪ 2050‬ﻣﻦ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﺴﻜﺎﻧﻴﺔ ﻟﻠﻌﺎﻟﻢ ‪1950‬‬‫)ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ‪ ( 2007‬ﺍﻟﺬﻱ ﺃﺻﺪﺭﺗﻪ ﺷﻌﺒﺔ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻟﻠﺴﻜﺎﻥ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﻛﺎﻥ ﻟﻪ ﺗﺄﺛﻴﺮ ﺃﻗﻞ ﳌﻌﻈﻢ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻣﻘﺎﺭﻧﺔ ﺑﺘﻌﺪﻳﻼﺕ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‪.‬‬

‫ﻋﻜﺲ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻭﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺑﻌﺾ ﺍﻟﺘﺤﺪﻳﺜﺎﺕ ﺃﻳﻀﺎ‪ .‬ﺗﻌﻜﺲ‬ ‫ﻣﻌﺪﻻﺕ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ ﻣﻦ ﻣﻌﻬﺪ‬ ‫ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ ﺍﻷﺧﻴﺮﺓ‬ ‫ﻓﻲ ﺗﻮﺍﻓﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺗﻈﻬﺮ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ ﻓﻲ ﻣﻌﻈﻢ ﺍﳊﺎﻻﺕ‪.‬‬

‫ﺗﺄﺛﻴﺮﺍﺕ ﻣﺮﺍﺟﻌﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﻗﻴﻢ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺮﺍﺗﺐ ﺍﻟﺪﻭﻝ‬ ‫ﺃﺩﺭﺟﺖ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺘﻐﻴﺮﺍﺕ ﻓﻲ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﻣﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﲔ ﺗﻘﺮﻳﺮ ﺍﻟﻌﺎﻡ ﺍﳌﺎﺿﻲ ﻭﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ‬ ‫ﻓﻲ ﺍﳌﻼﺣﻈﺔ ﺍﻟﻔﻨﻴﺔ ﺭﻗﻢ ‪) 2‬ﺍﻧﻈﺮ ﺍﳉﺪﻭﻝ ﺃ ‪ 1‬ﻟﻠﻤﺰﻳﺪ‬ ‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ(‪.‬‬ ‫ﻛﺎﻥ ﻟﺴﻼﺳﻞ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﺗﺄﺛﻴﺮ ﻛﺒﻴﺮ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻣﻦ ﺍﳌﻬﻢ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺘﺮﺗﻴﺒﺎﺕ‬ ‫ﺑﲔ ﺗﻘﺮﻳﺮ ﺍﻟﻌﺎﻡ ﺍﳌﺎﺿﻲ ﻭﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻟﻴﺴﺖ ﻧﺎﲡﺔ ﻋﻦ‬ ‫ﺗﻐﻴﺮﺍﺕ ﺣﻘﻴﻘﻴﺔ ﻓﻲ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺇﳕﺎ ﻫﻲ‬ ‫ﻣﻦ ﺗﺄﺛﻴﺮ ﺗﻌﺪﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻣﻦ ﺃﺟﻞ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ‬ ‫ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺍﲡﺎﻫﺎﺕ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﺍﻟﺘﻲ ﰎ ﺣﺴﺎﺑﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺳﻼﺳﻞ ﺯﻣﻨﻴﺔ ﻣﻌﺪﻟﺔ‬ ‫ﺗﺘﻤﻴﺰ ﺑﺎﻻﺗﺴﺎﻕ ﻭﺍﻟﺜﺒﺎﺕ ﻋﺒﺮ ﺍﻟﻮﻗﺖ )ﺍﻧﻈﺮ ﺟﺪﻭﻝ ﺭﻗﻢ ‪2‬‬ ‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ(‪.‬‬ ‫ﰎ ﺗﻌﺪﻳﻞ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﺪﺧﻞ ﺑﺎﻟﺘﺨﻔﻴﺾ‬ ‫ﺑﻨﺴﺒﺔ ‪ 5%‬ﻋﻠﻰ ﺍﻷﻗﻞ ﻟﻌﺪﺩ ‪ 75‬ﺩﻭﻟﺔ‪ .‬ﻛﺜﻴﺮ ﻣﻨﻬﺎ‬ ‫ﺗﻘﻊ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﻛﻞ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺴﺒﻌﺔ ﺍﻟﺘﻲ ﲡﺎﻭﺯ ﻓﻴﻬﺎ ﺍﻟﺘﺨﻔﻴﺾ ﻧﺴﺒﺔ‬ ‫‪) 50%‬ﺑﻮﺭﻭﻧﺪﻱ‪ ،‬ﻭﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‪ ،‬ﻭﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ‬ ‫ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪ ،‬ﻭﻏﺎﻧﺎ‪ ،‬ﻭﻏﻴﻨﻴﺎ‪ ،‬ﻭﻟﻴﺴﻮﺗﻮ‪ ،‬ﻭﺗﻮﻏﻮ(‪ .‬ﺗﺆﺛﺮ ﻫﺬﻩ‬ ‫ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﻜﺒﻴﺮﺓ ﺑﻮﺿﻮﺡ ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺒﻠﺪ ﻟﻜﻨﻬﺎ ﺗﺆﺛﺮ ﺃﻳﻀﺎ‪ ،‬ﻓﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﳊﺎﻻﺕ‪،‬‬ ‫ﻋﻠﻰ ﺗﺮﺗﻴﺒﻬﺎ‪ .‬ﻓﺘﺨﻔﻴﺾ ﻗﻴﻤﺔ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺇﻟﻰ ﺍﻟﻨﺼﻒ‪ ،‬ﻳﺨﻔﺾ ﻗﻴﻤﺔ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺏ‪ ،0.039‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺘﻐﻴﺮ ﻓﻲ‬ ‫ﺍﻟﺘﺮﺗﻴﺐ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻛﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﺒﻠﺪﺍﻥ ﻣﻘﺎﺭﻧﺔ‬ ‫ﺑﺎﻟﺒﻠﺪﺍﻥ ﺍ‪‬ﺎﻭﺭﺓ ﻟﻬﺎ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻭﻫﻜﺬﺍ ﻓﻤﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳋﻤﺴﺔ ﻭﺳﺒﻌﲔ‪،‬‬ ‫ﻳﺘﺮﺍﻭﺡ ﻋﺪﺩ ﺍﳌﺮﺍﺗﺐ ﺍﻟﺘﻲ ﺗﻐﻴﺮ ﺑﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺑﺴﺒﺐ ﺗﻌﺪﻳﻞ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺑﲔ ﺍﻟﺼﻌﻮﺩ ﺛﻼﺙ‬ ‫ﻣﺮﺍﺗﺐ )ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ ﻭﻣﺪﻏﺸﻘﺮ ﻭﺍﻟﻨﻴﺠﺮ ﻭﺍﻟﺴﻨﻐﺎﻝ(‪،‬‬ ‫ﺇﻟﻰ ﺍﻟﻨﺰﻭﻝ ﻟﻌﺸﺮ ﻣﺮﺍﺗﺐ ﺃﻭ ﺃﻛﺜﺮ‪ :‬ﺗﻮﻧﻐﺎ )‪ ،(-19‬ﻭﺍﻟﺮﺃﺱ‬ ‫ﺍﻷﺧﻀﺮ ﻭﺍﻟﺼﲔ )‪ ،(-15‬ﻭﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫)‪ ،(-14‬ﻭﺍﻟﻔﻠﺒﲔ )‪ ،(-12‬ﻭﻟﻴﺴﻮﺗﻮ ﻭﻣﻮﺭﻳﺸﻴﻮﺱ )‪.(-10‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:7‬‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪4‬‬

‫ﺇﻟﻰ ﺃﻱ ﻣﺪﻯ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﳉﺪﻳﺪﺓ ﻟﺘﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ؟‬

‫ﻳﻨﻈﺮ ﻋﻤﻮﻣﺎ ﺇﻟﻰ ﺩﻭﺭﺓ ﻋﺎﻡ ‪ 2005‬ﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﻓﻀﻞ ﻭﺃﺷﻤﻞ ﺩﻭﺭﺓ ﻟﻼﺳﺘﻄﻼﻉ‪ .‬ﻭﻗﺪ ﰎ ﺗﻨﻈﻴﻤﻬﺎ ﻋﻠﻰ‬ ‫ﺃﺳﺎﺱ ﺇﻗﻠﻴﻤﻲ ﺑﺪﻋﻢ ﻣﻘﺪﻡ ﻟﻜﻞ ﺇﻗﻠﻴﻢ ﻣﻦ ﺍﻟﻮﻛﺎﻻﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ‬ ‫ﻟﻸﱈ ﺍﳌﺘﺤﺪﺓ ﻭﺑﻨﻮﻙ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﻣﻨﻈﻤﺔ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﺪﻭﻟﻲ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﺑﻲ‪ ،‬ﻣﻊ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳋﺒﺮﺍﺕ‬ ‫ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﳑﺎﺭﺳﺎﺕ ﳑﺎﺛﻠﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺩﻭﺭﻱ‪ .‬ﲤﺖ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻛﺎﻣﻠﺔ ﻣﻦ ﻗﺒﻞ ﻣﻜﺘﺐ ﻋﺎﳌﻲ ﻣﻘﺮﻩ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ‪.‬‬ ‫ﻭﺷﺎﺭﻙ ﻓﻲ ﺍﻻﺳﺘﻄﻼﻉ ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻦ ﺍﻟﺪﻭﻝ ﺃﻛﺒﺮ ﻣﻦ ﺃﻱ ﻭﻗﺖ ﻣﻀﻰ‪:‬‬ ‫ﻋﺪﺩ ﺍﻟﺪﻭﻝ ﺍﻹﺟﻤﺎﻟﻲ ﺑﻠﻎ ‪ 146‬ﺩﻭﻟﺔ ﲟﺸﺎﺭﻛﺔ ‪ 28‬ﺩﻭﻟﺔ ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﺍﻻﺳﺘﻄﻼﻉ ﺍﻟﺴﺎﺑﻖ‪.‬‬

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‫ﺍﺷﺘﺮﻛﺖ ﺍﳊﻜﻮﻣﺎﺕ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﺧﺘﻴﺎﺭ ﻭﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﺔ ﺍﻹﻗﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ – ﻭﺍﻟﺘﻲ ﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ ‪ 155‬ﻓﺌﺔ ﺗﻨﺒﻊ ﻣﻦ ﺍﳊﺴﺎﺑﺎﺕ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ – ﻳﺘﻢ ﺗﺴﻌﻴﺮﻫﺎ ﻟﻀﻤﺎﻥ ﺍﺭﺗﺒﺎﻃﻬﺎ ﺑﺎﻹﻗﻠﻴﻢ ﻭﺍﺗﺴﺎﻗﻬﺎ‬ ‫ﻷﻛﺒﺮ ﺩﺭﺟﺔ ﳑﻜﻨﺔ‪ .‬ﰎ ﺟﻤﻊ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺳﻌﺎﺭ ﺭﺑﻊ ﺳﻨﻮﻳﺎﹰ ﳌﺪﺓ ﺳﻨﺔ‬ ‫ﳑﺎ ﺃﺗﺎﺡ ﻟﻴﺲ ﻓﻘﻂ ﺣﺴﺎﺏ ﻣﺘﻮﺳﻂ ﺍﻷﺳﻌﺎﺭ ﺍﻟﻮﻃﻨﻴﺔ ﻭﻟﻜﻦ ﺃﻳﻀﺎﹰ‬ ‫ﺇﺟﺮﺍﺀ ﺃﻳﺔ ﺗﻌﺪﻳﻼﺕ ﺿﺮﻭﺭﻳﺔ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻨﺪ ﲢﺪﻳﺪ ﺃﻳﺔ ﻣﺸﻜﻼﺕ ﻓﻲ ﺗﻘﺎﺭﻳﺮ ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ‪.‬‬ ‫ﺑﻌﺪ ﺫﻟﻚ‪ ،‬ﰎ ﺭﺑﻂ ﺍﻟﺪﻭﻝ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻓﻴﻤﺎ ﻳﺴﻤﻰ ”ﺣﻠﻘﺔ‬ ‫ﺍﳌﻘﺎﺭﻧﺔ“ ﻭﻓﻴﻬﺎ ﺗﺘﻔﻖ ﻋﺪﺓ ﺩﻭﻝ ﻓﻲ ﻛﻞ ﻣﻨﻄﻘﺔ ﻟﻴﺲ ﻓﻘﻂ ﻋﻠﻰ‬ ‫ﺟﻤﻊ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺳﻌﺎﺭ ﺍﳋﺎﺻﺔ ﲟﺤﺘﻮﻳﺎﺕ ﺍﻟﺴﻠﺔ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻟﻠﺴﻠﻊ‬ ‫ﻭﺍﳋﺪﻣﺎﺕ ﻭﻟﻜﻦ ﺃﻳﻀﺎﹰ ﻋﻠﻰ ﺳﻠﺔ ﻋﺎﳌﻴﺔ‪ .‬ﻭﻫﺬﺍ ﺍﳌﺪﺧﻞ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ‬ ‫ﻣﻜﻠﻒ ﻭﻣﻌﻘﺪ‪ ،‬ﻓﺈﻧﻪ ﻣﻔﻀﻞ ﻋﻠﻰ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ‬ ‫”ﺑﻠﺪ ﺟﺴﺮ“ ﻟﺮﺑﻂ ﺇﻗﻠﻴﻢ ﺑﺂﺧﺮ‪ .‬ﻫﻨﺎﻙ ﺇﻗﻠﻴﻢ ﻭﺍﺣﺪ – ﻛﻮﻣﻨﻮﻟﺚ ﺍﻟﺪﻭﻝ‬ ‫ﺍﳌﺴﺘﻘﻠﺔ – ﺍﺳﺘﺨﺪﻣﺖ ﻣﻨﻬﺞ ﺍﳉﺴﺮ ﻭﻟﻌﺒﺖ ﺭﻭﺳﻴﺎ ﺍﻻﲢﺎﺩﻳﺔ ﻫﺬﺍ‬ ‫ﺍﻟﺪﻭﺭ‪.‬‬ ‫•‬

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‫ﻋﻠﻰ ﻧﺤﻮ ﳑﺎﺛﻞ‪ ،‬ﻓﺈﻥ ﻗﻀﺎﻳﺎ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﺆﺛﺮ‬ ‫ﻋﻠﻰ ﺟﻮﺩﺓ ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ‪ -‬ﻣﺜﻼﹰ ﻗﻴﺎﺳﺎﺕ ﻗﻴﻤﺔ‬ ‫ﺍﻟﺴﻠﻊ ﺍﻟﻐﻴﺮ ﺳﻮﻗﻴﺔ – ﺗﺆﺛﺮ ﺃﻳﻀﺎ ﻋﻠﻰ ﺩﻗﺔ ﺗﻘﺪﻳﺮﺍﺕ ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‪ .‬ﻫﻴﺴﺘﻮﻥ ﻭﺳﻤﺮﺯ )‪ (1996‬ﺣﺪﺩﺍ ﺃﺭﺑﻌﺔ ﺃﻭﺟﻪ‬ ‫ﻗﺼﻮﺭ ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺍﻟﺘﻲ ﺗﺸﻜﻞ ﺃﺳﺎﺱ‬ ‫ﺣﺴﺎﺑﺎﺕ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‪ .‬ﺃﻭﻻ‪ ،‬ﻳﻘﻮﻻﻥ ﺑﺄﻥ ﺃﻳﺔ ﺃﺧﻄﺎﺀ‬ ‫ﻓﻲ ﺇﺟﺮﺍﺀﺍﺕ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺗﻨﺘﻘﻞ ﻣﺒﺎﺷﺮﺓ ﺇﻟﻰ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‪ .‬ﻣﺜﻼﹰ‪ ،‬ﺑﻌﺾ ﺃﻧﺸﻄﺔ ﺍﻟﻘﻄﺎﻋﺎﺕ‬ ‫ﺍﻟﻐﻴﺮ ﺭﺳﻤﻴﺔ ﻗﺪ ﻻ ﻳﺘﻢ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻨﻬﺎ ﻓﻲ ﺣﺴﺎﺏ ﺇﺟﻤﺎﻟﻲ‬

‫ﻳﺘﻢ ﺗﺼﻤﻴﻢ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻟﻌﺎﻣﺔ ﻟﻸﺳﻌﺎﺭ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ ﻭﻟﻜﻨﻪ ﻻ ﻳﻌﺒﺮ ﻋﻦ ﺃﳕﺎﻁ‬ ‫ﺇﻧﻔﺎﻕ ﺍﻟﻔﻘﺮﺍﺀ ﺃﻭ ﻋﻦ ﺍﺧﺘﻼﻓﺎﺕ ﺍﻷﺳﻌﺎﺭ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪ ﺍﻟﻮﺍﺣﺪ‪.‬‬ ‫ﺇﻥ ﺍﻷﺳﻌﺎﺭ ﺗﻜﻮﻥ ﻋﺎﺩﺓ ﺃﻋﻠﻰ ﻓﻲ ﺍﳌﺪﻥ ﻋﻦ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ‬ ‫ﻭﺣﺘﻰ ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ ـ ﻗﺪ ﺗﻜﻮﻥ ﺍﻷﺳﻌﺎﺭ ﺍﻟﺘﻲ ﻳﺪﻓﻌﻬﺎ‬ ‫ﺍﻟﻔﻘﺮﺍﺀ ﻣﺨﺘﻠﻔﺔ ﻋﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﻳﺪﻓﻌﻬﺎ ﺑﺎﻗﻲ ﺍﻟﻨﺎﺱ‪ .‬ﺃﻳﻀﺎ‪،‬‬ ‫ﻓﺘﺮﺍﺕ ﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺗﺨﺘﻠﻒ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻣﻦ ﺍﺳﺘﻄﻼﻉ‬ ‫ﻵﺧﺮ‪ ،‬ﻭﺛﺒﺖ ﺃﻥ ﻫﺬﺍ ﻳﺆﺛﺮ ﺑﺸﻜﻞ ﻣﻨﻈﻢ ﻋﻠﻰ ﻣﺎ ﻳﺘﻢ ﺫﻛﺮﺓ ﻓﻲ‬ ‫ﻫﺬﻩ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ .‬ﻭﻳﺪﻋﻲ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻧﻪ ﻳﺠﺐ ﺗﻮﺧﻲ ﺍﳊﺬﺭ‬ ‫ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻟﺒﻌﺾ ﺃﻧﻮﺍﻉ ﲢﻠﻴﻼﺕ‬ ‫ﺍﻟﻔﻘﺮ ﻭﺣﺎﻭﻟﻮﺍ ﻋﻤﻞ ﺣﺴﺎﺑﺎﺕ ﺧﺎﺻﺔ ﻟﺘﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﻟﻠﻔﻘﺮﺍﺀ‪) .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ ،‬ﺭﺍﺟﻊ ﺩﻳﺘﻮﻥ ‪ 2004‬ﻭ ‪(2006‬‬

‫ﺑﺸﻜﻞ ﺧﺎﺹ ﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ ﻣﻨﻬﺞ ﻋﻤﻞ ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪،‬‬ ‫ﻫﻨﺎﻙ ﻧﻘﻄﺘﺎﻥ ﺗﺴﺘﺤﻘﺎﻥ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻴﻬﻤﺎ‪:‬‬ ‫•‬

‫ﺑﺮﻏﻢ ﻫﺬﻩ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ‪ ،‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻭﺟﻪ‬ ‫ﺍﻟﻘﺼﻮﺭ ﻭﺩﻭﺍﻋﻲ ﺍﻟﻘﻠﻖ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺒﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺃﻥ‬ ‫ﻧﻀﻊ ﻓﻲ ﺍﻋﺘﺒﺎﺭﻧﺎ ﺃﻧﻪ ﻗﺪ ﺗﻮﺟﺪ ﺃﺧﻄﺎﺀ ﻓﻲ ﺣﺴﺎﺑﺎﺕ ﺇﺟﻤﺎﻟﻲ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻭﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻭﻛﺬﺍ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﻣﺜﻞ ﻛﻞ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﺗﻘﺪﻳﺮﺍﺕ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﻣﻌﺮﺿﺔ ﻟﻬﺎﻣﺶ ﺍﳋﻄﺄ‪ .‬ﻭﺑﺨﺎﺻﺔ‪ ،‬ﺩﻗﺔ ﺗﻘﺪﻳﺮﺍﺕ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺗﻈﻞ ﻣﺸﺮﻭﻃﺔ ﺑﺪﺭﺟﺔ ﺍﻟﺜﻘﺔ ﻓﻲ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﺍﳌﺘﻀﻤﻨﺔ‬

‫ﻳﺸﻮﻩ ﻣﺴﺘﻮﻯ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻬﺬﻩ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‪ .‬ﻭﻫﺬﺍ‬ ‫ﹼ‬ ‫ﺍﻷﻧﺸﻄﺔ‪ .‬ﺛﺎﻧﻴﺎ‪ ،‬ﺍﻟﺘﻨﻮﻉ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍ‪‬ﺘﻠﻔﺔ ﳝﺜﻞ ﺻﻌﻮﺑﺔ ﻓﻲ‬ ‫ﻣﻄﺎﺑﻘﺔ ﺍﻟﺴﻠﻊ ﺑﻄﺮﻳﻘﺔ ﺻﺤﻴﺤﺔ‪ .‬ﺛﺎﻟﺜﺎ‪ ،‬ﺗﻮﺟﺪ ﺻﻌﻮﺑﺔ ﻓﻲ‬ ‫ﺍﺧﺘﻴﺎﺭ ﻃﺮﻳﻘﺔ ﺍﻟﺪﻣﺞ ﺑﲔ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺑﻴﺎﻧﺎﺕ ﺍﻷﺳﻌﺎﺭ‬ ‫ﺑﺴﺒﺐ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍ‪‬ﺘﻠﻔﺔ ﺣﻮﻝ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭﺃﺧﻴﺮﺍ ﹰ‪ ،‬ﺇﻥ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻟﻴﺴﺖ ﻣﻨﺎﺳﺒﺔ ﻟﻌﻤﻞ ﺑﻌﺾ ﺍﳌﻘﺎﺭﻧﺎﺕ‬ ‫ﻷﻧﻬﺎ ﺗﺮﺗﺒﻂ ﻓﻘﻂ ﺑﻨﺎﺣﻴﺔ ﺍﻹﻧﻔﺎﻕ ﻓﻲ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻮﻃﻨﺒﺔ‪.‬‬

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‫ﺗﺒﻘﻰ ﺍﻟﺘﻐﻄﻴﺔ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻏﻴﺮ ﻛﺎﻣﻠﺔ‪ .‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻋﺪﺩ ﻛﺒﻴﺮ‬ ‫ﻣﻦ ﺍﻟﺪﻭﻝ ﺃﻛﺒﺮ ﻣﻦ ﺃﻱ ﻭﻗﺖ ﻣﻀﻰ ﺷﺎﺭﻙ ﻓﻲ ﺩﻭﺭﺓ ﻋﺎﻡ ‪،2005‬‬ ‫ﻓﺈﻧﻪ ﻟﻢ ﺗﺸﺘﺮﻙ ﺩﻭﻟﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﻭﺳﻂ ﺃﻣﺮﻳﻜﺎ ﺃﻭ ﻣﻨﻄﻘﺔ‬ ‫ﺍﻟﻜﺎﺭﻳﺒﻲ ﻭﻫﻨﺎﻙ ﺩﻭﻟﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ – ﻓﻴﺠﻲ – ﺷﺎﺭﻛﺖ ﻣﻦ‬ ‫ﻣﻨﻄﻘﺔ ﺍﶈﻴﻂ ﺍﻟﻬﺎﺩﻱ‪ .‬ﻭﻟﻘﺪ ﻗﺎﻡ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ﺑﺘﻘﺪﻳﺮ‬ ‫ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻠﻔﺮﺩ ﻓﻲ ﺿﻮﺀ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﻟﻠﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﻐﻴﺮ ﻣﺸﺎﺭﻛﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﳑﺎﺛﻠﺔ‬ ‫ﻟﻠﺪﻭﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﻟﻘﻮﻣﻲ ﻟﻠﻔﺮﺩ‬ ‫ﻭ ﺇﺟﻤﺎﻟﻲ ﻣﻌﺪﻝ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ‪.‬‬

‫ﺍﻟﺘﺤﻴﺰ ﻟﻠﻤﺪﻥ ﻋﻨﺪ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﺑﺨﺎﺻﺔ ﻓﻲ ﺍﻟﺒﻼﺩ‬ ‫ﺍﻟﻜﺒﻴﺮﺓ ﻭﺍﳌﺘﻨﻮﻋﺔ ﻭﻏﻴﺮﻫﺎ ﺃﻳﻀﺎ‪ ،‬ﺣﻴﺚ ﻳﺘﺮﻛﺰ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﳊﻀﺮﻳﺔ ﻭﺍﳌﺪﻥ ﺍﻟﻜﺒﺮﻯ‪ .‬ﻭﻫﺬﺍ ﻳﺤﺪﺙ ﻋﺎﺩﺓ ﻷﺳﺒﺎﺏ‬ ‫ﻋﻤﻠﻴﺔ ﺟﺪﺍ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻷﻥ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻴﻬﺎ ﺃﺳﻬﻞ‬ ‫ﻭﺃﺭﺧﺺ ﻭﻟﻜﻦ ﺃﻳﻀﺎ ﻓﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﻭﻝ ﻫﻨﺎﻙ ﺳﻠﻊ ﻻ ﺗﻮﺟﺪ‬ ‫ﺇﻻ ﻓﻲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺪﻧﻴﺔ ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﻟﻬﺬﻩ ﺍﻟﺴﻠﻊ‪ ،‬ﺍﻷﺳﻌﺎﺭ ﻓﻲ ﺍﳌﺪﻥ ﲤﺜﻞ ﺍﻷﺳﻌﺎﺭ ﺍﻟﻮﻃﻨﻴﺔ‪ .‬ﻣﻊ‬ ‫ﺫﻟﻚ‪ ،‬ﻭﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻓﺈﻥ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺳﻌﺎﺭ ﻓﻲ ﺍﳌﺪﻥ ﺃﻋﻠﻰ‬ ‫ﻣﻨﻬﺎ ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ – ﻭﻫﻜﺬﺍ ﻓﺈﻥ ﺗﺄﺛﻴﺮﺍﺕ ﺗﺮﻛﻴﺰ ﺟﻤﻊ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳌﻨﺎﻃﻖ ﺍﳊﻀﺮﻳﺔ ﻣﻦ ﺍﳌﺮﺟﺢ ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﺃﻋﻠﻰ ﻟﻸﺳﻌﺎﺭ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺗﻘﺪﻳﺮﺍﺕ ﺃﻗﻞ ﻷﺳﻌﺎﺭ ﺻﺮﻑ ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻭﺩﺧﻞ ﺍﻟﻔﺮﺩ ﺍﻟﻨﺎﰋ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺩﻳﺘﻮﻥ ‪ 2004‬ﻭ ‪ ،2006‬ﻭ ﻫﻴﺴﺘﻮﻥ ﻭﺳﻤﺮﺯ ‪1996‬‬

‫ﺗﺆﻛﺪ ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﻟﺒﻠﺪ ﺍﻟﺬﻱ ﻳﺸﻬﺪ ﺃﻛﺒﺮ ﻧﺰﻭﻝ ﻓﻲ‬ ‫ﺍﻟﺘﺮﺗﻴﺐ )ﺗﻮﻧﻐﺎ( ﻟﻴﺴﺖ ﻫﻲ ﺍﻟﺘﻲ ﺗﺸﻬﺪ ﺃﻛﺒﺮ ﻫﺒﻮﻁ‬ ‫ﻓﻲ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ )ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ‬ ‫ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ( ﺃﻫﻤﻴﺔ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﲢﺪﺙ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻷﺧﺮﻯ‬ ‫ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺘﻘﺎﺭﺑﺔ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﻭﻝ ﺫﺍﺕ‬ ‫ﺍﻷﻧﻈﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺳﺮﻳﻌﺔ ﺍﻟﺘﻮﺳﻊ ﻛﺎﻧﺖ ﻣﻦ ﺑﲔ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﺍﻧﺨﻔﺾ ﻓﻴﻬﺎ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻛﻤﺎ ﻳﻘﺎﺱ ﻣﻦ ﺣﻴﺚ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ‪.‬‬

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‫‪10/20/2008 2:03:53 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:8‬‬

‫ﺷﻬﺪﺕ ﻛﻞ ﻣﻦ ﺍﻟﺼﲔ ﻭﺍﻟﻬﻨﺪ ﻭﻓﻴﺘﻨﺎﻡ ﺗﻌﺪﻳﻼﺕ‬ ‫ﺑﺎﻻﻧﺨﻔﺎﺽ ﺑﺄﻛﺜﺮ ﻣﻦ ‪ ،30%‬ﳑﺎ ﺧﻔﺾ ﻣﻦ ﻗﻴﻢ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻬﺎ ﺑﺤﻮﺍﻟﻲ ‪ .0.025‬ﺇﻻ ﺃﻥ ﺍﻷﺛﺮ‬ ‫ﺍﻟﻨﺎﺟﻢ ﻋﻦ ﺗﺮﺗﻴﺒﺎﺗﻬﻢ ﺍﶈﺪﺩﺓ ﻛﺎﻥ ﻣﺨﺘﻠﻔﺎ ﲤﺎﻣﺎ‪ :‬ﻓﺎﻟﻬﻨﺪ‬ ‫ﻭﻓﻴﺘﻨﺎﻡ ﻧﺰﻟﺘﺎ ﻣﺮﺗﺒﺘﲔ ﻭﺛﻼﺙ ﻣﺮﺍﺗﺐ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ‪ ،‬ﺇﻻ ﺃﻥ‬ ‫ﺍﻟﺼﲔ ﻧﺰﻟﺖ ‪ 15‬ﻣﺮﺗﺒﺔ‪ ،‬ﳑﺎ ﻳﻌﻜﺲ ﻣﺮﺓ ﺃﺧﺮﻯ ﺍﻟﺘﺤﺮﻛﺎﺕ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﺒﻠﺪﺍﻥ ﺫﺍﺕ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺘﻤﺎﺛﻠﺔ ﻋﻠﻰ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﻣﺎ ﻳﻘﺮﺏ ﻣﻦ ‪ 50‬ﺑﻠﺪﺍ ﰎ ﺗﻌﺪﻳﻞ ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻓﻴﻬﺎ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺑﺎﻟﺰﻳﺎﺩﺓ ﺑﻨﺤﻮ‬ ‫‪ 5%‬ﺃﻭ ﺃﻛﺜﺮ‪ .‬ﻓﻲ ﺛﻼﺛﺔ ﺣﺎﻻﺕ ﺍﻟﻜﻮﻧﻐﻮ ﻭﻏﻴﻨﻴﺎ‬

‫ﺍﻻﺳﺘﻮﺍﺋﻴﺔ ﻭﺍﻟﻴﻤﻦ‪ -‬ﻭﺻﻠﺖ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻓﻴﻬﺎ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺍﻟﺬﻱ ﰎ ﻗﻴﺎﺳﻪ ﺇﻟﻰ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻀﻌﻒ‪ .‬ﻛﻤﺎ ﺷﻬﺪﺕ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﳌﻨﺘﺠﺔ ﻟﻠﻨﻔﻂ ﺗﻌﺪﻳﻼﺕ ﺑﺰﻳﺎﺩﺍﺕ ﻛﺒﻴﺮﺓ‪ 30% :‬ﺃﻭ ﺃﻛﺜﺮ‬ ‫ﻓﻲ ﻛﺎﻓﺔ ﺩﻭﻝ ﺍﳋﻠﻴﺞ ﻭﻧﻴﺠﻴﺮﻳﺎ ﻭﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ‬ ‫ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‪.‬‬ ‫ﺷﻬﺪﺕ ﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻹﲢﺎﺩ ﺍﻷﻭﺭﻭﺑﻲ‬ ‫ﻭﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻓﻲ ﺍﳌﻴﺪﺍﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﺗﻌﺪﻳﻼﺕ ﻓﻲ ﺣﺪﻭﺩ ‪ .7% ±‬ﻭﺍﻻﺳﺘﺜﻨﺎﺀ ﺍﻟﻮﺣﻴﺪ ﻫﻮ‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‪ ،‬ﺍﻟﺘﻲ ﺷﻬﺪﺕ ﺗﻌﺪﻳﻼ ﺑﺎﻟﺼﻌﻮﺩ ﻟﻨﺤﻮ ‪ 25‬ﻓﻲ‬ ‫ﺍﳌﺎﺋﺔ‪.‬‬

‫‪ 3‬ﻧﺘﺎﺋﺞ واﺗﺠﺎﻫﺎت ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻟﻌﺎم‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻨﺴﺘﻌﺮﺽ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻓﻲ‬ ‫ﻣﻜﻮﻧﺎﺕ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺃﻭﺟﻪ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻛﻤﺎ ﺳﻨﻠﻔﺖ ﺍﻻﻧﺘﺒﺎﻩ ﺇﻟﻰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ‬ ‫ﺃﺿﺎﻓﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻜﺸﻔﻪ ﻟﻼﺧﺘﻼﻓﺎﺕ‬ ‫ﺑﲔ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺪﺧﻞ ﻭﺣﺪﻩ ﻣﻘﺎﺑﻞ ﺗﻠﻚ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﻣﻨﻬﺞ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﻭﺳﻊ ﻧﻄﺎﻗﺎ‪.‬‬ ‫ﰎ ﺣﺴﺎﺏ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻬﺬﺍ ﺍﻟﻌﺎﻡ‪،‬‬ ‫ﻭﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺑﻴﺎﻧﺎﺕ ﻋﺎﻡ ‪ ،2006‬ﻟﻌﺪﺩ ‪ 179‬ﺑﻠﺪ ﺃﻭ‬ ‫ﺇﻗﻠﻴﻢ‪ .‬ﰎ ﺇﺩﺭﺍﺝ ﺛﻼﺛﺔ ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ ﻓﻲ ﺍ‪‬ﻤﻮﻋﺔ‪ :‬ﻟﻴﺒﺮﻳﺎ‬ ‫ﻭﺍﻟﺘﻲ ﻟﻢ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ ﻟﻌﺪﺓ ﺃﻋﻮﺍﻡ‪ ،‬ﻭﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬ ‫ﻭﺻﺮﺑﻴﺎ‪ ،‬ﻭﺍﻟﺘﻲ ﺃﺩﺭﺟﺖ ﻷﻭﻝ ﻣﺮﺓ ﻣﻨﺬ ﺃﻥ ﺃﺻﺒﺤﺖ ﺩﻭﻻ‬ ‫ﻣﺴﺘﻘﻠﺔ ﻓﻲ ﻳﻮﻧﻴﻮ ‪ .2006‬ﰎ ﺇﺳﻘﺎﻁ ﺑﻠﺪ ﻭﺍﺣﺪ‪-‬‬ ‫ﺯﳝﺒﺎﺑﻮﻱ‪ -‬ﻣﺆﻗﺘﺎ ﺑﺴﺒﺐ ﺍﻟﺸﻜﻮﻙ ﺣﻮﻝ ﺃﺣﺪﺙ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‪.‬‬

‫ﺍﲡﺎﻫﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻨﺬ ﻋﺎﻡ ‪1980‬‬ ‫ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻷﺧﻴﺮ ﻣﻦ ﺍﻟﻘﺮﻥ‪ ،‬ﺃﺣﺮﺯﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺗﻘﺪﻣﺎ ﻣﻠﺤﻮﻇﺎ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﺍﻷﻧﺒﺎﺀ‬ ‫ﺍﻟﺴﺎﺭﺓ ﻫﻲ ﺃﻧﻪ ﻛﺎﻥ ﻫﻨﺎﻙ ﲢﺴﻴﻨﺎﺕ ﻓﻲ ﻛﻞ ﻣﻦ ﻣﺠﺎﻟﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺼﺤﺔ ﻓﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﺟﻤﻴﻊ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺜﻤﺎﻧﲔ ﺍﻟﺘﻲ ﺗﻮﺍﻓﺮﺕ ﺑﻴﺎﻧﺎﺕ ﻋﻨﻬﺎ ﻟﻜﻞ ﻣﻦ‬ ‫ﻋﺎﻣﻲ ‪ 1980‬ﻭ‪ 2006‬ﺳﺠﻠﺖ ﺗﻘﺪﻣﺎ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬ ‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﳌﻌﻈﻤﻬﺎ‪ ،‬ﻛﺎﻥ ﻫﺬﺍ ﺛﺎﺑﺘﺎ ﺗﻘﺮﻳﺒﺎ ﻋﻠﻰ ﻣﺮ ﺍﻟﺰﻣﻦ‪،‬‬

‫‪2006‬‬

‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻭﺟﻮﺩ ﻛﻢ ﻣﻠﺤﻮﻅ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ‬ ‫ﺷﻬﺪﺕ ﺍﻧﺘﻜﺎﺳﺎﺕ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ .‬ﻭﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ‬ ‫ﺑﻠﺪﺍﻥ )ﻣﻦ ﺃﺻﻞ ‪ 110‬ﺗﻮﺍﻓﺮﺕ ﻟﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ( ﻟﻢ ﺗﺼﻞ‬ ‫ﻓﻴﻬﺎ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺇﻟﻰ ﺃﻓﻀﻞ ﳑﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻓﻲ‬ ‫‪ ،1990‬ﻭﻫﻲ‪ :‬ﺃﺭﻣﻴﻨﻴﺎ ﻭﺍﻹﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ ﻭﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬ ‫ﻭﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‪ .‬ﺇﻻ ﺃﻥ ﺍﳌﻮﻗﻒ ﺑﺎﻟﻨﺴﺒﺔ ‪‬ﺎﻝ ﺍﻟﺼﺤﺔ‬ ‫ﻳﻌﺪ ﺃﺳﻮﺃ ﻣﻦ ﻫﺬﺍ‪ .‬ﻓﻬﻨﺎﻙ ‪ 32‬ﺑﻠﺪﺍ)ﻣﻦ ﺃﺻﻞ ‪ 175‬ﺗﻮﺍﻓﺮ‬ ‫ﻟﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ( ﻟﻢ ﻳﺼﻞ ﻓﻴﻬﺎ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﺇﻟﻰ ﺃﻓﻀﻞ ﳑﺎ ﻛﺎﻥ ﻋﻠﻴﻪ ﻓﻲ ﻋﺎﻡ ‪ .1990‬ﻭﻣﻌﻈﻢ‬ ‫ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ ﺗﻘﻊ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‪،‬‬ ‫ﺇﻻ ﺃﻥ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﲤﺮ ﲟﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﻟﻴﺔ ﺗﻘﻊ‬ ‫ﻓﻲ ﺃﻭﺭﻭﺑﺎ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺍﻟﻮﺳﻄﻰ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺟﺎﻣﺎﻳﻜﺎ‬ ‫ﻭﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ ﻓﻲ ﻣﻨﻄﻘﺔ ﺍﻟﺒﺤﺮ ﺍﻟﻜﺎﺭﻳﺒﻲ‪.‬‬ ‫ﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺬﻱ ﰎ ﺇﺣﺮﺍﺯﻩ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻟﺪﻭﻟﺔ‪ ،‬ﳒﺪ ﺃﻥ ﻫﻨﺎﻙ ﻗﺼﺼﺎ ﺷﺎﺋﻘﺔ‪ .‬ﻓﺎﻟﺼﲔ ﻭﻣﺼﺮ‬ ‫ﻋﻠﻰ ﺣﺪ ﺳﻮﺍﺀ ﰎ ﺭﻓﻊ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻬﻤﺎ‬ ‫ﺑﺄﻛﺜﺮ ﻣﻦ ‪ 0.230‬ﻣﻨﺬ ﻋﺎﻡ ‪ ،1980‬ﻟﻜﻨﻬﻤﺎ ﺗﻘﺪﻣﺎﻥ ﺃﻳﻀﺎ‬ ‫ﺑﻌﺾ ﺍﻟﺘﻨﺎﻗﻀﺎﺕ‪ .‬ﻓﻔﻲ ﺣﺎﻟﺔ ﺍﻟﺼﲔ‪ ،‬ﻳﻔﺴﺮ ﺗﻘﺪﻣﻬﺎ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻘﻮﻱ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ؛ ﻛﻤﺎ ﺃﻧﻬﺎ ﺣﻘﻘﺖ ﺗﻘﺪﻣﺎ‬ ‫ﺟﻴﺪﺍ ﺟﺪﺍ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻳﻀﺎ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻘﺪﻣﻬﺎ ﻓﻲ‬ ‫ﻣﺠﺎﻝ ﺍﻟﺼﺤﺔ ﻛﺎﻥ ﺃﻗﻞ ﻧﺴﺒﻴﺎ‪ .‬ﻋﻠﻰ ﺍﻟﻨﻘﻴﺾ ﻣﻦ‬ ‫ﺫﻟﻚ‪ ،‬ﺣﻘﻘﺖ ﻣﺼﺮ ﺧﻄﻮﺍﺕ ﺃﻛﺒﺮ ﻓﻲ ﻣﺠﺎﻟﻲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﺍﻟﺼﺤﺔ‪ ،‬ﻭﻣﻊ ﺗﻘﺪﻡ ﺍﻗﺘﺼﺎﺩﻱ ﺃﻛﺜﺮ ﺗﻮﺍﺿﻌﺎ‪ .‬ﻛﺎﺩ ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻓﻲ ﺍﻟﺼﲔ ﺃﻥ ﻳﻠﺤﻖ‬ ‫ﺑﻨﻈﻴﺮﻩ ﻓﻲ ﻣﺼﺮ‪ ،‬ﺑﻴﻨﻤﺎ ﻛﺎﻥ ﻟﺪﻳﻬﺎ ﺩﺍﺋﻤﺎ ﺇﳒﺎﺯﺍﺕ ﺃﻛﺒﺮ‬ ‫‪9‬‬

‫‪10/20/2008 2:03:53 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:9‬‬

‫ﻣﻦ ﻣﺼﺮ ﻓﻲ ﻣﺠﺎﻟﻲ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺼﻔﺔ ﺧﺎﺻﺔ‬ ‫)ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻔﺠﻮﺍﺕ ﺗﻀﻴﻖ ﺑﺪﺭﺟﺔ ﻛﺒﻴﺮﺓ(‪.‬‬ ‫ﻳﻘﺪﻡ ﺍﻹﻃﺎﺭ ﺭﻗﻢ ‪ 5‬ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬ ‫ﺑﺎﻟﺼﲔ‪.‬‬ ‫ﺗﺸﻤﻞ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﺗﺘﻮﻓﺮ ﻋﻨﻬﺎ ﺑﻴﺎﻧﺎﺕ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻟﺘﻲ ﺃﺣﺮﺯﺕ ﺗﻘﺪﻣﺎ ﻛﺒﻴﺮﺍ ﻟﻠﻐﺎﻳﺔ ﻓﻲ ﻣﺠﺎﻝ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻨﺬ ﻋﺎﻡ ‪ :1980‬ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻭﺟﻤﻬﻮﺭﻳﺔ‬ ‫ﺇﻳﺮﺍﻥ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳉﻤﺎﻫﻴﺮﻳﺔ ﺍﻟﻠﻴﺒﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻧﻴﺒﺎﻝ ‪-‬‬ ‫ﻭﺟﻤﻴﻌﻬﺎ ﺭﻓﻌﺖ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻬﺎ ﺑﺰﻳﺎﺩﺓ‬ ‫ﻣﻄﺮﺩﺓ ﺃﻛﺜﺮ ﻣﻦ ‪.0.200‬‬ ‫ﻭﻫﻨﺎﻙ ﻣﺠﻤﻮﻋﺔ ﺃﻛﺒﺮ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﺭﺗﻔﻌﺖ ﻓﻴﻬﺎ‬ ‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻨﺤﻮ ‪ 0.150‬ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻨﺬ‬ ‫ﺃﻭﺍﺋﻞ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻭﻫﻲ‪ :‬ﺑﻨﻐﻼﺩﻳﺶ ﻭﺍﻟﻬﻨﺪ ﻭﺑﺎﻛﺴﺘﺎﻥ ﻓﻲ‬ ‫ﺟﻨﻮﺏ ﺁﺳﻴﺎ؛ ﺑﻮﻟﻴﻔﻴﺎ ﻭﺍﻟﺴﻠﻔﺎﺩﻭﺭ ﻭﻏﻮﺍﺗﻴﻤﺎﻻ ﻓﻲ ﺃﻣﺮﻳﻜﺎ‬ ‫ﺍﻟﻼﺗﻴﻨﻴﺔ؛ ﺍﳌﻐﺮﺏ ﻭﺗﻮﻧﺲ ﻭﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ ﻓﻲ‬ ‫ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ؛ ﻭﻣﺎﻟﻴﺰﻳﺎ ﻭﻓﻴﺘﻨﺎﻡ ﻓﻲ ﺷﺮﻕ ﺁﺳﻴﺎ؛ ﻭﺗﺮﻛﻴﺎ‪.‬‬

‫ﻭﻛﺎﻥ ﺍﻟﺘﻘﺪﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﺘﻮﺍﺿﻌﺎ ﻧﺴﺒﻴﺎ ﹰ ﻓﻲ ﻣﻌﻈﻢ‬ ‫ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ‪.‬‬ ‫ﻭﻣﻦ ﺍﳌﻬﻢ ﻫﻨﺎ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻧﻪ ﻫﻨﺎﻙ ﻋﺪﺓ ﺑﻠﺪﺍﻥ‬ ‫ﻓﻲ ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ ﻻ ﺗﺰﺍﻝ ﲢﺪﺙ ﻓﻴﻬﺎ ﺍﻧﺘﻜﺎﺳﺎﺕ ﻛﺒﻴﺮﺓ‬ ‫ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻳﺮﺟﻊ ﻫﺬﺍ ﺇﻟﻲ ﺩﺭﺟﺔ ﻛﺒﻴﺮﺓ‬ ‫ﺇﻟﻰ ﻓﻴﺮﻭﺱ ﻧﻘﺺ ﺍﳌﻨﺎﻋﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ /‬ﻣﺘﻼﺯﻣﺔ ﻧﻘﺺ‬ ‫ﺍﳌﻨﺎﻋﺔ ﺍﳌﻜﺘﺴﺐ )ﺍﻹﻳﺪﺯ(‪ .‬ﻭﻋﻠﻰ ﻣﺮ ﺍﻟﺴﻨﲔ‪ ،‬ﺷﻬﺪﺕ‬ ‫ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ ﺃﻳﻀﺎ ﺍﻧﺘﻜﺎﺳﺎﺕ ‪ -‬ﻭﻻ ﺳﻴﻤﺎ ﻧﺘﻴﺠﺔ ﻟﻠﻨﺰﺍﻉ‬ ‫ﺃﻭ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺃﻭ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬ ‫ﺍﻟﺸﺪﻳﺪﺓ‪ -‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ ﻋﺎﺩﺓ ﻣﺎ ﺗﺘﻌﺎﻓﻰ ﲟﺠﺮﺩ‬ ‫ﲢﻘﻴﻖ ﻓﺘﺮﺓ ﻣﻦ ﺍﻻﺳﺘﻘﺮﺍﺭ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ‪ .‬ﺗﺘﻀﻤﻦ‬ ‫ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺫﻟﻚ ﺑﻮﺭﻭﻧﺪﻱ ﻭﺭﻭﺍﻧﺪﺍ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ‪ ،‬ﻓﻀﻼ‬ ‫ﻋﻦ ﻋﺪﺓ ﺑﻠﺪﺍﻥ ﻓﻲ ﺃﻭﺭﻭﺑﺎ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺍﻟﻮﺳﻄﻰ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ‬ ‫ﺃﺭﻣﻴﻨﻴﺎ ﻭﺑﻴﻼﺭﻭﺱ ﻭﺍﺳﺘﻮﻧﻴﺎ ﻭ ﻫﻨﻐﺎﺭﻳﺎ ﻭﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫ﻭﻻﺗﻔﻴﺎ ﻭﻟﻴﺘﻮﺍﻧﻴﺎ‪.‬‬ ‫ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﳉﻨﻮﺑﻴﺔ ﻣﻦ ﺃﻓﺮﻳﻘﻴﺎ‪ ،‬ﻭﺑﺎﺀ ﻓﻘﺪﺍﻥ‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪5‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﻭﺗﻘﻠﻴﻞ ﺍﻟﻔﻘﺮ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺣﺎﻟﺔ ﺍﻟﺼﲔ‬ ‫ﻟﻘﺪ ﺣﻘﻘﺖ ﺍﻟﺼﲔ ﳕﻮﺍ ﹰ ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﻣﺬﻫﻼﹰ ﻣﻨﺬ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﺳﺎﻋﺪ‬ ‫ﺍﻟﺒﻠﺪ ﻋﻠﻰ ﺍﻧﺘﺸﺎﻝ ﻣﺌﺎﺕ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﻟﺒﺸﺮ ﻣﻦ ﺣﺎﻟﺔ ﺍﻟﻔﻘﺮ‪.‬‬ ‫ﻭﺍﻟﺘﺤﺪﻱ ﻫﻮ ﻛﻴﻔﻴﺔ ﺗﺮﺟﻤﺔ ﻫﺬﺍ ﺍﻟﻨﻤﻮ ﺇﻟﻰ ﲢﺴﲔ ﻓﻲ ﻛﻞ ﺃﻭﺟﻪ‬ ‫ﺍﻟﺮﻓﺎﻫﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻜﻞ ﺍﻟﺸﻌﺐ ﺍﻟﺼﻴﻨﻲ‪.‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﻘﻴﺎﺱ‪ ،‬ﲤﻜﻨﺖ ﺍﻟﺼﲔ ﺍﻳﻀﺎﹰ‬ ‫ﻣﻦ ﲢﺴﲔ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻮﻃﻨﻲ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﻭﺯﺍﺩﺕ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ‪0.529‬‬ ‫ﻓﻲ ﻋﺎﻡ ‪ 1980‬ﺇﻟﻰ ‪ 0.762‬ﻓﻲ ﻋﺎﻡ ‪ ،2006‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺣﺪﺙ ﻭﺃﺩﻕ‬ ‫ﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ‪.‬‬ ‫ﻭﻟﻘﺪ ﺣﺪﺙ ﻫﺬﺍ ﺑﻔﻀﻞ ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺑﲔ‬ ‫ﺍﻟﻜﺒﺎﺭ ﻭﺍﻟﻘﻴﺪ ﻓﻲ ﺍﳌﺪﺍﺭﺱ ﻭﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﻋﻨﺪ ﺍﳌﻴﻼﺩ ﻭﺯﻳﺎﺩﺓ ﺩﺧﻞ‬ ‫ﺍﻟﻔﺮﺩ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺗﺨﻔﻲ ﺗﺰﺍﻳﺪﺍ ﹰ ﻓﻲ‬ ‫ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻤﻴﺔ ﺗﺮﻛﺰ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﳊﺪ‬ ‫ﺍﻷﻗﺼﻰ ﻟﻠﻨﻤﻮ‪ ،‬ﻛﻤﺎ ﻻﺣﻆ ﻭﺍﻥ )‪ (2008‬ﺯﺍﺩﺕ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺍﳌﻘﺎﺳﺔ‬ ‫ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﳊﻀﺮﻳﺔ ﻭﺍﻟﺮﻳﻔﻴﺔ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍﺀ‪ .‬ﻣﺜﻼﹰ‪ ،‬ﻓﻲ ﻋﺎﻡ ‪،2003‬‬ ‫ﻣﺘﻮﺳﻂ ﺩﺧﻞ ﺍﻟﻔﺮﺩ ﻓﻲ ﺍﳌﺪﻥ ﻛﺎﻥ ﺃﻛﺜﺮ ﻣﻦ ﻣﺘﻮﺳﻂ ﺩﺧﻞ ﺍﻟﻔﺮﺩ‬ ‫ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ ﺑﺄﻛﺜﺮ ﻣﻦ ﺛﻼﺛﺔ ﺃﺿﻌﺎﻑ‪ ،‬ﺍﺭﺗﻔﺎﻋﺎﹰ ﻣﻦ ﺿﻌﻔﲔ‬ ‫ﻓﻲ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ‪ .‬ﻭﺍﳋﻤﺲ ﺍﻷﻏﻨﻰ ﻣﻦ ﺳﻜﺎﻥ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ ﻛﺎﻥ‬ ‫ﻣﺘﻮﺳﻂ ﺩﺧﻠﻪ ﻳﺰﻳﺪ ‪ 6.9‬ﺃﺿﻌﺎﻑ ﺍﳋﻤﺲ ﺍﻷﻓﻘﺮ )ﺭﺍﻣﺴﺘﺘﺮ ﻭﺁﺧﺮﻭﻥ‬ ‫‪(2006‬‬ ‫ﻛﻤﺎ ﻭﺟﺪ ﲢﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻻﺳﺘﻄﻼﻋﺎﺕ ﺑﲔ ﻋﺎﻡ ‪ 1981‬ﻭ ‪ 2001‬ﻭﺍﻟﺬﻱ‬ ‫ﺃﺟﺮﺍﻩ ﺭﺍﻓﺎﻟﻴﻮﻥ ﻭﺗﺸﲔ ﻋﺎﻡ ‪ 2004‬ﺃﻥ ﺗﻨﺎﻗﺺ ﺍﻟﻔﻘﺮ ﻛﺎﻥ ﺣﺎﺩﺍ ﹰ ﻭﻟﻜﻨﻪ‬ ‫ﻛﺎﻥ ﺃﻳﻀﺎﹰ ﻣﺘﻔﺎﻭﺗﺎﹰ‪ .‬ﺣﻴﺚ ﺣﺪﺙ ﻣﻌﻈﻢ ﺗﻨﺎﻗﺺ ﺍﻟﻔﻘﺮ ﻓﻲ ﺍﳌﻨﺎﻃﻖ‬ ‫ﺍﻟﺮﻳﻔﻴﺔ ﺣﻴﺚ ﻳﻌﻴﺶ ﺃﻗﻞ ﻣﻦ ‪ 60‬ﺑﺎﳌﺌﺔ ﻣﻦ ﺍﻟﺴﻜﺎﻥ‪ .‬ﻭﻟﻴﺲ ﻣﻦ‬ ‫ﺍﻟﻐﺮﻳﺐ ﻓﻲ ﻇﻞ ﺗﺮﻛﺰ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺃﳕﺎﻁ ﺍﻟﻨﻤﻮ ﺍﻟﺴﻜﺎﻧﻲ‪ ،‬ﺃﻥ ﻣﻌﺪﻝ‬ ‫ﺗﻨﺎﻗﺺ ﺍﻟﻔﻘﺮ ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺴﺎﺣﻠﻴﺔ ﻛﺎﻥ ﺃﺳﺮﻉ ﺑﻜﺜﻴﺮ )ﺣﻮﺍﻟﻲ‬ ‫‪ 17‬ﺑﺎﳌﺌﺔ ﺳﻨﻮﻳﺎﹰ( ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳌﻨﺎﻃﻖ ﺍﻟﻐﻴﺮ ﺳﺎﺣﻠﻴﺔ )ﻣﺘﻮﺳﻂ ‪8‬‬ ‫ﺑﺎﳌﺌﺔ ﺳﻨﻮﻳﺎﹰ(‬

‫ﺷﺎﺭﻛﺖ ﺍﻟﺼﲔ ﻷﻭﻝ ﻣﺮﺓ ﻓﻲ ﺩﻭﺭﺓ ﻋﺎﻡ ‪ 2005‬ﻟﺒﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﺍﻟﺪﻭﻟﻲ ‪) ICP‬ﺭﺍﺟﻊ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ ﻣﺮﺑﻊ ﺭﻗﻢ ‪ .(4‬ﰎ ﻋﻤﻞ ﺍﺳﺘﻄﻼﻉ‬ ‫ﺍﻷﺳﻌﺎﺭ ﻓﻲ ‪ 11‬ﻣﻨﻄﻘﺔ ﺣﻀﺮﻳﺔ )ﻣﻊ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﺮﻳﻔﻴﺔ ﺍﶈﻴﻄﺔ‬ ‫ﺑﻬﺎ( ﻭﲤﺖ ﺇﻋﺎﺩﺓ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﻟﻀﻤﺎﻥ ﺍﻟﺘﻤﺜﻴﻞ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻮﻃﻨﻲ‪ .‬ﺇﻻ ﺃﻧﻪ ﻛﺎﻥ ﻫﻨﺎﻙ ﺩﻟﻴﻞ ﻋﻠﻰ ﲢﻴﺰ ﺍﳌﻨﺎﻃﻖ ﺍﳊﻀﺮﻳﺔ ﻓﻲ‬ ‫ﺗﻘﺪﻳﺮﺍﺕ ﺍﻷﺳﻌﺎﺭ‪ .‬ﻭﺗﺒﻌﺎﹰ ﻟﻠﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﻪ ﺗﺸﲔ‬ ‫ﻭﺭﺍﻓﺎﻟﻴﻮﻥ ﻣﻊ ﺍﳌﻜﺘﺐ ﺍﻟﻮﻃﻨﻲ ﻟﻺﺣﺼﺎﺀ ﺑﺎﻟﺼﲔ )ﺗﺸﲔ ﻭﺭﺍﻓﺎﻟﻴﻮﻥ‬ ‫‪ (2008‬ﻓﺈﻥ ﺗﻜﻠﻔﺔ ﺍﳊﻴﺎﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﻘﺮﺍﺀ ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﳊﻀﺮﻳﺔ‬ ‫ﻛﺎﻧﺖ ﺗﺰﻳﺪ ‪ 37‬ﺑﺎﳌﺌﺔ ﻋﻦ ﻧﻈﻴﺮﺗﻬﺎ ﻟﻠﻔﻘﺮﺍﺀ ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ ﻓﻲ‬ ‫ﻋﺎﻡ ‪.2005‬‬ ‫ﺃﻋﺎﺩ ﺗﺸﲔ ﻭﺭﺍﻓﺎﻟﻴﻮﻥ )‪ (2008‬ﺗﻘﻴﻴﻢ ﺍﻟﻔﻘﺮ ﻓﻲ ﺍﻟﺼﲔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺧﻂ ﺍﻟﻔﻘﺮ ﺍﻟﺪﻭﻟﻲ ﻭﺗﺼﺤﻴﺢ ﺍﻟﺘﺤﻴﺰ ﺍﳊﻀﺮﻱ ﻓﻲ ﺑﻴﺎﻧﺎﺕ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﺪﻭﻟﻲ ‪ .ICP‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺧﻂ ﻓﻘﺮ ﻣﻘﺪﺍﺭﻩ ‪ 1.25‬ﺩﻭﻻﺭ‬ ‫ﺃﻣﺮﻳﻜﻲ ﻟﻠﻔﺮﺩ ﻓﻲ ﺍﻟﻴﻮﻡ ﻭﺃﺳﻌﺎﺭ ‪ ،2005‬ﺍﺳﺘﻨﺘﺠﺎ ﺃﻥ ﻣﻌﺪﻝ ﺍﻟﻔﻘﺮ‬ ‫ﺍﻧﺨﻔﺾ ﻣﻦ ‪ 84‬ﺑﺎﳌﺌﺔ ﻓﻲ ‪ 1981‬ﺇﻟﻰ ﺃﻗﻞ ﻣﻦ ‪ 16‬ﺑﺎﳌﺌﺔ ﻓﻲ ‪.2005‬‬ ‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ‪ 635‬ﻣﻠﻴﻮﻥ ﺷﺨﺺ ﰎ ﺭﻓﻌﻬﻢ ﻣﻦ ﺍﻟﻔﻘﺮ – ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ – ﻭﻟﻜﻦ ﻋﺪﺩ ﺍﻟﺼﻴﻨﻴﲔ ﺍﻟﺬﻳﻦ ﻣﺎ ﺯﺍﻟﻮﺍ ﻳﻌﻴﺸﻮﻥ‬ ‫ﲢﺖ ﺧﻂ ﺍﻟﻔﻘﺮ ﻓﻲ ‪ 2005‬ﻛﺎﻥ ﺃﻳﻀﺎﹰ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﻭﺑﻠﻎ ﺣﻮﺍﻟﻲ ‪ 204‬ﻣﻠﻴﻮﻥ‪.‬‬ ‫ﻟﻘﺪ ﺍﻋﺘﺮﻓﺖ ﺍﳊﻜﻮﻣﺔ ﺍﻟﺼﻴﻨﻴﺔ ﺑﺎﳊﺎﺟﺔ ﺇﻟﻰ ﻣﻌﺎﳉﺔ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ‬ ‫ﻭﻭﺿﻌﺖ ﻋﺪﺩﺍ ﹰ ﻣﻦ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﺒﺮﺍﻣﺞ ﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ‬ ‫ﺿﻤﺎﻥ ﺭﺍﺗﺐ ﺃﺳﺎﺳﻲ ﻟﻠﻤﻌﻴﺸﺔ ﻟﻸﺳﺮ ﺍﻟﻔﻘﻴﺮﺓ ﻓﻲ ﺍﳌﺪﻥ‪ .‬ﻭﺭﺍﺟﻌﺖ‬ ‫ﺍﳊﻜﻮﻣﺔ ﺃﻳﻀﺎﹰ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﺎﻝ ﺍﳌﻬﺎﺟﺮﻳﻦ‬ ‫ﻣﻦ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺮﻳﻔﻴﺔ ﻭﺭﻛﺰﺕ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﻷﻗﺎﻟﻴﻢ ﺍﻟﻐﺮﺑﻴﺔ‪ .‬ﺇﻥ ﺍﻟﺘﻘﺮﻳﺮ‬ ‫ﺍﻟﻘﻮﻣﻲ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺍﻟﺼﲔ ﻟﻌﺎﻡ ‪ 2005‬ﻭﺍﻟﺬﻱ ﺭﻛﺰ ﻋﻠﻰ‬ ‫ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻗﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻫﺬﻩ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﻗﺪﻡ ﻋﺪﺓ ﺗﻮﺻﻴﺎﺕ‬ ‫ﻣﻦ ﺿﻤﻨﻬﺎ ﺇﺻﻼﺣﺎﺕ ﻣﺎﻟﻴﺔ ﻟﺘﺸﺠﻴﻊ ﺗﻮﺯﻳﻊ ﺃﻛﺜﺮ ﻋﺪﺍﻟﺔ ﻟﻠﻤﻮﺍﺭﺩ‬ ‫ﺍﻟﻘﻮﻣﻴﺔ‪.‬‬

‫ﺍﳌﺼﺎﺩﺭ‪ :‬ﺗﺸﲔ ﻭﺭﺍﻓﺎﻟﻴﻮﻥ ‪ ،2008‬ﻭ ﺭﺍﻣﺴﺘﺘﺮ ﻭﺁﺧﺮﻭﻥ ‪ ،2006‬ﻭﺭﺍﻓﺎﻟﻴﻮﻥ ﻭﺗﺸﲔ ‪ ،2008‬ﻭﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪ 2005‬ﻭﻭﺍﻥ ‪.2008‬‬

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‫‪10/20/2008 2:03:53 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:10‬‬

‫ﺍﳌﻨﺎﻋﺔ ﺍﳌﻜﺘﺴﺒﺔ ‪ /‬ﺍﻹﻳﺪﺯ ﻻ ﻳﺆﺛﺮ ﻓﻘﻂ ﻋﻠﻰ ﻣﺘﻮﺳﻂ‬ ‫ﻋﻤﺮ ﺍﻹﻧﺴﺎﻥ ﻭﻟﻜﻦ ﺃﻳﻀﺎ ﹰ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻨﻤﻮ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ‪ .‬ﺑﺪﺃﺕ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ‬ ‫ﺍﻻﻧﺨﻔﺎﺽ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻓﻲ ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﻫﺬﻩ ﻭﻣﺎﺯﺍﻟﺖ ﻣﺴﺘﻤﺮﺓ ﻓﻲ ﺍﻻﻧﺨﻔﺎﺽ ﻓﻲ ﺟﻨﻮﺏ‬ ‫ﺃﻓﺮﻳﻘﻴﺎ ﻭﺳﻮﺍﺯﻳﻼﻧﺪ ﻭﺑﺪﺃﺕ ﺑﺎﻟﻜﺎﺩ ﻓﻲ ﺍﻟﺘﻐﻴﺮ ﻓﻲ ﻟﻴﺴﻮﺗﻮ‬ ‫ﻭ ﻧﺎﻣﻴﺒﻴﺎ )ﺍﻟﺸﻜﻞ ﺭﻗﻢ ‪ .(1‬ﻭﻫﻨﺎﻙ ﺇﺷﺎﺭﺍﺕ ﻟﻠﺘﺤﺴﻦ ﻓﻲ‬ ‫ﺑﺘﺴﻮﺍﻧﺎ ﻭ ﺯﺍﻣﺒﻴﺎ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎ ﺯﺍﻟﺖ ﺃﻗﻞ ﺑﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﻻﻧﺨﻔﺎﺿﺎﺕ ﻓﻲ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ‬ ‫ﺗﻔﺴﻴﺮﻫﺎ ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﺗﻘﺮﻳﺒﺎ ﹰ ﺑﺎﻻﻧﺨﻔﺎﺽ ﺍﳊﺎﺩ ﻓﻲ‬ ‫ﻣﺘﻮﺳﻂ ﻋﻤﺮ ﺍﻟﻔﺮﺩ‪.‬‬

‫ﺷﻜﻞ ﺭﻗﻢ ‪1‬‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ‪HDI‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪0.750‬‬

‫ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫‪South Africa‬‬ ‫ﺑﺘﺴﻮﺍﻧﺎ‬ ‫‪Botswana‬‬

‫•‬

‫‪0.650‬‬

‫‪0.600‬‬

‫ﺳﻮﺍﺯﻳﻼﻧﺪ‬ ‫‪Swaziland‬‬

‫‪0.550‬‬

‫ﻟﻴﺴﻮﺗﻮ‬ ‫‪Lesotho‬‬

‫‪0.500‬‬

‫ﺯﺍﻣﺒﻴﺎ‬ ‫‪Zambia‬‬

‫‪0.450‬‬

‫‪0.400‬‬ ‫‪2006‬‬

‫‪1995‬‬

‫‪2000‬‬

‫‪2005‬‬

‫‪1990‬‬

‫ﺍﻟﺒﻠﺪﺍﻥ ﻓﻲ ﻣﺮﺣﻠﺔ ﻣﺎ ﺑﻌﺪ ﺍﻟﺼﺮﺍﻉ ﻭﺍﻟﻮﺍﻗﻌﺔ ﻓﻲ‬ ‫ﺃﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ )ﻋﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺍﳌﺜﺎﻝ‪ ،‬ﺟﻤﻬﻮﺭﻳﺔ ﺃﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ ﻭﺍﻟﻜﻮﻧﻐﻮ‬ ‫ﻭﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ ﻭﻟﻴﺒﻴﺮﻳﺎ(‪.‬‬

‫ﺷﻜﻞ ﺭﻗﻢ ‪2‬‬

‫‪1980‬‬

‫‪1985‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪2‬‬

‫‪Source: Indicator table 2.‬‬

‫ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻧﺘﺎﺋﺞ ﻏﻴﺮ ﻋﺎﺩﻟﺔ‬ ‫‪Unequal human development‬‬ ‫‪outcomes‬‬

‫‪Figure 2‬‬

‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﲤﺮ ﲟﺮﺣﻠﺔ ﺍﻧﺘﻘﺎﻟﻴﺔ ﻣﻦ ﺑﻠﺪﺍﻥ ﺭﺍﺑﻄﺔ‬ ‫ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ‪ ،‬ﻭﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ ﻣﻮﻟﺪﻭﻓﻴﺎ‬ ‫ﻭﺍﻹﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ ﻭﻃﺎﺟﻴﻜﺴﺘﺎﻥ ﻭﺍﻟﺘﻲ ﺗﻌﺮﺿﺖ‬ ‫ﻟﻌﻤﻠﻴﺔ ﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﻭﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ ﻭﻣﺎ ﺗﻼﻫﺎ ﻣﻦ‬ ‫ﺗﻘﻠﺺ ﺍﻗﺘﺼﺎﺩﺍﺗﻬﺎ ﻓﻲ ﺃﻭﺍﺋﻞ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ‪ .‬ﺃﺩﻯ‬ ‫ﻫﺬﺍ ﺑﺪﻭﺭﻩ ﺇﻟﻰ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻻﺕ ﺍﻟﻔﻘﺮ ﻭﺍﻟﺒﻄﺎﻟﺔ‪/‬‬ ‫ﻭﺗﺨﻔﻴﺾ ﺍﻹﻧﻔﺎﻕ ﻋﻠﻰ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﺼﺤﻴﺔ ﻭﺗﺪﻫﻮﺭ ﺷﺎﻣﻞ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺇﺟﻤﺎﻟﻲ ﺍﳌﻌﺪﻝ‬ ‫‪Combined GER‬‬ ‫ﺍﻟﻘﻮﻣﻲ ﺍ‪‬ﻤﻊ‬ ‫)‪(%‬‬ ‫)‪(%‬‬

‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻣﻌﺮﻓﺔ‬ ‫‪Adult literacy‬‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ‬ ‫)‪(%‬‬ ‫)‪(%‬‬

‫ﻋﻤﺮ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫‪Life‬‬ ‫‪expectancy‬‬ ‫)‪)(years‬ﺳﻨﻮﺍﺕ(‬ ‫ﺍﻟﻔﺮﺩ‬

‫ﻭﻫﻨﺎﻙ ﺩﻭﻝ ﺃﺧﺮﻯ ﻭﺍﺟﻬﺖ ﺍﻧﺘﻜﺎﺳﺎﺕ ﳑﺎﺛﻠﺔ ﻻ ﺗﺘﻮﺍﻓﺮ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻛﺎﻓﻴﺔ ﻟﻬﺎ‪ .‬ﻭﻣﻦ ﺍﻟﺪﻭﻝ ﺍﳌﺮﺷﺤﺔ ﻟﻬﺬﺍ‪ :‬ﺳﻴﺮﺍﻟﻴﻮﻥ‬ ‫ﻭﺍﻟﺼﻮﻣﺎﻝ ﻭﺯﳝﺒﺎﺑﻮﻱ ﻭﺍﻟﺘﻲ ﻣﻦ ﻏﻴﺮ ﺍﳌﺮﺟﺢ ﺃﻥ ﺗﻜﻮﻥ ﺃﻛﺜﺮ‬ ‫ﺗﻘﺪﻣﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻗﺒﻞ‬ ‫‪.1990‬‬

‫‪100‬‬

‫‪80‬‬

‫‪70‬‬ ‫‪World‬‬ ‫ﺍﻟﻌﺎﻟﻢ‬

‫‪60‬‬

‫‪50‬‬

‫‪40‬‬

‫•‬

‫‪30‬‬

‫‪20‬‬

‫‪10‬‬

‫‪0‬‬

‫‪Bottom‬‬ ‫‪countries‬‬ ‫ﺃﻗﻞ‪ 2020‬ﺩﻭﻟﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺤﺴﻮﺏ ﻋﻠﻰ ﺃﺳﺎﺱ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪1‬‬

‫ﻻ ﺗﺰﺍﻝ ﺍﻟﻔﺠﻮﺓ ﺍﻟﻜﺒﻴﺮﺓ ﺟﺪﺍ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻭﺍﻟﺘﻲ ﺍﺗﺴﻢ ﺑﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﻨﺬ ﺑﺪﺍﻳﺘﻪ‪ ،‬ﻗﺎﺋﻤﺔ‪) .‬ﺍﻟﺸﻜﻞ ﺭﻗﻢ ‪ .(3.2‬ﺃﺻﺒﺤﺖ ﻫﺬﻩ‬ ‫ﺍﻟﻔﺠﻮﺍﺕ ﺍﻵﻥ ﻣﻌﺮﻭﻓﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺍﳌﻔﻴﺪ ﺃﻥ ﻧﺴﺘﺮﺟﻊ‬ ‫ﺑﻌﻀﺎ ﻣﻦ ﺃﻛﺜﺮ ﺣﺎﻻﺕ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻮﺍﺿﺢ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺍﳌﺜﺎﻝ‪:‬‬ ‫ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﻳﻌﻴﺶ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﻮﻟﺪ ﻓﻲ‬ ‫ﺍﻟﻌﺸﺮﻳﻦ ﺑﻠﺪ ﻋﻠﻰ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ ﳌﺎ ﻻ ﻳﻘﻞ ﻋﻦ‬ ‫‪ 80‬ﻋﺎﻣﺎ‪ ،‬ﻭﻟﻜﻦ ﺇﺫﺍ ﻣﺎ ﺣﺪﺙ ﺃﻥ ﻭﻟﺪ ﻫﺬﺍ ﺍﻟﻄﻔﻞ‬ ‫ﻓﻲ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻌﺸﺮﻳﻦ ﺑﻠﺪ ﻓﻲ ﺫﻳﻞ ﺍﻟﻘﺎﺋﻤﺔ ﻓﺈﻥ‬

‫‪90‬‬

‫‪Top‬‬ ‫‪2020‬‬ ‫‪countries‬‬ ‫ﺩﻭﻟﺔ‬ ‫ﺃﻛﺜﺮ‬

‫ﺃﻭﺟﻪ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﲔ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ‬

‫•‬

‫‪0.700‬‬

‫ﻧﺎﻣﻴﺒﻴﺎ‬ ‫‪Namibia‬‬

‫ﻭﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﻣﺎ ﺯﺍﻟﺖ ﺗﻌﺎﻧﻲ‬ ‫ﻣﻦ ﺍﻻﻧﺘﻜﺎﺳﺎﺕ‪ ،‬ﻫﻨﺎﻙ ﺑﻼﺩ ﻓﻲ ﻃﺮﻳﻘﻬﺎ ﺇﻟﻰ ﺍﻟﺘﻌﺎﻓﻲ‬ ‫ﻣﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻻﻧﺘﻜﺎﺳﺎﺕ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺪﻭﻝ ﻣﻘﺴﻤﺔ ﺇﻟﻰ‬ ‫ﻣﺠﻤﻮﻋﺘﲔ ﻋﺮﻳﻀﺘﲔ‪:‬‬ ‫•‬

‫ﻣﻦ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫ﺍﻟﻨﻤﺎﻃﻖ ﺍﳉﻨﻮﺑﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ‬ ‫ﺍﻧﺘﻜﺎﺳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫‪Human‬‬ ‫‪development‬‬ ‫‪reversals‬‬ ‫‪in southern‬‬ ‫‪Africa‬‬

‫‪Figure 1‬‬

‫‪Source: Calculated on the basis of Indicator table 1.‬‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻟﻪ ﻫﻮ ‪ 49‬ﻋﺎﻣﺎ ﻓﻘﻂ‬ ‫ﻋﻠﻰ ﺍﻷﻛﺜﺮ‪ .‬ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺫﺍﺕ ﺃﻋﻠﻰ ﻣﺘﻮﺳﻄﺎﺕ‬ ‫ﺍﻷﻋﻤﺎﺭ ﳝﻜﻦ ﺃﻥ ﻳﺘﻮﻗﻊ ﻟﻠﻄﻔﻞ ﺍﻟﺬﻱ ﻳﻮﻟﺪ ﺍﻟﻴﻮﻡ‬ ‫ﺃﻥ ﻳﻌﻴﺶ ﺣﻴﺎﺓ ﺃﻃﻮﻝ ﻣﺮﺗﲔ ﻣﻦ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﻮﻟﺪ‬ ‫ﻓﻲ ﺳﻮﺍﺯﻳﻠﻨﺪ ﺃﻭ ﺯﺍﻣﺒﻴﺎ ﺃﻭ ﺯﳝﺒﺎﺑﻮﻱ‪ ،‬ﻭﻫﻲ ﺍﻟﺪﻭﻝ‬ ‫ﺍﻟﺘﻲ ﻳﻘﻊ ﺗﺮﺗﻴﺒﻬﺎ ﻋﻠﻰ ﺫﻳﻞ ﻗﺎﺋﻤﺔ ﺍﻟﻌﺎﻟﻢ ﳌﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‪.‬‬

‫ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﻳﻘﻊ ﺗﺮﺗﻴﺒﻬﺎ ﻋﻠﻰ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺟﻤﻴﻊ ﺍﻟﺒﺎﻟﻐﲔ ﺗﻘﺮﻳﺒﺎ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪،‬‬ ‫ﻭﻟﻜﻦ ﻓﻲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ )ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ ﻭﺗﺸﺎﺩ‬ ‫ﻭﻏﻴﻨﻴﺎ ﻭﻣﺎﻟﻲ ﻭﺍﻟﻨﻴﺠﺮ( ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﺍﺛﻨﲔ ﻣﻦ‬

‫‪11‬‬

‫‪10/20/2008 2:03:53 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:11‬‬

‫ﻛﻞ ﺛﻼﺛﺔ ﻣﻦ ﺍﻟﺒﺎﻟﻐﲔ ﺃﻣﻴﻮﻥ‪ .‬ﺗﺒﻠﻎ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻓﻲ ﺃﻋﻠﻰ ‪ 20‬ﺑﻠﺪﺍ ﻓﻲ‬ ‫ﺍﳌﺘﻮﺳﻂ ﺿﻌﻒ ﺗﻠﻚ ﺍﳌﻌﺪﻻﺕ ﻓﻲ ﺃﻗﻞ ‪ 20‬ﺑﻠﺪﺍ‬ ‫)‪ 99%‬ﻣﻘﺎﺑﻞ ‪ ،(49%‬ﻭﺗﺒﻠﻎ ﻧﺴﺒﺔ ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﺑﺎﳌﺪﺍﺭﺱ ﻓﻲ ﺍﳌﺘﻮﺳﻂ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻀﻌﻒ )‪97%‬‬ ‫ﻣﻘﺎﺑﻞ ‪.(44%‬‬ ‫ﲡﺎﻭﺯ ﻣﺘﻮﺳﻂ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪ :0.800‬ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ )ﲟﺎ ﻓﻲ ﺫﻟﻚ ﺑﻠﺪﺍﻥ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﺮﺗﻔﻊ(؛ ﻭﺃﻭﺭﻭﺑﺎ ﺍﻟﺸﺮﻗﻴﺔ‬ ‫ﻭﺍﻟﻮﺳﻄﻰ ﻭﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ؛ ﻭﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ‬ ‫ﻭﻣﻨﻄﻘﺔ ﺍﻟﺒﺤﺮ ﺍﻟﻜﺎﺭﻳﺒﻲ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻟﻴﺴﺖ‬ ‫ﻛﻞ ﺍﻟﺒﻠﺪﺍﻥ ﻓﻲ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻓﻲ ﺍﻟﻔﺌﺔ ﻣﺮﺗﻔﻌﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻳﺼﻞ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‬ ‫ﺇﻟﻰ ﺃﻗﻞ ﻣﻦ ‪.0.500‬‬

‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﺘﻲ ﲢﻘﻘﺖ ﻓﻲ‬ ‫ﻧﻄﺎﻕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺗﺮﺗﺒﻂ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﺘﻲ ﲢﻘﻘﺖ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﺑﻄﺒﻴﻌﺔ ﺍﻟﺘﺮﻛﻴﺐ‪ ،‬ﺗﻌﻜﺲ ﺟﺰﺋﻴﺎ‪ -‬ﻣﺴﺘﻮﻳﺎﺕ ﻧﺼﻴﺐ‬‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﺪﺧﻞ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺒﻠﺪﺍﻥ ﻣﻦ ﻓﺌﺔ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺨﻔﻀﺔ ﻓﻘﻴﺮﺓ‪ :‬ﻣﻦ ﺑﲔ ﺍﻟﻌﺸﺮﺓ ﺑﻠﺪﺍﻥ ﺍﻷﺧﻴﺮﺓ‬ ‫ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ ﻓﻘﻂ ﻫﻲ ﺍﻟﺘﻲ ﻳﺘﺠﺎﻭﺯ ﻓﻴﻬﺎ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ‪ 1.000‬ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‪ .‬ﻭﺃﳒﻮﻻ ﻓﻘﻂ ﻣﻦ ﺑﲔ ﺍﻝ ‪ 27‬ﺑﻠﺪﺍ ﻓﻲ‬ ‫ﻓﺌﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺨﻔﻀﺔ ﻳﺘﺠﺎﻭﺯ ﻓﻴﻬﺎ ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ‪ 2.000‬ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻣﻦ‬ ‫ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻓﺈﻥ ﺃﻋﻠﻰ ‪ 16‬ﺑﻠﺪﺍ ﻟﺪﻳﻬﺎ ﺟﻤﻴﻌﺎ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺃﻛﺜﺮ ﻣﻦ ‪ 30.000‬ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻱ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‪ ،‬ﻭﺃﻋﻠﻰ ‪ 30‬ﺑﻠﺪﺍ ﻳﺘﺠﺎﻭﺯ ﻓﻴﻬﺎ‬ ‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ‪ 22.000‬ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺍﻟﺸﺎﺫﺓ ﺍﳌﻬﻤﺔ ﺍﻟﺘﻲ ﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ‬ ‫ﺇﻟﻴﻬﺎ‪:‬‬ ‫•‬

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‫ﺣﻘﻘﺖ ﺣﻮﺍﻟﻲ ‪ 100‬ﺑﻠﺪ ‪ -‬ﺃﻛﺜﺮ ﻣﻦ ﻧﺼﻒ ﺍﻟﺪﻭﻝ‬ ‫ﻓﻲ ﻣﺜﺎﻝ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ -‬ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﻣﻦ ﺍﻹﳒﺎﺯﺍﺕ ﻓﻲ ﻣﺠﺎﻟﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺼﺤﺔ ﺃﻋﻠﻰ‬ ‫ﻧﺴﺒﻴﺎ ﳑﺎ ﺣﻘﻘﺘﻪ ﻓﻲ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﺪﺧﻞ‪.‬‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ ﻓﻲ ﺍﻝ‪27‬‬ ‫ﺑﻠﺪﺍ ﻓﻲ ﺫﻳﻞ ﻓﺌﺔ ﺍﻟﺪﻭﻝ ﺫﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﻨﺨﻔﻀﺔ )‪ 49‬ﻋﺎﻣﺎ( ﺍﻗﻞ ﺑﻜﺜﻴﺮ ﳑﺎ ﺫﻛﺮ ﻟﻠﻔﺌﺔ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻳﻌﺮﻓﻬﺎ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ﺑﺎﻟﺪﻭﻝ ﺫﺍﺕ ﺍﻟﺪﺧﻞ‬ ‫ﹼ‬ ‫ﺍﳌﻨﺨﻔﺾ )ﺃﻛﺜﺮ ﻣﻦ ‪ 60‬ﻋﺎﻣﺎ(‪.‬‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺜﻼﺛﺔ‪ -‬ﻗﻴﺮﻏﻴﺰﺳﺘﺎﻥ‪ ،‬ﻭﺳﺎﻥ ﺗﻮﻣﻲ‬ ‫ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‪ ،‬ﻭﻃﺎﺟﻴﻜﺴﺘﺎﻥ‪ -‬ﻟﺪﻳﻬﺎ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﲢﺼﻴﻞ ﻋﻠﻤﻲ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺒﻠﺪﺍﻥ ﻣﻦ ﻓﺌﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﻟﻴﺔ )ﻣﻊ ﻭﺻﻮﻝ ﻣﻌﺪﻻﺕ‬

‫ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻣﻌﺪﻻﺕ ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﺑﺎﳌﺪﺍﺭﺱ ﺇﻟﻰ ﺃﻛﺜﺮ ﻣﻦ ‪ ،80%‬ﻓﻲ ﺍﳌﺘﻮﺳﻂ( ﻋﻠﻰ‬ ‫ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻻﻧﺨﻔﺎﺽ ﺍﻟﺸﺪﻳﺪ ﻓﻲ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ )ﺃﻗﻞ ﻣﻦ ‪ 2000‬ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪ .‬ﻭﻟﻨﻔﺲ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺃﻳﻀﺎ ﻣﺘﻮﺳﻄﺎﺕ ﺃﻋﻤﺎﺭ ﻣﺘﻮﻗﻌﺔ ﻋﺎﻟﻴﺔ‬ ‫ﻧﺴﺒﻴﺎ‪ ،‬ﻓﻲ ﺣﺪﻭﺩ ‪ 70-65‬ﻋﺎﻣﺎ‪.‬‬ ‫•‬

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‫ﺣﻘﻘﺖ ﺗﺴﻌﺔ ﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ ﻳﺒﻠﻎ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻓﻴﻬﺎ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺃﻗﻞ ﻣﻦ ‪ 2000‬ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺟﻴﺪﺓ ﻣﻦ ﺍﻹﳒﺎﺯﺍﺕ ﺳﻮﺍﺀ ﻓﻲ ﺍﻟﺼﺤﺔ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻢ‪،‬‬ ‫ﻭﻟﻜﻦ ﻟﻴﺲ ﻓﻲ ﻛﻠﻴﻬﻤﺎ‪ .‬ﺣﻘﻘﺖ ﺑﻨﺠﻼﺩﻳﺶ ﻭﺟﺰﺭ‬ ‫ﺍﻟﻘﻤﺮ ﻭﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬ ‫ﻭﻣﻮﺭﻳﺘﺎﻧﻴﺎ ﻭﻧﻴﺒﺎﻝ ﻭﺟﺰﺭ ﺳﻠﻴﻤﺎﻥ ﺟﻤﻴﻌﺎ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﻣﺮﺗﻔﻌﺔ ﻧﺴﺒﻴﺎ ﻣﻦ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ‬ ‫ﺍﻟﻮﻻﺩﺓ ﲟﺎ ‪-‬ﻳﺘﺠﺎﻭﺯ ‪ 63‬ﻋﺎﻣﺎ‪ -‬ﻓﻲ ﺣﲔ ﺣﻘﻘﺖ‬ ‫ﻛﻤﺒﻮﺩﻳﺎ ﻭﻟﻴﺴﻮﺗﻮ ﻭﻣﻴﺎﳕﺎﺭ ﻣﺴﺘﻮﻳﺎﺕ ﻋﺎﻟﻴﺔ ﻧﺴﺒﻴﺎ‬ ‫ﻣﻦ ﺍﻹﳒﺎﺯ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻊ ﻭﺻﻮﻝ ﻣﺘﻮﺳﻂ‬ ‫ﻣﻌﺪﻻﺕ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻣﻌﺪﻻﺕ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺍﺭﺱ ﻣﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ‪.70%‬‬ ‫ﻣﻦ ﺑﲔ ﺍﻝ‪ 18‬ﺑﻠﺪﺍ ﺍﻟﺘﻲ ﲤﻜﻨﺖ ﻣﻦ ﺭﻓﻊ ﺗﺮﺗﻴﺒﻬﺎ‬ ‫ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄﻗﺼﻰ ﺳﺮﻋﺔ ﻣﻨﺬ‬ ‫‪ ،1980‬ﻻ ﺗﻮﺟﺪ ﺳﻮﻯ ﺣﺎﻟﺘﲔ‪ ،‬ﺍﻟﺼﲔ ﻭﻓﻴﺘﻨﺎﻡ‪،‬‬ ‫ﻛﺎﻥ ﻓﻴﻬﻤﺎ ﺍﻟﺘﻘﺪﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺃﻛﺒﺮ ﻣﻦ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻛﻜﻞ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻷﺧﻴﺮ ﻣﻦ ﺍﻟﻘﺮﻥ‪ .‬ﻭﺣﺘﻰ‬ ‫ﻓﻲ ﺗﻠﻚ ﺍﳊﺎﻻﺕ ﻛﺎﻥ ﻟﻠﺘﺤﺴﻦ ﻓﻲ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ‬ ‫ﺍﳌﺘﻮﻗﻊ ﺗﺄﺛﻴﺮ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻛﺒﺮ‬ ‫ﺑﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻨﻤﻮ ﻓﻲ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‪.‬‬

‫ﻫﻨﺎﻙ ﺃﻳﻀﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻗﺼﺺ ﺍﻟﻨﺠﺎﺡ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﺫﺍﺕ‬ ‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﺪﺧﻞ ﻣﺘﻮﺳﻂ ﺍﻻﻧﺨﻔﺎﺽ )ﻓﻲ ﺣﺪﻭﺩ‬ ‫‪ 3000-2000‬ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‬ ‫ﻟﻠﻔﺮﺩ(‪ .‬ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ ﻭﻣﻮﻟﺪﻭﻓﺎ ﻭﻣﻨﻐﻮﻟﻴﺎ ﻭﻧﻴﻜﺎﺭﺍﻏﻮﺍ‬ ‫ﻭﺃﻭﺯﺑﻜﺴﺘﺎﻥ ﻭﻓﻴﺘﻨﺎﻡ ﺃﻇﻬﺮﺕ ﺟﻤﻴﻌﺎ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻌﺎ ﻧﺴﺒﻴﺎ‬ ‫ﻓﻲ ﺣﺎﻟﺔ ﻛﻞ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺼﺤﺔ‪ .‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻛﺎﻥ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻓﻮﻕ ‪ 73‬ﻋﺎﻣﺎ ﻭﻣﻌﺪﻻﺕ‬ ‫ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ ﻭﻣﻌﺪﻻﺕ ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﺑﺎﳌﺪﺍﺭﺱ ﻓﻮﻕ ‪ 80%‬ﻓﻲ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻫﺬﻩ ﺍﳌﻌﺪﻻﺕ ﻓﻲ‬ ‫ﻧﻔﺲ ﻣﺴﺘﻮﻳﺎﺗﻬﺎ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﺗﻘﻊ ﻓﻲ ﻓﺌﺔ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺫﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﻟﻴﺔ‪ .‬ﻳﺆﻛﺪ ﻫﺬﺍ ﺃﻥ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺍﻟﺘﻘﺪﻡ ﳝﻜﻦ ﺃﻥ ﻳﺘﺤﻘﻖ ﺣﺘﻰ ﻓﻲ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻨﺨﻔﻀﺔ‬ ‫ﻧﺴﺒﻴﺎ ﻣﻦ ﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ‪ .‬ﺍﻟﺒﻠﺪﺍﻥ ﺍﳋﻤﺴﺔ ﺍﻷﺧﺮﻯ ﺗﺰﻳﺪ‬ ‫ﻓﻴﻬﺎ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻦ ‪ 65‬ﻋﺎﻣﺎ )ﻓﻮﻕ ‪70‬‬ ‫ﻋﺎﻣﺎ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ ﻭﻧﻴﻜﺎﺭﺍﺟﻮﺍ( ﻭﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻌﻠﻤﻲ ﺗﺼﻞ ﻓﻲ ﺍﳌﺘﻮﺳﻂ ﺇﻟﻰ ‪ 75%‬ﻋﻠﻰ‬ ‫ﺍﻷﻗﻞ )ﻭﻋﻨﺪ ﺃﻭ ﻓﻮﻕ ‪ 90%‬ﻓﻲ ﻣﻮﻟﺪﻭﻓﺎ ﻭﻣﻨﻐﻮﻟﻴﺎ(‪.‬‬ ‫ﺑﻠﺪﻳﻦ ﺁﺧﺮﻳﻦ ‪-‬ﺍﻟﻬﻨﺪ ﻭﺑﺎﻛﺴﺘﺎﻥ‪ -‬ﻻﺯﺍﻟﺘﺎ ﺃﻳﻀﺎ ﲢﻘﻘﺎﻥ‬ ‫ﻗﻴﻤﺎ ﻣﻨﺨﻔﻀﺔ ﻧﻮﻋﺎ ﻣﻦ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ )ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳊﺪﻳﺚ‬ ‫ﻓﻲ ﺍﻟﻬﻨﺪ(‪ ،‬ﻭﻛﺎﻥ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬ ‫ﺑﻬﺎ ﻳﺘﺠﺎﻭﺯ ‪ 63‬ﻋﺎﻣﺎ ﻭﻫﻮ ﻣﺘﻮﺳﻂ ﻗﺮﻳﺐ ﻣﻦ ﺃﻋﻠﻰ‬ ‫ﺍﳌﻌﺪﻻﺕ‪.‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:12‬‬

‫‪ 4‬ﻗﻴﺎس اﻟﺘﻔﺎوت ﻓﻲ اﻟﺪﺧﻞ ﺑﻴﻦ اﻟﺠﻨﺴﻴﻦ‬

‫ﳌﺎﺫﺍ ﺗﻌﺪ ﺍﻟﺘﻔﺎﻭﺗﺎﺕ ﻣﻬﻤﺔ ﻟﻠﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻓﻲ ﺍﻟﻌﻘﺪ ﺍﳌﺎﺿﻲ ﺃﻭ ﻧﺤﻮ ﺫﻟﻚ‪ ،‬ﺳﺠﻠﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﺍﻟﺒﺮﺍﺯﻳﻞ‪ ،‬ﻭﺍﻟﺼﲔ‪ ،‬ﻭﺍﻟﻬﻨﺪ‪ ،‬ﺑﻞ ﻭﺣﺘﻰ‬ ‫ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﻓﻲ ﺇﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ ﳕﻮﺍ‬ ‫ﺍﻗﺘﺼﺎﺩﻳﺎ ﻣﺜﻴﺮﺍ ﻟﻺﻋﺠﺎﺏ ﻭﻭﺻﻞ ﻓﻴﻬﺎ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺇﻟﻰ ﻣﺴﺘﻮﻳﺎﺕ ﺗﻀﻌﻬﺎ ﻓﻲ ﻓﺌﺔ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﺘﻮﺳﻂ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺎﻥ ﺍﻟﻔﺠﻮﺓ‬ ‫ﺑﲔ ﺍﻷﻏﻨﻴﺎﺀ ﻭﺍﻟﻔﻘﺮﺍﺀ ﺁﺧﺬﺓ ﻓﻲ ﺍﻻﺗﺴﺎﻉ ﻓﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﻭﻛﺬﻟﻚ ﺍﳊﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻹﳒﺎﺯﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺑﲔ ﻣﺨﺘﻠﻒ ﺍﻟﻔﺌﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬

‫ﻓﻲ ﺻﻤﻴﻢ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻮﺟﺪ ﻣﻔﻬﻮﻡ ﺗﻜﺎﻓﺆ‬ ‫ﺍﻟﻔﺮﺹ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺎﺕ ﺍ‪‬ﺘﻤﻊ‪ :‬ﺍﻟﻐﻨﻲ ﻭﺍﻟﻔﻘﻴﺮ ﻋﻠﻰ ﺣﺪ‬ ‫ﺳﻮﺍﺀ‪ .‬ﻭﺍﳊﻘﻴﻘﺔ ﻫﻲ ﺃﻥ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻣﻨﺘﺸﺮ ﻓﻲ ﺍﻟﻌﺪﻳﺪ‬ ‫ﻣﻦ ﺍ‪‬ﺘﻤﻌﺎﺕ‪ .‬ﻣﺜﻼﹰ‪ ،‬ﺑﻠﺪ ﻣﺜﻞ ﻛﻤﺒﻮﺩﻳﺎ ﻳﺘﻤﻴﺰ ﺑﺎﻟﻔﺮﻭﻕ‬ ‫ﺍﻟﺸﺎﺳﻌﺔ‪ :‬ﻓﻲ ﻋﺎﻡ ‪ ،2005‬ﺍﳋﻤﺲ ﺍﻷﻓﻘﺮ ﻣﻦ ﺍﻟﺴﻜﺎﻥ‬ ‫ﺣﺼﻞ ﻋﻠﻰ ‪ 7‬ﺑﺎﳌﺌﺔ ﻣﻦ ﺇﺟﻤﺎﻟﻲ ﺍﻟﺪﺧﻞ‪ ،‬ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ‪50‬‬ ‫ﺑﺎﳌﺌﺔ ﻟﻠﺨﻤﺲ ﺍﻷﻏﻨﻰ ﻣﻦ ﺍﻟﺴﻜﺎﻥ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻜﺲ ﻭﺃﻳﻀﺎ ﹰ‬ ‫ﻳﻌﺰﺯ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻓﻲ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ‬ ‫ﻣﻦ ﺍﻷﺻﻌﺪﺓ‪ ،‬ﻛﻤﺎ ﻳﻘﺎﺱ ﺑﻨﺴﺒﺔ ﺍﻟﻮﻻﺩﺍﺕ ﺍﻟﺘﻲ ﺗﺘﻢ ﲢﺖ‬ ‫ﺭﻋﺎﻳﺔ ﺃﺷﺨﺎﺹ ﻣﺆﻫﻠﲔ ﻃﺒﻴﺎ ﹰ‪ ،‬ﻭﻣﻌﺪﻻﺕ ﺣﻴﺎﺓ ﺍﳌﻮﺍﻟﻴﺪ‬ ‫ﻭﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﺣﺎﻟﺘﻬﻢ ﺍﻟﻐﺬﺍﺋﻴﺔ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺨﻤﺲ ﺍﻷﻓﻘﺮ‬ ‫ﻭﻟﻠﺨﻤﺲ ﺍﻷﻏﻨﻰ ﻣﻦ ﺳﻜﺎﻥ ﻛﻤﺒﻮﺩﻳﺎ )ﺭﺍﺟﻊ ﺟﺪﻭﻝ ﺭﻗﻢ‬ ‫‪ .(1‬ﻛﻤﺎ ﺫﻛﺮﻧﺎ ﺁﻧﻔﺎ ﹰ‪ ،‬ﺇﻥ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﻘﻴﺎﺱ‬ ‫ﻣﺠﻤﻊ ﻳﺨﻔﻲ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻷﻏﻨﻴﺎﺀ ﻭﺍﻟﻔﻘﺮﺍﺀ ﻭﺑﲔ‬ ‫ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻨﺴﺎﺀ ﻣﻦ ﺣﻴﺚ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﻟﻠﺘﻌﻠﻴﻢ‬ ‫ﻭﺍﻟﺼﺤﺔ ﻭﻣﺴﺘﻮﻯ ﺍﳌﻌﻴﺸﺔ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻓﻴﻤﻜﻦ ﻟﺪﻭﻟﺔ ﻣﺎ‬ ‫ﺃﻥ ﲢﺼﻞ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺟﻴﺪ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍ‪‬ﻤﻊ ﺣﺘﻰ ﺇﺫﺍ ﻛﺎﻥ ﺷﻌﺒﻬﺎ ﻳﻌﺎﻧﻲ ﻣﻦ ﺗﺒﺎﻳﻨﺎﺕ ﻛﺒﻴﺮﺓ‬ ‫ﻓﻲ ﺍﻟﻔﺮﺹ‪.‬‬ ‫ﺃﺣﺮﺯ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﳌﻲ ﻟﻌﺎﻡ ‪2006‬‬ ‫)ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪ (2006a‬ﺧﻄﻮﺓ ﻫﺎﻣﺔ‬ ‫ﻟﻠﺘﺼﺪﻱ ﻟﻬﺬﻩ ﺍﻟﻘﻀﻴﺔ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻴﻨﺔ ﻣﻦ ‪13‬‬ ‫ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﻨﺨﻔﻀﺔ ﻭﺍﳌﺘﻮﺳﻄﺔ ﺍﻟﺪﺧﻞ ﻭﺍﺛﻨﲔ ﻣﻦ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺮﺗﻔﻌﺔ ﺍﻟﺪﺧﻞ‪ ،‬ﻭﻗﺪﻡ ﻗﻴﻤﺎ ﻣﻨﻔﺼﻠﺔ ﳌﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻜﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳋﹸﻤﺴﻴﺔ ﻟﻠﺪﺧﻞ‪ .‬ﺃﻱ‬ ‫ﺃﻧﻪ ﰎ ﺣﺴﺎﺏ ﻣﺆﺷﺮﺍﺕ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﺍﻟﺪﺧﻞ ﻹﻧﺘﺎﺝ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﹸﻣﻘﺴﻤﺔ‬ ‫ﳋﻤﺴﺔ ﺃﻗﺴﺎﻡ ﺗﺒﻌﺎ ﹰ ﻟﻠﺪﺧﻞ )ﺍﻧﻈﺮ ﺟﺮﱘ ‪ .(2008‬ﺃﻇﻬﺮﺕ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻟﺘﻔﺎﻭﺕ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻛﺎﻥ ﻋﺎﻟﻴﺎ ﹰ ﺟﺪﺍ ﹰ‪،‬‬ ‫ﻭﻛﻤﺎ ﻫﻮ ﻣﻌﻬﻮﺩ‪ ،‬ﻛﺎﻥ ﺃﻛﺒﺮ ﻓﻲ ﺍﻟﺒﻼﺩ ﺍﻟﻨﺎﻣﻴﺔ ﻭﻛﺒﻴﺮﺍ ﹰ‬ ‫ﹰ‬ ‫ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻷﻓﺮﻳﻘﻴﺔ ﻓﻲ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻟﻢ ﻳﻜﻦ‬

‫ﻫﺬﺍ ﺭﺍﺟﻌﺎ ﻓﻘﻂ ﺇﻟﻰ ﻋﺪﻡ ﺍﻟﺘﻜﺎﻓﺆ ﻓﻲ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺧﻞ‬ ‫ﻭﻟﻜﻨﻪ ﻳﺮﺟﻊ ﺃﻳﻀﺎ ﺇﻟﻰ ﻗﺪﺭ ﻛﺒﻴﺮ ﻣﻦ ﻋﺪﻡ ﺍﻟﺘﻜﺎﻓﺆ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻛﺎﻧﺖ‬ ‫ﺍﻟﻔﺮﻭﻕ ﻻﻓﺘﺔ ﻟﻠﻨﻈﺮ ﻓﻲ ﺍﺛﻨﺘﲔ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﻐﻨﻴﺔ ﺃﻳﻀﺎ‪.‬‬ ‫ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺩﺧﻞ ﺍﳋﹸﻤﺲ ﺍﻷﻓﻘﺮ ﻣﻦ ﺍﻟﺴﻜﺎﻥ‬ ‫ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻳﺼﻞ ﻓﻘﻂ ﺇﻟﻰ ﺍﳌﺮﺗﺒﺔ ﺭﻗﻢ ‪ 43‬ﻓﻲ‬ ‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻌﺎﻡ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺒﻠﺪﺍﻥ‪ ،‬ﳑﺎ ﻳﺠﻌﻞ‬ ‫ﺩﺧﻞ ﻫﺬﺍ ﺍﳋﹸﻤﺲ ﺃﻗﻞ ﻣﻦ ﻟﻴﺘﻮﺍﻧﻴﺎ ﻭﺳﻠﻮﻓﺎﻛﻴﺎ‪.‬‬ ‫ﺍﻣﺘﺪ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ﻟﻠﺘﻔﺎﻭﺕ ﻟﻴﺸﻤﻞ ﺣﻮﺍﻟﻲ‬ ‫‪ 30‬ﺩﻭﻟﺔ‪ ،‬ﻣﻦ ﺑﻴﻨﻬﺎ ‪ 11‬ﺩﻭﻟﺔ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ )ﺟﺮﱘ ﻭﺁﺧﺮﻭﻥ‬ ‫‪ .(2007‬ﺗﺆﻛﺪ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﺼﺎﺭﺧﺔ ﻓﻲ ﻣﺠﺎﻝ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﲔ ﺍﳋﻤﺲ ﺍﻷﻏﻨﻰ ﻭﺍﳋﻤﺲ ﺍﻷﻓﻘﺮ‬ ‫ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ‪.‬‬ ‫ﺃﻓﺮﻳﻘﻴﺎ ﻫﻲ ﺍﳌﻨﻄﻘﺔ ﺣﻴﺚ ﻳﻌﺘﺒﺮ ﺍﻟﺘﻔﺎﻭﺕ ﻓﻲ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻛﺜﺮ ﺧﻄﻮﺭﺓ‪ .‬ﻓﻌﻠﻰ ﺍﻟﻨﻘﻴﺾ ﻣﻦ‬ ‫ﺍﻟﺘﻔﺎﻭﺕ ﻓﻲ ﺍﻟﺪﺧﻞ )ﺣﻴﺚ ﺃﻥ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻫﻲ‬ ‫ﺃﻛﺜﺮ ﺍﳌﻨﺎﻃﻖ ﺗﻔﺎﻭﺗﺎ(‪ ،‬ﻋﻨﺪﻣﺎ ﻧﻘﺎﺭﻥ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻘﺴﻤﺔ ﺗﺒﻌﺎ ﻟﻠﻤﺠﻤﻮﻋﺎﺕ ﺍﳋﹸﻤﺴﻴﺔ‪ ،‬ﳒﺪ‬ ‫ﺃﻥ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﻓﺮﻳﻘﻴﺔ ﺃﺷﺪ ﺗﻔﺎﻭﺗﺎ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺍﳌﺜﺎﻝ‪ ،‬ﻓﻲ ﺍﻟﺒﺮﺍﺯﻳﻞ ﻭﻏﻮﺍﺗﻴﻤﺎﻻ ﻭﺑﻴﺮﻭ ﺗﺒﻠﻎ ﻧﺴﺒﺔ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﲔ ﺍﻟﻔﺌﺔ ﺍﳋﹸﻤﺴﻴﺔ ﺍﻷﻏﻨﻰ ﻭﺍﻷﻓﻘﺮ‬ ‫ﻣﺎ ﺑﲔ ‪ 1.6‬ﻭ‪ ،1.7‬ﺑﻴﻨﻤﺎ ﻳﺒﻠﻎ ﺣﻮﺍﻟﻲ ‪ 1.9‬ﻓﻲ ﺑﻮﺭﻛﻴﻨﺎ‬ ‫ﻓﺎﺳﻮ ﻭﻣﺪﻏﺸﻘﺮ ﻭﻳﺒﻠﻎ ‪ 2.5‬ﻓﻲ ﻏﻴﻨﻴﺎ‪ .‬ﻭﻣﻌﻈﻢ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻹﻓﺮﻳﻘﻴﺔ ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﺗﺘﻮﻓﺮ ﻋﻨﻬﺎ ﺑﻴﺎﻧﺎﺕ ﺗﺒﻠﻎ‬ ‫ﻓﻴﻬﺎ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻔﺌﺔ ﺍﳋﹸﻤﺴﻴﺔ ﺍﻷﻏﻨﻰ ﻭﺍﻷﻓﻘﺮ ﺣﻮﻝ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻼﺛﺔ ﺑﻠﺪﺍﻥ ﻣﻦ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﺍﳌﺬﻛﻮﺭﺓ‬ ‫ﺃﻋﻼﻩ )ﺃﻱ ﲟﻘﺪﺍﺭ ‪ 1.6‬ﺃﻭ ﺃﻛﺜﺮ(‪ .‬ﻳﻮﺟﺪ ﻓﻲ ﺍﻟﻬﻨﺪ ﺃﻳﻀﺎ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ‪1‬‬

‫ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻓﻲ ﺻﺤﺔ ﺍﻷﻡ ﻭﺍﻟﻄﻔﻞ ﻭﺍﻟﺪﺧﻞ ﻓﻲ ﻛﻤﺒﻮﺩﻳﺎ ﻋﺎﻡ ‪2005‬‬ ‫ﺃﻓﻘﺮ ‪%20‬‬

‫ﺃﻏﻨﻰ ‪%20‬‬

‫‪21‬‬

‫‪90‬‬

‫ﺍﳌﺆﺷﺮ‬

‫ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﳌﻮﺍﻟﻴﺪ )ﻟﻜﻞ ‪ 1000‬ﻣﻮﻟﻮﺩ ﺣﻲ(‬

‫‪101‬‬

‫‪34‬‬

‫ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﻻﻃﻔﺎﻝ ﲢﺖ ﺍﳋﺎﻣﺴﺔ )ﻟﻜﻞ ‪ 1000‬ﻣﻮﻟﻮﺩ ﺣﻲ(‬

‫‪127‬‬

‫‪43‬‬

‫‪47‬‬

‫‪19‬‬

‫‪7‬‬

‫‪50‬‬

‫)‪ (%‬ﺍﻟﻮﻻﺩﺍﺕ ﺍﻟﺘﻲ ﺗﺘﻢ ﺑﺮﻋﺎﻳﺔ ﺃﺷﺨﺎﺹ ﻣﺆﻫﻠﲔ ﻃﺒﻴﺎ ﹰ‬

‫)‪ (%‬ﺍﻻﻃﻔﺎﻝ ﺍﻷﻗﻞ ﻣﻦ ﻣﺘﻮﺳﻂ ﺍﻟﻄﻮﻝ ﺍﻟﻄﺒﻴﻌﻲ‬ ‫)‪ (%‬ﺍﳊﺼﺔ ﻣﻦ ﺍﻟﺪﺧﻞ )‪(2002‬‬ ‫ﺍﳌﺼﺪﺭ‪ :‬ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪ 8‬ﻭ ‪ 15‬ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪.2007a‬‬

‫‪13‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:13‬‬

‫‪puorg emocni yb xedni tnempoleved namuh a—sdlrow tnereffid ,yrtnuoc emaS‬‬

‫‪3 erugiF‬‬ ‫‪1.000‬‬ ‫‪0 0 0.1‬‬ ‫‪0.900‬‬ ‫‪0 0 9.0‬‬ ‫‪0.800‬‬ ‫‪0 0 8 .0‬‬ ‫‪0.700‬‬ ‫‪0 07.0‬‬ ‫‪0.600‬‬ ‫‪0 0 6.0‬‬ ‫‪0.500‬‬ ‫‪0 0 5 .0‬‬ ‫‪0.400‬‬ ‫‪0 0 4. 0‬‬ ‫‪0.300‬‬ ‫‪0 0 3 .0‬‬ ‫‪0.200‬‬ ‫‪0 0 2 .0‬‬

‫‪%20%‬‬ ‫ﺃﻏﻨﻰ‪02 tse‬‬ ‫‪hciR‬‬ ‫‪egarevA‬‬ ‫ﻣﺘﻮﺳﻂ‬

‫ﺃﻳﺴﻠﻨﺪﺍ‬ ‫‪dnalec I‬‬ ‫ﺇﻳﻄﺎﻟﻴﺎ‬ ‫‪yla t I‬‬ ‫ﺍﻟﺒﺤﺮﻳﻦ‬ ‫‪nia rh a B‬‬

‫ﻛﻮﺑﺎ‪a‬‬ ‫‪buC‬‬ ‫ﺳﺎﺑﻘﺎ‬ ‫ﻳﻮﻏﻮﺳﻼﻓﻴﺎ‪) R Y F T‬‬ ‫‪( ain o d e ca M‬‬ ‫ﺍﻻﲢﺎﺩﻳﺔ‪noi‬‬ ‫ﺭﻭﺳﻴﺎ‪tarede F na‬‬ ‫‪issu R‬‬ ‫‪adaner G‬‬ ‫ﺟﺮﻳﻨﻼﻧﺪ‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tser‬‬ ‫‪ooP‬‬

‫‪%20%‬‬ ‫ﺃﻏﻨﻰ‪02 tse‬‬ ‫‪hciR‬‬

‫‪20%‬‬ ‫‪%‬‬ ‫ﺃﻏﻨﻰ‪02 tse‬‬ ‫‪hciR‬‬

‫‪20%‬‬ ‫‪%‬‬ ‫ﺃﻏﻨﻰ‪02 tse‬‬ ‫‪hciR‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tse‬‬ ‫‪rooP‬‬

‫ﻣﻮﻟﺪﺍﻓﻴﺎ‬ ‫‪avo dlo M‬‬

‫ﺍﻓﺮﻳﻘﻴﺎ‬ ‫ﺟﻨﻮﺏ‪acirfA‬‬ ‫‪htuo S‬‬

‫ﺍﻟﻬﻨﺪ‬ ‫‪aidn I‬‬ ‫ﻛﻤﺒﻮﺩﻳﺎ‪a‬‬ ‫‪id o bma C‬‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tse‬‬ ‫‪rooP‬‬

‫ﺃﻏﻨﻰ ‪20%‬‬

‫‪20%‬‬ ‫‪%‬‬ ‫ﺃﻏﻨﻰ‪02 tse‬‬ ‫‪hciR‬‬

‫‪%02 tsehciR‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tse‬‬ ‫‪rooP‬‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tser‬‬ ‫‪ooP‬‬

‫ﺍﻟﺴﻮﺩﺍﻥ‬ ‫‪naduS‬‬ ‫ﻟﻴﺴﻮﺗﻮ‬ ‫‪oh to se L‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫‪20%‬‬ ‫‪%‬‬ ‫ﺃﻏﻨﻰ‪02 tse‬‬ ‫‪hciR‬‬

‫ﺃﻏﻨﻰ ‪20%‬‬ ‫‪%02 tsehciR‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tse‬‬ ‫‪rooP‬‬

‫‪%020%‬‬ ‫ﺃﻓﻘﺮ‪2 tser‬‬ ‫‪ooP‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬ ‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tser‬‬ ‫‪ooP‬‬

‫ﺍﻟﻌﺎﺝ‬ ‫ﺳﺎﺣﻞ‪eriov I‬‬ ‫‪'d etô C‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫‪egarevA‬‬

‫ﺍﻟﻨﻴﺠﺮ‬ ‫‪regi N‬‬

‫ﺳﻴﺮﺍﻟﻴﻮﻥ‪en‬‬ ‫‪oe L ar rei S‬‬

‫ﺍﻟﻌﺎﻟﻢ‬ ‫‪d l r oW‬‬

‫‪20%‬‬ ‫‪%‬‬ ‫ﺃﻏﻨﻰ‪02 ts‬‬ ‫‪ehciR‬‬

‫‪%20%‬‬ ‫ﺃﻓﻘﺮ‪02 tse‬‬ ‫‪rooP‬‬

‫‪iap S‬‬ ‫ﺇﺳﺒﺎﻧﻴﺎ‪n‬‬

‫‪naloP‬‬ ‫ﺑﻮﻟﻨﺪﺍ‪d‬‬

‫ﺍﻟﺒﺮﺍﺯﻳﻞ‬ ‫‪li z a r B‬‬

‫‪ibmolo C‬‬ ‫ﻛﻮﻟﻮﻣﺒﻴﺎ‪a‬‬

‫‪N tei V‬‬ ‫ﻓﻴﺘﻨﺎﻡ‪ma‬‬

‫‪ga r a c i N‬‬ ‫ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‪au‬‬

‫‪a t s z y g r yK‬‬ ‫ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‪n‬‬

‫ﺍﻟﻬﻨﺪ‬ ‫‪aidn I‬‬

‫‪oih tE‬‬ ‫ﺃﺛﻴﻮﺑﻴﺎ‪aip‬‬

‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ‪.seulav‬‬ ‫ﻗﻴﻢ‪I D H ega‬‬ ‫ﻣﺘﻮﺳﻂ‪reva r‬‬ ‫ﺑﺤﺴﺐ‪ieht fo red‬‬ ‫ﺍﻟﺪﻭﻝ‪ro ni dekn‬‬ ‫ﺗﺮﺗﻴﺐ ‪ar era‬‬ ‫ﻳﺘﻢ‪seirtnu‬‬ ‫‪o C .a.a‬‬ ‫‪.82008‬‬ ‫‪a2007‬ﻭ‪0 02 dn‬‬ ‫ﻭﺁﺧﺮﻭﻥ‪70 02 .‬‬ ‫ﺟﺮﱘ‪la te mm‬‬ ‫ﺍﳌﺼﺪﺭ‪irG :e:‬‬ ‫‪cruoS‬‬

‫ﺗﻔﺎﻭﺕ ﻛﺒﻴﺮ ﻓﻲ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺒﺮ ﻓﺌﺎﺕ‬ ‫ﺍﻟﺪﺧﻞ‪ .‬ﺗﻌﺪ ﺍﻟﻔﺌﺔ ﺍﻷﻛﺜﺮ ﺛﺮﺍﺀ ﻓﻲ ﺍﻟﻬﻨﺪ ﻣﻦ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺫﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﻟﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﳉﻤﻬﻮﺭﻳﺔ‬ ‫ﻣﻘﺪﻭﻧﻴﺎ ﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﻲ ﺣﲔ ﺃﻥ ﺍﻟﻔﺌﺔ‬ ‫ﺍﳋﹸﻤﺴﻴﺔ ﺍﻷﻓﻘﺮ ﻳﻘﻊ ﺗﺮﺗﻴﺒﻬﺎ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﺫﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺨﻔﻀﺔ ﺑﻌﺪ ﻟﻴﺴﻮﺗﻮ‪.‬‬ ‫ﺗﻌﺪ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺩﺍﺧﻞ ﺑﻠﺪﺍﻥ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺘﻮﻓﺮ ﻋﻨﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﻗﻞ‬ ‫ﻭﺿﻮﺣﺎ‪ ،‬ﺣﻴﺚ ﺍﻟﻨﺴﺐ ﺑﲔ ﺍﻟﻔﺌﺎﺕ ﺍﳋﹸﻤﺴﻴﺔ ﺍﻷﻋﻠﻰ‬ ‫ﻭﺍﻷﻗﻞ ﻓﻲ ﺍﻟﺪﺧﻞ ﻋﺎﺩﺓ ﻣﺎ ﺗﺘﺮﺍﻭﺡ ﺑﲔ ‪.1.2-1.1‬ﻭﻣﻊ ﺫﻟﻚ‬ ‫ﻓﻤﻦ ﺷﺄﻥ ﻫﺬﻩ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺃﻥ ﺗﺘﺮﺟﻢ ﺇﻟﻰ ﺍﺧﺘﻼﻓﺎﺕ ﺗﺼﻞ‬ ‫ﳌﺎ ﻻ ﻳﻘﻞ ﻋﻦ ‪ 30‬ﻣﺮﺗﺒﺔ‪ ،‬ﻭﻓﻲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ‪ 50‬ﻣﺮﺗﺒﺔ‪،‬‬ ‫ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﲔ ﺃﻏﻨﻰ ﻭﺃﻓﻘﺮ‬ ‫ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﻜﺎﻧﻴﺔ ﻓﻲ ﻣﻌﻈﻢ ﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺍﳌﺜﺎﻝ‪ ،‬ﻓﻲ ﺑﻮﻟﻨﺪﺍ‪ ،‬ﻭﻫﻲ ﻓﻲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺘﺎﺳﻌﺔ ﻭﺍﻟﺜﻼﺛﲔ‬ ‫ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻟﻬﺬﺍ ﺍﻟﻌﺎﻡ‪ ،‬ﻫﻨﺎﻙ ﻓﺮﻭﻕ‬ ‫ﻭﺍﺳﻌﺔ ﺑﲔ ﺍﻷﻏﻨﻴﺎﺀ ﻭﺍﻟﻔﻘﺮﺍﺀ‪ :‬ﻓﻔﻲ ﺣﲔ ﻳﻘﻊ ﺗﺮﺗﻴﺐ‬ ‫ﺍﻟﻔﺌﺔ ﺍﳋﹸﻤﺴﻴﺔ ﺍﻷﻛﺜﺮ ﺛﺮﺍﺀ ﻓﻲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺘﺎﺳﻌﺔ ﻋﺸﺮﺓ‬ ‫ﻋﻠﻰ ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﻣﻊ ﺇﻳﻄﺎﻟﻴﺎ‪ ،‬ﺗﻘﻊ ﺍﻟﻔﺌﺔ ﺍﳋﹸﻤﺴﻴﺔ‬ ‫ﺍﻷﻓﻘﺮ ﻓﻘﻂ ﻓﻲ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ‬ ‫ﻭﺗﺮﺗﻴﺒﻬﺎ ‪ 79‬ﳑﺎ ﻳﺠﻌﻠﻬﺎ ﻓﻲ ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﻣﻊ ﻏﺮﻳﻨﺎﺩﺍ‪.‬‬

‫ﺍﻟﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫»ﻳﺸﺘﺮﻙ ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ ﻓﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﻌﻴﺶ‬ ‫ﻣﻌﺎ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺑﻄﺮﻕ ﻣﻌﻘﺪﺓ‬ ‫ﻭﻭﺍﺳﻌﺔ ﺍﻻﻧﺘﺸﺎﺭ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻨﺘﻬﻲ ﺍﻷﻣﺮ‬ ‫ﲟﻜﺎﻓﺂﺕ ﻣﺨﺘﻠﻔﺔ ﻭﺃﻭﺟﻪ ﻣﺨﺘﻠﻔﺔ ﻟﻠﺤﺮﻣﺎﻥ‪«.‬‬ ‫ﺃﻧﺎﻧﺪ ﻭﺳﻦ ‪1995‬‬

‫ﰎ ﲢﻘﻴﻖ ﺗﻘﺪﻡ ﻫﺎﺋﻞ ﻓﻲ ﺳﺪ ﺍﻟﻔﺠﻮﺓ ﺑﲔ ﺍﻟﻨﺴﺎﺀ‬ ‫ﻭﺍﻟﺮﺟﺎﻝ‪ ،‬ﻻ ﺳﻴﻤﺎ ﻓﻲ ﻣﺠﺎﻝ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬ ‫ﺇﻻ ﺃﻧﻪ ﻭﺑﻌﺪ ﻣﻀﻲ ﺃﻛﺜﺮ ﻣﻦ ﻋﻘﺪ ﻋﻠﻰ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺎﳌﻲ‬ ‫ﺍﻟﺮﺍﺑﻊ ﺍﳌﻌﻨﻲ ﺑﺎﳌﺮﺃﺓ ﻓﻲ ﺑﻜﲔ‪ ،‬ﻭﻻ ﺗﺰﺍﻝ ﺃﻭﺟﻪ ﺍﻟﺘﻔﺎﻭﺗﺎﺕ ﺑﲔ‬ ‫ﺍﳉﻨﺴﲔ ﻣﻨﺘﺸﺮﺓ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺃﺑﻌﺎﺩ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻫﺬﺍ ﺑﺎﻟﺮﻏﻢ‬ ‫ﻣﻦ ﺗﻮﻗﻴﻊ ﻭﺗﺼﺪﻳﻖ ﺃﻛﺜﺮ ﻣﻦ ‪ 183‬ﺩﻭﻟﺔ ﻋﻠﻰ ﺍﺗﻔﺎﻗﻴﺔ‬ ‫ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺟﻤﻴﻊ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻤﻴﻴﺰ ﺿﺪ ﺍﳌﺮﺃﺓ )ﺳﻴﺪﺍﻭ(‬ ‫)ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ‪.(1979‬‬ ‫ﺇﻥ ﻃﺒﻴﻌﺔ ﻭﻣﺪﻯ ﺃﻭﺟﻪ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﻳﺨﺘﻠﻒ ﺍﺧﺘﻼﻓﺎ ﻛﺒﻴﺮﺍ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺍﳌﻨﺎﻃﻖ ﻣﻦ ﺣﻴﺚ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﻔﺮﺹ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺳﻠﻄﺎﺕ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺼﻮﺕ ﺍﻟﺴﻴﺎﺳﻲ‪.‬‬ ‫ﻻ ﺗﺰﺍﻝ ﺃﻋﻤﺎﻝ ﺍﻟﻌﻨﻒ ﺗﺮﺗﻜﺐ ﺿﺪ ﺍﳌﺮﺃﺓ ﻓﻲ ﻣﺪﻥ ﺃﻣﺮﻳﻜﺎ‬ ‫ﺍﻟﺸﻤﺎﻟﻴﺔ ﻭﺃﻭﺭﻭﺑﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻓﻲ ﺍﻟﻘﺮﻯ ﺍﻟﻨﺎﺋﻴﺔ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﻔﻘﻴﺮﺓ‪ .‬ﻭﻟﻸﺳﻒ‪ ،‬ﻧﺸﺄﺕ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻨﺴﺎﺀ ﺍﺟﺘﻤﺎﻋﻴﺎ‬ ‫ﻋﻠﻰ ﺃﻥ ﻳﺮﻭﻥ ﺃﻥ ﻷﺯﻭﺍﺟﻬﻦ ﺍﳊﻖ ﻓﻲ ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻴﻬﻦ‬ ‫ﺟﺴﺪﻳﺎ ﹰ‪.‬‬ ‫ﻫﻨﺎﻙ ﺍﺛﻨﺘﲔ ﻣﻦ ﻛﻞ ﺛﻼﺛﺔ ﻧﺴﺎﺀ ﺃﻓﺮﻳﻘﻴﺎﺕ ﻭﺃﻛﺜﺮ‬ ‫ﻣﻦ ﻭﺍﺣﺪﺓ ﻣﻦ ﻛﻞ ﺍﺛﻨﺘﲔ ﻓﻲ ﺟﻨﻮﺏ ﺁﺳﻴﺎ ﻳﻌﺘﻘﺪﻥ ﺃﻥ‬ ‫»ﻟﻠﺰﻭﺝ ﺃﻭ ﺍﻟﺸﺮﻳﻚ ﻣﺎ ﻳﺒﺮﺭ ﺿﺮﺑﻪ ﻟﺰﻭﺟﺘﻪ ﲢﺖ ﻇﺮﻭﻑ‬ ‫ﻣﻌﻴﻨﺔ« )ﺍﻟﻴﻮﻧﻴﺴﻴﻒ ‪.(2007‬‬ ‫ﻓﻲ ﺣﲔ ﺗﺘﺤﻤﻞ ﺍﻟﻨﺴﺎﺀ ﻭﺍﻟﻔﺘﻴﺎﺕ ﺃﻛﺜﺮ ﺍﻟﺘﻜﺎﻟﻴﻒ‬ ‫ﺍﳌﺒﺎﺷﺮﺓ ﻟﻌﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‪ ،‬ﻓﺈﻥ ﺍ‪‬ﺘﻤﻊ ﺍﻷﻭﺳﻊ‬ ‫ﻳﺘﻀﺮﺭ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﳌﻄﺎﻑ‪ .‬ﻭﻣﻦ ﺍﳌﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ ﺃﻧﻪ ﻻ ﳝﻜﻦ‬ ‫ﻷﻱ ﺃﻣﺔ ﲢﻘﻴﻖ ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﺴﺘﺪﺍﻣﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﻜﺎﻥ‬ ‫ﻣﻦ ﺍﻹﻧﺎﺙ ﻣﺤﺮﻭﻣﺎﺕ ﻣﻦ ﺣﻘﻮﻗﻬﻦ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻓﻌﻠﻰ‬ ‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﻓﺮﺹ ﺍﳊﺼﻮﻝ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﺳﻮﻑ ﻳﺤﺒﻂ ﺃﻫﺪﺍﻑ ﺍﳋﻄﻂ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺤﺪ‬

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‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:14‬‬

‫ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﳋﺼﻮﺑﺔ‪ ،‬ﻭﺍﳊﺪ ﻣﻦ ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﻟﺮﺿﻊ‬ ‫ﻭﺗﻮﺳﻴﻊ ﻧﻄﺎﻕ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻴﻞ ﺍﻟﻘﺎﺩﻡ‪.‬‬ ‫ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ‪ ،‬ﻓﺈﻥ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﳝﻜﻦ ﺃﻥ ﻳﺆﺛﺮ ﺗﺄﺛﻴﺮﺍ ﺳﻠﺒﻴﺎ ﻋﻠﻰ ﺍﻟﺮﺟﺎﻝ ﺃﻳﻀﺎ‪ .‬ﻭﻧﻈﺮﺍ‬ ‫ﻟﻠﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﺳﺘﺠﺎﺑﺔ ﻟﺰﻣﻦ ﻃﻮﻳﻞ ﻣﻦ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺿﺪﻫﺎ‪ ،‬ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ ﺍﻟﺘﻐﺎﺿﻲ ﻋﻦ ﺍﻟﻔﺮﺹ‬ ‫ﺍﳌﺘﺎﺣﺔ ﻟﻠﺘﺼﺪﻱ ﻟﻠﺘﻤﻴﻴﺰ ﺿﺪ ﺍﻟﺮﺟﺎﻝ ﻭﺗﻌﺮﺽ ﺍﻟﺬﻛﻮﺭ‬ ‫ﻟﻠﻤﺨﺎﻃﺮ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻳﺰﺩﺍﺩ ﺍﻷﻭﻻﺩ ﺣﺮﻣﺎﻧﺎ‬ ‫ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ ﻋﺪﺩ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‪،‬‬ ‫ﲟﺎ ﻓﻴﻬﺎ ﺗﻠﻚ ﺍﻟﺘﻲ ﲢﺘﻞ ﻣﺮﺗﺒﺔ ﻣﺘﻘﺪﻣﺔ ﻋﻠﻰ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻓﻴﺘﻨﺎﻡ ﻫﻲ ‪ 0.719‬ﻭ‪ ،0.718‬ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ‪ -‬ﺃﻱ ﺑﻔﺠﻮﺓ‬ ‫ﻗﺪﺭﻫﺎ ‪ 0.001‬ﻓﻘﻂ‪.‬‬ ‫ﺷﺄﻧﻪ ﻓﻲ ﺫﻟﻚ ﺷﺄﻥ ﺃﻱ ﻣﺆﺷﺮ ﻣﺮﻛﺐ‪ ،‬ﻳﺘﻌﺮﺽ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻷﻭﺟﻪ ﻗﺼﻮﺭ ﻣﺘﺄﺻﻠﺔ‪،‬‬ ‫ﻧﻈﺮﻳﺔ ﻭﻋﻤﻠﻴﺔ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍﺀ‪ ،‬ﻧﻠﻘﻲ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺑﻌﺾ‬ ‫ﻣﻨﻬﺎ ﻫﻨﺎ‪:‬‬ ‫•‬

‫ﻻ ﻳﻘﻴﺲ ﻋﻨﺼﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﻣﺎ ﻳﻔﺘﺮﺽ ﻣﻨﻪ‬ ‫ﺃﻥ ﻳﻘﻴﻢ ‪ -‬ﺃﻻ ﻭﻫﻮ‪ ،‬ﻭﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ‬ ‫ﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ ﺑﺎﻟﺪﺧﻞ‪ ،‬ﻣﺜﻞ‬ ‫ﺍﻟﺘﻐﺬﻳﺔ ﻭﺍﳌﺄﻭﻯ ﻭﺍﳌﻠﺒﺲ )ﻛﻼﺳﻦ ‪ .(2006‬ﻭﻫﻨﺎﻙ‬ ‫ﺃﺩﻟﺔ ﻣﻮﺳﻌﺔ ﻋﻠﻰ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺩﺍﺧﻞ ﺍﻷﺳﺮﺓ‪.‬‬ ‫ﺗﺘﺄﺛﺮ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺸﺄﻥ ﺍﺳﺘﻬﻼﻙ ﺍﻟﻔﺮﺩ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺍﳌﺜﺎﻝ‪ ،‬ﺑﻌﻼﻗﺎﺕ ﺍﻟﻘﻮﺓ ﺑﲔ ﺍﳉﻨﺴﲔ ﺍﻟﺘﻲ ﻻ ﻳﻌﺒﺮ‬ ‫ﻋﻨﻬﺎ ﻋﻨﺼﺮ ﺍﻟﺪﺧﻞ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ‪.‬‬ ‫ﳝﻜﻦ ﺃﻳﻀﺎ ﺃﻥ ﻳﻌﻄﻲ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﻛﻤﻘﻴﺎﺱ ﺍﻧﻄﺒﺎﻋﺎ ﻣﻀﻠﻼ ﺑﺄﻥ ﺍﻟﻌﻤﻞ‬ ‫ﻏﻴﺮ ﺍﳌﺄﺟﻮﺭ‪ ،‬ﺍﻟﺬﻱ ﺗﻀﻄﻠﻊ ﺑﻪ ﺍﳌﺮﺃﺓ ﺃﺳﺎﺳﺎ‪ ،‬ﻻ‬ ‫ﻳﺴﻬﻢ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺣﻴﺚ ﺗﺴﻬﻢ ﺭﻋﺎﻳﺔ‬ ‫ﺍﻷﻃﻔﺎﻝ ﻭﺃﻓﺮﺍﺩ ﺍﻷﺳﺮﺓ ﻭﻏﻴﺮ ﺫﻟﻚ ﻣﻦ ﺍﻷﻋﻤﺎﻝ‬ ‫ﺍﳌﻨﺰﻟﻴﺔ ﺇﻟﻰ ﺣﺪ ﻛﺒﻴﺮ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﺑﺎﳌﺜﻞ‪،‬‬ ‫ﻋﺎﺩﺓ ﻣﺎ ﺗﻘﻮﻡ ﺍﳌﺮﺃﺓ ﺑﺎﻟﺰﺭﺍﻋﺔ ﺍﻟﻜﻔﺎﻓﻴﺔ ﻟﻼﺳﺘﻬﻼﻙ‬ ‫ﺍﳌﻌﻴﺸﻲ‪ ،‬ﻭﻫﻲ ﺃﻣﺮ ﺣﻴﻮﻱ ﻟﺮﻓﺎﻫﻴﺔ ﺍﻷﺳﺮ ﻓﻲ ﻛﺜﻴﺮ‬ ‫ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻔﻘﻴﺮﺓ‪ ،‬ﻭﻟﻜﻨﻬﺎ‪ ،‬ﺑﺤﻜﻢ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﻻ‬ ‫ﲡﻠﺐ ﻋﺎﺋﺪﺍ ﹰ ﻧﻘﺪﻳﺎ ﹰ‪.‬‬ ‫ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻫﻨﺎﻙ ﻣﺸﺎﻛﻞ ﺧﺎﺻﺔ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻓﺎﻟﺼﻌﻮﺑﺔ ﻓﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﳌﻘﺎﻳﻴﺲ‬ ‫ﺍﳌﺒﺎﺷﺮﺓ ﻟﻠﺪﺧﻞ ﻣﺼﻨﻔﺔ ﺣﺴﺐ ﺍﻟﻨﻮﻉ ﻳﻌﻨﻲ ﺃﻧﻪ‬ ‫ﻳﺘﻌﲔ ﻋﻠﻰ ﺍﳌﺆﺷﺮ ﺃﻥ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻨﺴﺒﺔ ﺍﳌﻘﺪﺭﺓ‬ ‫ﻟﻸﺟﻮﺭ ﻏﻴﺮ ﺍﻟﺰﺭﺍﻋﻴﺔ ﺑﲔ ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪،‬‬ ‫ﻓﺈﻥ ﺍﻷﺭﺑﺎﺡ ﻻ ﺗﻘﺎﺱ ﺑﻌﻨﺎﻳﺔ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﺷﺪ‬ ‫ﻓﻘﺮﺍ ﻭﻟﻴﺲ ﻣﻦ ﺍﳌﺮﺟﺢ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ‬ ‫ﻗﺎﺋﻤﺔ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﻘﻄﺎﻋﺎﺕ‪ ،‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪،‬‬ ‫ﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻨﺴﺒﺔ ﺃﻗﻞ ﻣﻦ ﺫﻟﻚ ﻓﻲ ﻗﻄﺎﻉ ﺍﻟﺰﺭﺍﻋﺔ‬ ‫ﺍﳌﻌﻴﺸﻴﺔ‪.‬‬

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‫ﺃﺛﻴﺮﺕ ﻗﻀﻴﺘﺎﻥ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ ‪ :‬ﺃﻭﻻ‪ ،‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺍﻷﺧﺬ ﻓﻲ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ ﺍﳌﻴﺰﺓ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻟﻠﻤﺮﺃﺓ ﻣﻦ ﺣﻴﺚ ﻃﻮﻝ‬ ‫ﺍﻟﻌﻤﺮ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻓﺠﻮﺓ ﺑﲔ ﺍﳉﻨﺴﲔ ﺃﻡ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﺃﻣﺮﺍ ﻃﺒﻴﻌﻴﺎ‪ ،‬ﻭﺛﺎﻧﻴﺎ‪ ،‬ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺱ‬ ‫ﺃﻥ ﻳﻌﺘﺒﺮ ﺍﻟﻔﺌﺔ »ﺍﶈﺘﻤﻞ ﻭﺟﻮﺩﻫﺎ ﻋﻠﻰ ﻗﻴﺪ ﺍﳊﻴﺎﺓ«‬ ‫ﻛﺸﺮﻳﺤﺔ ﺳﻜﺎﻧﻴﺔ ﺫﺍﺕ ﺻﻠﺔ ﺑﺤﺴﺎﺏ ﺗﻔﺎﺩﻱ ﻋﺪﻡ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ‪ -‬ﻭﻫﺬﺍ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺄﺧﺬ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﺍﻟﻔﺘﻴﺎﺕ ﺍﳌﻔﻘﻮﺩﺍﺕ ﺑﺴﺒﺐ ﺍﻹﺟﻬﺎﺽ ﺍﻻﻧﺘﻘﺎﺋﻲ‬ ‫ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳉﻨﺲ ﺃﻭ ﺑﺴﺒﺐ ﺇﻫﻤﺎﻝ ﻣﺎ‬ ‫ﺑﻌﺪ ﺍﻟﻮﻻﺩﺓ‪.‬‬

‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺗﺰﺍﻣﻦ ﺇﺩﺧﺎﻝ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ ﻋﺎﻡ ‪ 1995‬ﻭﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ ﻣﻊ‬ ‫ﺍﻻﻋﺘﺮﺍﻑ ﺍﻟﺪﻭﻟﻲ ﺍﳌﺘﺰﺍﻳﺪ ﺑﺄﻫﻤﻴﺔ ﺭﺻﺪ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺬﻱ‬ ‫ﰎ ﺇﺣﺮﺍﺯﻩ ﻓﻲ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ‬ ‫ﺟﻤﻴﻊ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ ﻭﻓﻲ ﺃﻋﻘﺎﺏ ﻣﺆﲤﺮ ﺑﻜﲔ ﺍﻟﻌﺎﳌﻲ‬ ‫ﺍﳌﻌﻨﻲ ﺑﺎﳌﺮﺃﺓ ﻓﻲ ﺳﺒﺘﻤﺒﺮ ‪ .1995‬ﺑﻌﺪ ﻋﻘﺪ ﻣﻦ‬ ‫ﺇﺩﺧﺎﻟﻬﻤﺎ‪ ،‬ﺃﺟﺮﻯ ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺮﺍﺟﻌﺔ‬ ‫ﻧﻘﺪﻳﺔ ﻟﻠﻤﺆﺷﺮﻳﻦ‪ .‬ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻮﻑ ﻧﺼﻒ ﺃﻭﺟﻪ‬ ‫ﺍﻟﻘﺼﻮﺭ ﺍﳊﺎﻟﻴﺔ ﻭﺳﻨﺤﺪﺩ ﺍﳋﻄﻮﻁ ﺍﻟﻌﺮﻳﻀﺔ ﻭﺑﻌﺾ‬ ‫ﺍﳊﻠﻮﻝ ﺍﳌﻤﻜﻨﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﳊﺎﺟﺔ ﺇﻟﻰ ﻣﻮﺍﺻﻠﺔ‬ ‫ﺍﻟﻨﻈﺮ ﻓﻲ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﻓﻲ ﻓﺘﺮﺓ ﺍﻹﻋﺪﺍﺩ ﻟﺘﻘﺮﻳﺮ ﻋﺎﻡ‬ ‫‪.2010‬‬

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‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻟﻴﺲ ﻫﻮ ﺍﳌﻘﻴﺎﺱ ﺍﳊﻘﻴﻘﻲ ﻟﻌﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‪،‬‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻛﺜﻴﺮﺍ ﻣﺎ ﻳﺴﺎﺀ ﺗﻔﺴﻴﺮﻩ ﻋﻠﻰ ﻫﺬﺍ‬ ‫ﺍﻟﻨﺤﻮ‪ .‬ﻭﻛﻤﺎ ﻻﺣﻆ )ﻛﻼﺳﻦ ‪ ،(2006‬ﻻ ﳝﻜﻦ ﻟﻠﻤﺮﺀ‬ ‫ﺃﻥ ﻳﺴﺘﻨﺘﺞ ﻣﺪﻯ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﺩﻭﻟﺔ ﻣﺎ‬ ‫ﻣﻦ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ‬ ‫ﻟﻬﺎ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻣﻘﺎﺭﻧﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ ﲟﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻜﺸﻒ ﻛﻴﻒ‬ ‫ﺗﻘﻠﻞ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻣﻦ‬ ‫ﺇﳒﺎﺯﺍﺕ ﺍﻟﺪﻭﻟﺔ ﺍﻹﺟﻤﺎﻟﻴﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻓﺈﻥ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ ﻟﻸﺭﺍﺿﻲ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ ﻟﻌﺎﻡ ‪ 2006‬ﻫﻲ ‪ 0.762‬ﻭ‪0.714‬‬ ‫ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ‪ ،‬ﳑﺎ ﻳﺸﻴﺮ ﺇﻟﻰ ﻋﺠﺰ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻳﻘﺪﺭ ﺏ ‪ ،0.048‬ﺑﺴﺒﺐ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﺍﻷﺑﻌﺎﺩ‬ ‫ﺍﻟﺜﻼﺛﺔ‪ .‬ﻋﻠﻰ ﺍﻟﻨﻘﻴﺾ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ ﻓﻲ‬

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‫ﻭﺃﺧﻴﺮﺍ‪ ،‬ﻓﺈﻥ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﲡﺎﺯﻯ ﺑﻨﻔﺲ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﲡﺎﻫﻬﺎ‪ .‬ﻭﻣﻦ ﺛﻢ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﳌﺮﺃﺓ ﻣﺤﺮﻭﻣﺔ ﺗﻮﺍﺯﻧﻬﺎ‬ ‫ﺗﻠﻚ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺃﻓﻀﻞ ﺣﺎﻻ‪ .‬ﻓﻌﻠﻰ‬ ‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻓﻲ ﺍﻹﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‪ ،‬ﺗﻌﻴﺶ ﺍﻹﻧﺎﺙ ﻓﻲ‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:15‬‬

‫ﺍﳌﺘﻮﺳﻂ ﺣﻮﺍﻟﻲ ‪ 14‬ﺳﻨﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭﻧﺴﺒﺔ‬ ‫ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ ﺍﳌﺮﻛﺐ ﻟﻬﻦ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﺬﻛﻮﺭ‬ ‫ﺑﻨﺴﺒﺔ ‪ ،8%‬ﺇﻻ ﺃﻥ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭ ﻟﻺﻧﺎﺙ‬ ‫ﻳﺒﻠﻎ ﺣﻮﺍﻟﻲ ‪ 63%‬ﻣﻦ ﺩﺧﻞ ﺍﻟﺬﻛﻮﺭ‪ .‬ﻳﺠﻌﻞ ﻫﺬﺍ‬ ‫ﺗﻔﺴﻴﺮ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺃﻣﺮﺍ ﺻﻌﺒﺎ ﻟﻠﻐﺎﻳﺔ‪.‬‬ ‫ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺳﺎﻫﻢ ﻓﻲ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺑﺸﺄﻥ ﺃﻭﺟﻪ ﺍﻟﺘﻔﺎﻭﺗﺎﺕ ﺑﲔ‬ ‫ﺍﳉﻨﺴﲔ ﻭﺃﺷﻌﻞ ﺷﺮﺍﺭﺓ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳌﻘﺎﻳﻴﺲ‬ ‫ﺍﳌﺘﻴﻨﺔ‪.‬‬

‫ﻧﺤﻮ ﲢﺴﲔ ﻗﻴﺎﺱ ﻣﺘﻄﻮﺭ ﻷﻭﺟﻪ ﻋﺪﻡ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ‬

‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺇﺫﺍ ﺍﻋﺘﻤﺪ ﻫﺬﺍ ﺍﳌﻨﻬﺞ‪ .‬ﺳﺘﻜﻮﻥ‬ ‫ﻣﻨﻐﻮﻟﻴﺎ ﻫﻲ ﺍﻟﺮﺍﺑﺢ ﺍﻷﻛﺒﺮ‪ ،‬ﻭﺍﻟﺘﻲ ﺳﺘﺼﻌﺪ ‪78‬‬ ‫ﻣﺮﺗﺒﺔ ﻓﻲ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬ ‫•‬

‫ﺳﺘﻨﺰﻝ ﻓﻲ ﺍﻟﺘﺮﺗﻴﺐ ﻛﻞ ﻣﻦ ﺍﻟﻨﻤﺴﺎ ﻭﺍﻟﻴﻮﻧﺎﻥ ﻭﺃﻳﺮﻟﻨﺪﺍ‬ ‫ﻭﺍﻟﻴﺎﺑﺎﻥ ﻭﻫﻮﻟﻨﺪﺍ ﻭﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻯ ﺫﺍﺕ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﺮﺗﻔﻊ ﻣﻦ ﺑﻠﺪﺍﻥ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﺪﻭﻝ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻋﻨﺪﻣﺎ ﻧﻘﺎﺭﻥ ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﻧﺴﺒﺔ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﺇﻟﻰ ﺍﻟﺬﻛﻮﺭ ﺑﺘﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ )ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.(4‬‬

‫ﻓﺼﻞ‬ ‫ﺍﻟﺪﻭﻝ‬ ‫ﻧﺘﻐﻴﺮ ﺗﺮﺗﻴﺐ‬ ‫ﺷﻜﻞ‪of‬ﺭﻗﻢ ‪4‬‬ ‫‪Rank‬‬ ‫‪changes‬‬ ‫‪as a result‬‬ ‫‪Figure‬‬ ‫ﻧﺘﻴﺠﺔ ‪4‬‬ ‫‪gender-disaggregating‬‬ ‫‪the HDI‬‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳉﻨﺴﲔ ‪ -‬ﻣﺆﺷﺮ‬

‫ﻣﻦ ﺃﺟﻞ ﻣﻌﺎﳉﺔ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻫﺬﻩ‪ ،‬ﻭﻓﻲ ﻣﺤﺎﻭﻟﺔ ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﺘﺒﺎﻳﻨﺎﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻧﺤﻮ ﻣﺒﺎﺷﺮ‪ ،‬ﻳﺘﻤﺜﻞ ﺃﺣﺪ ﺍﳋﻴﺎﺭﺍﺕ ﻓﻲ‬ ‫ﻣﺆﺷﺮﻳﻦ ﻣﻨﻔﺼﻠﲔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‪،‬‬ ‫ﻭﺗﺮﺗﻴﺐ ﺍﻟﺒﻠﺪﺍﻥ ﻋﻠﻰ ﺃﺳﺎﺱ ﻧﺴﺒﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﺇﻟﻰ ﺍﻟﺬﻛﻮﺭ )ﻛﻼﺳﻦ ﻭﺁﺧﺮﻭﻥ ‪.(2007‬‬

‫ﻣﻨﻐﻮﻟﻴﺎ‬ ‫‪Mongolia‬‬ ‫ﻣﻮﻟﺪﺍﻓﻴﺎ‬ ‫‪Moldova‬‬ ‫ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫‪Kyrgyzstan‬‬ ‫ﺃﻭﻛﺮﺍﻧﻴﺎ‬ ‫‪Ukraine‬‬

‫ﳝﻜﻦ ﺣﺴﺎﺏ ﻣﺆﺷﺮﻱ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ‬ ‫ﻭﺍﻟﺬﻛﻮﺭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻔﺲ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﻜﻮﻧﺔ ﳌﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﺍﻟﺪﺧﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ‪ .‬ﻭﺗﻈﻞ ﺍﳌﺸﻜﻠﺔ‬ ‫ﺍﻷﺻﻠﻴﺔ ﻓﻲ ﺃﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺼﻨﻔﺔ ﺣﺴﺐ ﺍﻟﻨﻮﻉ ﻟﻴﺴﺖ‬ ‫ﻣﺘﺎﺣﺔ ﺑﺴﻬﻮﻟﺔ ﻭﻳﺠﺐ ﺃﻥ ﻳﺘﻢ ﺗﻘﺪﻳﺮﻫﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻧﻔﺲ ﺍﳌﻨﻬﺠﻴﺔ ﻭﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﻛﻤﺎ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﺳﺘﺘﻌﺮﺽ ﻟﻼﻧﺘﻘﺎﺩﺍﺕ‬ ‫ﺍﳌﺬﻛﻮﺭﺓ ﺁﻧﻔﺎ‪ .‬ﻭﻫﺬﺍ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻗﻴﻢ ﻣﺆﺷﺮﻱ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﺗﻌﺪ ‪ -‬ﻭﻫﺬﺍ ﺃﻣﺮ ﻗﺎﺑﻞ‬ ‫ﻟﻠﻨﻘﺎﺵ‪ -‬ﺗﻄﻮﺭﺍ ﻋﻦ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ ﻓﻲ ﺃﻧﻬﺎ ﺗﻘﻴﺲ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ‪ -‬ﻭﺃﻛﺜﺮ ﺍﻋﺘﻤﺎﺩﺍ‬ ‫ﻋﻠﻰ ﺍﳊﺪﺱ‪ -‬ﺍﻟﺘﺒﺎﻳﻨﺎﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬ ‫ﻳﻜﺸﻒ ﺗﺒﻨﻲ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﻋﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﳌﺜﻴﺮﺓ ﻟﻼﻫﺘﻤﺎﻡ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺗﺮﺗﻴﺐ ﺍﻟﺒﻠﺪﺍﻥ ﻭﻓﻘﺎ ﻟﻨﺴﺒﺔ‬ ‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﺇﻟﻰ ﺍﻟﺬﻛﻮﺭ‪:‬‬ ‫•‬

‫ﺗﻔﻮﻗﺖ ﺑﻠﺪﺍﻥ ﺃﻭﺭﻭﺑﺎ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺍﻟﻮﺳﻄﻰ ﻭﺑﻠﺪﺍﻥ‬ ‫ﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ ‪ -‬ﻋﻠﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﻳﻘﻊ‬ ‫ﺗﺮﺗﻴﺒﻬﺎ ﻋﻠﻰ ﻗﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻳﺄﺗﻲ‬ ‫ﺍﻹﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ ﻋﻠﻰ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻳﻠﻴﻪ ﻟﻴﺘﻮﺍﻧﻴﺎ‬ ‫ﻭﻻﺗﻔﻴﺎ‪ ،‬ﺑﺴﺒﺐ ﻓﺠﻮﺍﺕ ﺿﺌﻴﻠﺔ ﻟﻠﻐﺎﻳﺔ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﻓﻲ ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﻜﻮﻧﺔ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﺳﺘﺼﻌﺪ ﻣﻮﻟﺪﻭﻓﺎ ﻭﻗﻴﺮﻏﻴﺰﺳﺘﺎﻥ ‪ 75‬ﻭ ‪74‬‬ ‫ﻣﺮﺗﺒﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺗﺮﺗﻴﺒﻬﺎ ﻓﻲ ﻣﺆﺷﺮ‬

‫ﺍﻻﲢﺎﺩﻳﺔ‬ ‫ﺭﻭﺳﻴﺎ‬ ‫‪Russian‬‬ ‫‪Federation‬‬ ‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫‪Kazakhstan‬‬ ‫ﺍﻟﺒﻴﻀﺎﺀ‬ ‫ﺭﻭﺳﻴﺎ‬ ‫‪Belarus‬‬ ‫ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬ ‫‪Uzbekistan‬‬ ‫ﻫﻮﻟﻨﺪﺍ‬ ‫‪Netherlands‬‬ ‫ﺇﻳﺮﻟﻨﺪﺍ‬ ‫‪Ireland‬‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫‪Greece‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫‪Japan‬‬ ‫ﺍﳌﺘﺤﺪﺓ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ‪Austria‬‬ ‫ﻗﻄﺮ‬ ‫‪United Arab Emirates‬‬ ‫ﺎﻥ‬ ‫ﹸﻋ ﹶﻤ‬ ‫‪Qatar‬‬ ‫ﻋﻤﺎﻥ‬ ‫‪Oman‬‬ ‫‪100‬‬

‫‪50‬‬

‫‪0‬‬

‫‪–50‬‬

‫‪–100‬‬

‫‪Rank‬‬ ‫‪change‬ﺍﳌﺮﺗﺒﺔ‬ ‫ﺗﻐﻴﺮ‬

‫‪Source:1Based‬‬ ‫ﺟﺪﻭﻝ ‪on data‬‬ ‫‪from Indicator‬‬ ‫ﻋﻠﻰ‪table‬‬ ‫‪1 and‬‬ ‫ﺍﳌﺼﺪﺭ‪ratio of:‬‬ ‫ﻭﻣﻌﺪﻻﺕ‬ ‫ﺍﳌﺆﺷﺮ ﺭﻗﻢ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻣﻦ‬ ‫ﻣﻌﺘﻤﺪ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪female-to-male‬‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‪HDI‬‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﺬﻛﻮﺭ‪-‬ﺇﻟﻰ‪-‬ﺍﻹﻧﺎﺙ ﻣﺆﺷﺮ ‪rank.‬‬

‫‪16‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:16‬‬

‫ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻳﻬﻤﻞ ﻗﻴﻢ ﻣﺆﺷﺮﻱ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﺟﻮﺍﻧﺐ ﻣﻬﻤﺔ ﻣﻦ ﺃﻭﺟﻪ ﻋﺪﻡ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻨﺴﲔ‪ .‬ﺇﺫ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺣﻘﻴﻘﺔ ﺃﻥ‬ ‫ﺍﻟﺬﻛﻮﺭ ﺃﻗﺼﺮ ﻋﻤﺮﺍ ﺑﻜﺜﻴﺮ ﻓﻲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﲤﺮ‬ ‫ﲟﺮﺣﻠﺔ ﺍﻧﺘﻘﺎﻟﻴﺔ ﻣﺜﺎﺭﺍ ﻟﻼﻫﺘﻤﺎﻡ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪،‬‬ ‫ﺗﻌﻴﺶ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﳌﺘﻮﺳﻂ ‪ 11‬ﻋﺎﻣﺎ ﺃﻃﻮﻝ ﻣﻦ ﺍﻟﺬﻛﻮﺭ‬ ‫ﻓﻲ ﻛﺎﺯﺍﺧﺴﺘﺎﻥ ﻭ‪ 14‬ﺳﻨﺔ ﻓﻲ ﺍﻹﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‪ ،‬ﻭﻫﺬﻩ‬ ‫ﻣﻦ ﺑﲔ ﺃﻛﺒﺮ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬ ‫ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﻓﻲ ﺟﻤﻴﻊ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ ﻭﺗﻌﻜﺲ‪ ،‬ﺇﻟﻰ‬ ‫ﺣﺪ ﻛﺒﻴﺮ‪ ،‬ﺧﻴﺎﺭﺍﺕ ﳕﻂ ﺣﻴﺎﺓ ﻳﻌﺮﺽ ﺍﻟﺬﻛﻮﺭ ﻟﻸﻣﺮﺍﺽ‬ ‫ﺍﻟﺘﻲ ﺗﻬﺪﺩ ﺍﳊﻴﺎﺓ ﻭﻟﻠﻤﻮﺕ ﺍﳌﺒﻜﺮ‪ .‬ﻭﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﻫﺬﺍ‬ ‫ﻳﺪﻋﻮ ﺇﻟﻰ ﺗﺪﺧﻼﺕ ﻣﺤﺪﺩﺓ ﳌﻌﺎﳉﺔ ﻣﻮﺿﻮﻉ ﺗﻌﺮﺽ‬ ‫ﺍﻟﺮﺟﺎﻝ ﻟﻠﻤﻮﺕ ﺍﳌﺒﻜﺮ‪.‬‬ ‫ﻭﻫﻨﺎﻙ ﺗﻐﻴﺮ ﻣﻨﻬﺠﻴﺎ ﺁﺧﺮ ﺳﻴﻜﻮﻥ ﻫﻮ ﺃﺧﺬ‬ ‫ﻧﺴﺒﺔ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﺘﻲ ﲢﻘﻘﻬﺎ ﺍﻹﻧﺎﺙ ﻣﻘﺎﺑﻞ ﺍﻟﺬﻛﻮﺭ ﻓﻲ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﻂ ﺍﻟﻬﻨﺪﺳﻲ‬ ‫ﻟﺘﻜﻮﻳﻦ ﺍﳌﺘﻮﺳﻂ )ﻛﻼﺳﻦ ﻭﺁﺧﺮﻭﻥ ‪ .(2007‬ﻭﻓﻲ ﻫﺬﺍ‬ ‫ﺍﻟﺼﺪﺩ‪ ،‬ﺳﻴﻜﻮﻥ ﺍﳌﻘﻴﺎﺱ ﺃﻗﺮﺏ ﺇﻟﻰ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺒﺎﺷﺮ‬ ‫ﻟﻠﺘﺒﺎﻳﻦ ﺑﲔ ﺍﳉﻨﺴﲔ‪ .‬ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ‪ ،‬ﻳﻌﺪ ﻫﺬﺍ‬ ‫ﺍﳌﻘﻴﺎﺱ ﺃﻭﺿﺢ ﻣﻦ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ ﻛﻤﺎ ﺃﻧﻪ ﻣﻦ ﺍﻟﺴﻬﻞ ﺗﻔﺴﻴﺮﻩ‪ .‬ﻭﻫﻨﺎﻙ ﻣﻴﺰﺓ ﺃﺧﺮﻯ‬ ‫ﻭﻫﻲ ﺃﻧﻪ ﻻ ﻳﻌﺎﻣﻞ ﻋﻠﻰ ﻗﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺗﻠﻚ ﺍﳊﺎﻻﺕ ﺍﻟﺘﻲ‬ ‫ﺗﺘﻀﺮﺭ ﻓﻴﻬﺎ ﺍﳌﺮﺃﺓ ﻣﻦ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻭﺍﳊﺎﻻﺕ‬ ‫ﺍﻟﺘﻲ ﺗﺘﻀﺮﺭ ﻓﻴﻬﺎ ﺍﳌﺮﺃﺓ ﻓﻲ ﺑﻌﺾ ﺍﻷﺑﻌﺎﺩ ﻭﻳﺘﻀﺮﺭ ﺍﻟﺮﺟﻞ‬ ‫ﻓﻲ ﺃﺑﻌﺎﺩ ﺃﺧﺮﻯ‪.‬‬ ‫ﲟﻮﺟﺐ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﺘﺠﺎﻭﺯ ﻧﺴﺒﺔ‬ ‫ﺇﳒﺎﺯﺍﺕ ﺍﳌﺮﺃﺓ ﻣﻘﺎﺑﻞ ﺍﻟﺬﻛﻮﺭ ﻓﻲ ﺑﹸﻌﺪ ﻭﺍﺣﺪ ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﳌﻮﺣﺪﺓ – ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻧﻈﺮﺍ ﻟﻄﻮﻝ ﻋﻤﺮ ﺍﻹﻧﺎﺙ‪.‬‬ ‫ﻭﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﻓﻲ ﻣﺆﺷﺮﻱ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ‪ ،‬ﻣﻦ ﺍﳌﻤﻜﻦ ﳌﻦ ﻳﻌﺪ ﻣﺤﺮﻭﻣﺎ‬ ‫ﻓﻲ ﺃﺣﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻥ ﻳﻌﻮﺽ ﲟﻴﺰﺓ ﻓﻲ ﻋﻨﺼﺮ ﺁﺧﺮ‪.‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﻟﻨﺎ ﺃﻥ ﻧﻌﺘﻤﺪ ﻛﻼ ﻫﺬﻳﻦ ﺍﻻﺑﺘﻜﺎﺭﻳﻦ‪ ،‬ﺳﻴﻜﻮﻥ‬ ‫ﻣﻦ ﺷﺄﻥ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﲤﺮ ﲟﺮﺣﻠﺔ ﺍﻧﺘﻘﺎﻟﻴﺔ ﺃﻥ‬ ‫ﺗﺘﺤﺮﻙ ﺇﻟﻰ ﺃﻋﻠﻰ‪ .‬ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‪ ،‬ﺍﻟﺘﻲ ﻳﻘﻊ ﺗﺮﺗﻴﺒﻬﺎ ﻋﻨﺪ‬ ‫‪) 61‬ﻣﻦ ﺃﺻﻞ ‪ 157‬ﺑﻠﺪﺍ( ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﺳﺘﻜﻮﻥ ﻓﻲ ﺍﳌﺮﺗﺒﺔ ﺭﻗﻢ ‪ .1‬ﻳﻘﻮﺩ ﻫﺬﺍ‬ ‫ﺍﻟﻨﻘﺎﻁ ﺍﳌﺮﺗﻔﻌﺔ ﺍﻟﺘﻲ ﺃﺣﺮﺯﺗﻬﺎ ﺍﻹﻧﺎﺙ ﻓﻲ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ‬ ‫ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻭﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬ ‫ﻭﺍﳌﻌﺪﻝ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻼﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺍﺭﺱ ﺍﳌﻮﺣﺪ‪.‬‬ ‫ﻣﻦ ﺷﺄﻥ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺑﻠﺪﺍﻥ ﺇﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ‬ ‫ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ ﺃﻥ ﲢﻘﻖ ﺃﺩﺍﺀ ﺃﻓﻀﻞ ﺑﻜﺜﻴﺮ ﻋﻠﻰ ﻫﺬﺍ‬ ‫ﺍﳌﻘﻴﺎﺱ ﳑﺎ ﲢﻘﻘﻪ ﺣﺎﻟﻴﺎ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪ .‬ﺳﻴﺮﺗﻔﻊ ﺗﺮﺗﻴﺐ ﺑﻠﺪﺍﻥ ﻣﺜﻞ‬ ‫ﺑﻮﺭﻭﻧﺪﻱ ﻭﻏﺎﻧﺎ ﻭﻣﺪﻏﺸﻘﺮ ﻭﻣﻼﻭﻱ ﻭﻣﻮﺯﺍﻣﺒﻴﻖ ﻭﺭﻭﺍﻧﺪﺍ‬ ‫ﻭﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ ﻭﺃﻭﻏﻨﺪﺍ ﻛﻠﻬﺎ ﻓﻲ ‪ 50‬ﻣﺮﺗﺒﺔ‬

‫ﺃﻭ ﺃﻛﺜﺮ ﳑﺎ ﻛﺎﻥ ﻋﻠﻴﻪ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ )ﺍﻧﻈﺮ ﺍﳉﺪﻭﻝ ‪ .(4.2‬ﻳﻔﺴﺮ ﻫﺬﺍ ﺑﺼﻮﺭﺓ‬ ‫ﺭﺋﻴﺴﻴﺔ ﺑﺎﳌﻌﺪﻻﺕ ﺍﳌﺮﺗﻔﻌﺔ ﻧﺴﺒﻴﺎ ﻣﻦ ﻣﺸﺎﺭﻛﺔ ﺍﻹﻧﺎﺙ‬ ‫ﻓﻲ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﻔﺠﻮﺍﺕ ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﻣﻌﺪﻻﺕ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﻠﻜﺒﺎﺭ‪ ،‬ﻭﻓﻲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﻣﻌﺪﻻﺕ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺍﺭﺱ‪.‬‬ ‫ﻭﻟﻜﻦ ﻛﻤﺎ ﺫﻛﺮ ﺁﻧﻔﺎ‪ ،‬ﻓﺈﻥ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻻ‬ ‫ﻳﻌﻨﻲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺮﺀ ﻋﺎﻣﻼ ﺃﻭ ﺃﻥ ﻳﻜﺴﺐ ﺃﺟﺮﺍ‬ ‫ﻻﺋﻘﺎ‪ .‬ﻭﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﺗﻮﺟﺪ ﻓﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ‬ ‫ﻓﻲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﻬﻤﺔ ﺍﻷﺧﺮﻯ ﻓﻲ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ‬ ‫ﺳﻠﻄﺔ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ‬ ‫ﺍﻷﺻﻮﻝ‪.‬‬ ‫ﺗﺘﻀﻤﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﻣﻦ ﺷﺄﻧﻬﺎ ﺃﻥ ﲢﻘﻖ‬ ‫ﺃﺩﺍﺀ ﺃﻓﻀﻞ ﻣﻌﻈﻢ ﺑﻠﺪﺍﻥ ﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ‪،‬‬ ‫ﻭﻛﺬﻟﻚ ﻋﺪﺩ ﻣﻦ ﺩﻭﻝ ﺁﺳﻴﺎ ﻭﺍﶈﻴﻂ ﺍﻟﻬﺎﺩﻱ‪ ،‬ﲟﺎ ﻓﻲ‬ ‫ﻛﻤﺒﻮﺩﻳﺎ ﻭﻣﻴﺎﳕﺎﺭ ﻭﺗﺎﻳﻠﻨﺪ ﻭﻓﺎﻧﻮﺍﺗﻮ ﻭﻓﻴﺘﻨﺎﻡ‪.‬‬

‫ﻋﻤﻞ ﺇﺿﺎﻓﻲ‪:‬‬ ‫ﺇﻥ ﺃﻳﺎ ﻣﻦ ﻫﺬﻩ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻻ ﻳﻌﺎﻟﺞ ﻛﻞ‬ ‫ﺍﻟﻌﻴﻮﺏ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻟﻠﻤﺆﺷﺮﺍﺕ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﻻ ﺗﺘﻐﻠﺐ‬ ‫ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻌﻘﺒﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﻲ ﺗﻌﻴﻖ‬ ‫ﻗﻴﺎﺱ ﻳﺮﺍﻋﻲ ﺍﻟﻔﻮﺍﺭﻕ ﺑﲔ ﺍﳉﻨﺴﲔ‪ .‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻷﺳﺎﺱ‬ ‫ﺍﳌﻨﻄﻘﻲ ﻟﻴﺲ ﻫﻮ ﺇﺿﺎﻓﺔ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺇﻟﻰ ﺍﳌﺆﺷﺮ‬ ‫ﺍﻟﻘﺎﺋﻢ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻮﻉ ﻭﻟﻜﻦ ﻹﺛﺎﺭﺓ‬ ‫ﺍﻟﻨﻘﺎﺵ ﺣﻮﻝ ﺃﻱ ﻣﻦ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻳﻘﺘﺮﺏ ﻣﻦ ﲢﺪﻳﺪ‬ ‫ﺃﻭﺟﻪ ﺍﻟﺘﻔﺎﻭﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻓﻲ ﺍﻷﺟﻞ ﺍﻟﻘﺼﻴﺮ‪ ،‬ﻓﻲ ﺣﲔ ﺗﺘﻮﺍﺻﻞ‬

‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪2‬‬ ‫ﺍﻟﺒﻠﺪ‬ ‫ﻣﺪﻏﺸﻘﺮ‬

‫ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﻗﻴﻤﺔ ﺍﳌﺆﺷﺮ ﺍﻟﻌﺎﺩﻱ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻭﻗﻴﻤﺔ ﺍﳌﺆﺷﺮ ﺍﻟﺒﺪﻳﻞ‬ ‫ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻋﻨﺪﻣﺎ ﻳﺤﻞ ﻣﻌﺪﻝ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ‬ ‫ﻣﺤﻞ ﺍﻟﺪﺧﻞ‪ ،‬ﻟﺒﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍ‪‬ﺘﺎﺭﺓ‪2006 ،‬‬ ‫ﺍﳌﺆﺷﺮ ﺍﻟﻌﺎﺩﻱ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﺍﳌﺆﺷﺮ ﺍﻟﺒﺪﻳﻞ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬

‫‪a‬‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫‪0.530‬‬

‫‪124‬‬

‫‪0.917‬‬

‫‪46‬‬

‫ﻏﺎﻧﺎ‬

‫‪0.530‬‬

‫‪125‬‬

‫‪0.885‬‬

‫‪67‬‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬

‫‪0.493‬‬

‫‪133‬‬

‫‪0.903‬‬

‫‪57‬‬

‫ﺃﻭﻏﻨﺪﺍ‬

‫‪0.490‬‬

‫‪134‬‬

‫‪0.876‬‬

‫‪73‬‬

‫ﻣﻼﻭﻱ‬

‫‪0.453‬‬

‫‪139‬‬

‫‪0.874‬‬

‫‪75‬‬

‫ﺭﻭﺍﻧﺪﺍ‬

‫‪0.427‬‬

‫‪143‬‬

‫‪0.915‬‬

‫‪49‬‬

‫ﺑﻮﺭﻭﻧﺪﻱ‬

‫‪0.378‬‬

‫‪147‬‬

‫‪0.896‬‬

‫‪60‬‬

‫ﻣﻮﺯﻣﺒﻴﻖ‬

‫‪0.358‬‬

‫‪152‬‬

‫‪0.815‬‬

‫‪98‬‬

‫ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺒﺪﻳﻞ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻳﺘﻢ ﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﺪﺧﻞ ﲟﻌﺪﻝ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ‪.‬‬ ‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﻌﺘﻤﺪ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪ 3‬ﻭﺣﺴﺎﺑﺎﺕ ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﲟﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺒﺪﻳﻞ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬

‫‪17‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:17‬‬

‫ﺍﳉﻬﻮﺩ ﺍﻟﺮﺍﻣﻴﺔ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﺒﻌﻴﺪ ﳌﻘﻴﺎﺱ‬ ‫ﺃﻓﻀﻞ‪.‬‬

‫ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﶈﺘﻤﻠﺔ ﳌﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬

‫ﻫﻨﺎﻙ ﻧﻘﻄﺔ ﺃﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﻻ ﺗﻨﺪﺭﺝ ﻓﻲ ﺃﻱ ﻣﻦ ﺍﳌﻘﺎﻳﻴﺲ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﺃﻭ ﺍﳌﻘﺘﺮﺣﺔ‪ ،‬ﺃﻻ ﻭﻫﻲ ﺃﻥ ﺍﻟﺪﻭﻝ ﺍﻷﻃﺮﺍﻑ ﻓﻲ‬ ‫ﺍﺗﻔﺎﻗﻴﺔ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺟﻤﻴﻊ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻤﻴﻴﺰ ﺿﺪ‬ ‫ﺍﳌﺮﺃﺓ ﲢﺘﺎﺝ ﺇﻟﻰ ﺗﻜﺜﻴﻒ ﺍﳉﻬﻮﺩ ﻣﻦ ﺃﺟﻞ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳉﻨﺴﲔ‪ .‬ﻭﻳﺘﻀﻤﻦ ﺫﻟﻚ‪ ،‬ﻣﻦ ﺑﲔ ﺃﻣﻮﺭ ﺃﺧﺮﻯ‪،‬‬ ‫ﺇﺩﻣﺎﺝ ﺃﺣﻜﺎﻡ ﺍﻻﺗﻔﺎﻗﻴﺔ ﺍﳌﻌﻨﻴﺔ ﻓﻲ ﻗﻮﺍﻧﻴﻨﻬﺎ ﺍﻟﻮﻃﻨﻴﺔ‪،‬‬ ‫ﻭﻭﺿﻊ ﺍﳌﻴﺰﺍﻧﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻨﻔﻴﺬﻫﺎ ﻭﺍﻵﻟﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ‬ ‫ﻟﻔﺮﺿﻬﺎ‪ ،‬ﻭﺃﻥ ﲢﻴﻂ ﻋﻠﻤﺎ ﺑﺎﳌﻌﺎﻳﻴﺮ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻟﺘﻲ ﲡﺮﻱ ﲟﻮﺟﺒﻬﺎ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻤﺎﺭﺳﺎﺕ‪.‬‬

‫ﰎ ﺑﺤﺚ ﺗﻌﺪﻳﻠﲔ ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺼﺪﻱ ﻷﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ‬ ‫ﻫﺬﻩ ) ﻛﻼﺳﻦ ﻭﺁﺧﺮﻭﻥ ‪ .(2007‬ﻳﺴﺘﺨﺪﻡ ﺍﻷﻭﻝ ﻧﻔﺲ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻛﻤﺎ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﻟﻜﻦ ﻳﺤﺴﺐ ﻭﺳﻂ‬ ‫ﻫﻨﺪﺳﻲ ﻧﺴﺒﺔ ﺇﳒﺎﺯ ﺍﻹﻧﺎﺙ ﻣﻘﺎﺑﻞ ﺍﻟﺬﻛﻮﺭ ﻓﻲ ﻫﺬﻩ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ‪ .‬ﻳﺘﻴﺢ ﻫﺬﺍ ﻟﻺﳒﺎﺯﺍﺕ ﺍﳉﻴﺪﺓ ﺍﻟﺘﻲ ﲢﻘﻘﺖ ﻓﻲ‬ ‫ﺑﻌﺪ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ ﺍﻟﺘﻌﻮﻳﺾ ﻋﻦ ﺍﻟﻨﻘﺺ ﻓﻲ ﺍﻟﻌﻨﺎﺻﺮ‬ ‫ﺍﻷﺧﺮﻯ‪.‬‬

‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬ ‫ﻣﻦ ﺑﲔ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺍﻟﺘﻲ ﰎ ﺗﻮﺟﻴﻬﻬﺎ ﺿﺪ ﻣﻘﻴﺎﺱ‬ ‫ﲤﻜﲔ ﺍﳌﺮﺃﺓ‪ ،‬ﺃﺑﺮﺯﻫﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫•‬

‫ﻋﻨﺼﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﻓﻲ ﻣﻘﻴﺎﺱ ﲤﻜﲔ‬ ‫ﺍﳌﺮﺃﺓ ﻳﺴﺘﺨﺪﻡ ﻛﻼ ﺍﳌﺴﺘﻮﻳﲔ ﻣﻦ ﺍﻟﺪﺧﻞ‪ ،‬ﻓﻀﻼ‬ ‫ﻋﻦ ﺣﺼﺺ ﺍﻟﺪﺧﻞ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪،‬‬ ‫ﲤﻴﻞ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻞ ﻟﻠﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳌﺆﺷﺮ‪،‬‬ ‫ﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻻ ﳝﻜﻦ ﻟﻠﺒﻠﺪﺍﻥ ﺫﺍﺕ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻟﺪﺧﻞ ﺍﳌﻨﺨﻔﺾ ﺃﻥ ﲢﻘﻖ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﺣﺘﻰ ﻣﻊ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ ﺍﻟﻜﺎﻣﻠﺔ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﺗﻮﺯﻳﻊ ﺍﻹﻳﺮﺍﺩﺍﺕ‬ ‫ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺧﺮﻯ ﳌﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‪ .‬ﻓﻌﻠﻰ‬ ‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺷﻬﺪﺕ ﺍﻟﻌﻘﻮﺩ ﺍﻟﻘﻠﻴﻠﺔ ﺍﳌﺎﺿﻴﺔ‬ ‫ﺇﳒﺎﺯﺍﺕ ﻣﻬﻤﺔ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﺮﳌﺎﻧﻲ ﻟﻠﻤﺮﺃﺓ‬ ‫ﻓﻲ ﻣﻌﻈﻢ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭ ﺑﺤﻠﻮﻝ ﻧﻬﺎﻳﺔ ﻋﺎﻡ‬ ‫‪ ،2007‬ﺃﺻﺒﺤﺖ ﺍﻷﺭﺟﻨﺘﲔ ﻭﻛﻮﺳﺘﺎﺭﻳﻜﺎ ﻭﻛﻮﺑﺎ ﻣﻦ‬ ‫ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺸﺮﺓ ﺍﻷﻭﺍﺋﻞ‪ ،‬ﻣﻊ ﺗﻮﻟﻲ ﺍﳌﺮﺃﺓ ‪40٪‬‬ ‫ﻓﻲ ﺍﳌﺘﻮﺳﻂ ﻣﻦ ﺍﳌﻘﺎﻋﺪ ﺍﻟﺒﺮﳌﺎﻧﻴﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﻩ‬ ‫ﺍﳋﻄﻮﺍﺕ ﺍﻟﻜﺒﻴﺮﺓ ﻻ ﺗﻌﻤﻞ ﻟﺼﺎﻟﺢ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻣﻦ ﺣﻴﺚ ﻗﻴﻢ ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ ﻟﻬﺎ‪ ،‬ﺑﺴﺒﺐ‬ ‫ﺗﺪﻧﻲ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻞ‪.‬‬

‫•‬

‫ﺗﻌﺪ ﺇﺟﺮﺍﺀﺍﺕ ﺗﻘﻴﻴﻢ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ‬ ‫ﻋﻨﺎﺻﺮ ﻫﺬﻩ ﺍﳌﺆﺷﺮﺍﺕ ﻣﻌﻘﺪﺓ ﻭﺻﻌﺒﺔ ﺍﻟﻨﻘﻞ‬ ‫ﻭﺍﻟﺘﻔﺴﻴﺮ‪.‬‬

‫•‬

‫ﺗﻌﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺼﻨﻔﺔ ﺗﺒﻌﺎ ﻟﻠﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻧﺎﺩﺭﺓ‪،‬‬ ‫ﻭﻫﻮ ﻣﺎ ﻳﻌﻨﻲ ﺃﻥ ﺍﳌﺆﺷﺮ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ ﺣﺴﺎﺑﻪ‬ ‫ﺇﻻ ﳊﻮﺍﻟﻲ ‪ 100‬ﺑﻠﺪ‪.‬‬

‫ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻏﻴﺎﻧﺎ ﻭﻗﻴﺮﻏﻴﺰﺳﺘﺎﻥ ﻭﻟﻴﺴﻮﺗﻮ‬ ‫ﻭﻣﻮﻟﺪﻭﻓﺎ ﻭﺍﻟﻔﻠﺒﲔ ﻣﻦ ﺷﺄﻧﻬﺎ ﺃﻥ ﲢﻘﻖ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺃﻋﻠﻰ‪ ،‬ﻷﻥ ﺗﻔﻮﻕ ﺍﳌﺮﺃﺓ ﻓﻴﻬﺎ ﻓﻲ ﺍﻟﺘﻮﺍﺟﺪ ﺑﲔ ﺍﻟﻌﻤﺎﻝ‬ ‫ﺍﳌﻬﻨﻴﲔ ﻭﺍﻟﺘﻘﻨﻴﲔ ﻳﻌﻮﺽ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺴﻠﺒﻴﺔ ﻓﻲ ﺃﺑﻌﺎﺩ‬ ‫ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﺛﻤﺔ ﺧﻴﺎﺭ ﺁﺧﺮ ﻟﺘﺤﺴﲔ ﻋﻨﺼﺮ ﺍﻟﺪﺧﻞ ﻋﻦ‬ ‫ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻧﺼﺒﺔ ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﻣﻦ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺑﺪﻻ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻞ‪ .‬ﻭﻫﺬﺍ ﻣﻦ‬ ‫ﺷﺄﻧﻪ ﺃﻥ ﻳﺘﻴﺢ ﻟﻠﺒﻠﺪﺍﻥ ﺫﺍﺕ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﻨﺨﻔﻀﺔ‬ ‫ﻧﺴﺒﻴﺎ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ ﺑﲔ ﺍﳉﻨﺴﲔ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺘﻲ‬ ‫ﻳﻘﻴﺴﻬﺎ ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ ﲢﻘﻴﻖ ﻣﺮﺗﺒﺔ ﻋﺎﻟﻴﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺪﺧﻞ ﺍﳌﻨﺨﻔﺾ‪ .‬ﺗﺸﻤﻞ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﺘﻲ ﺗﻨﺪﺭﺝ ﲢﺖ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﺍﻟﺼﲔ ﻭﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫ﻭﻏﻴﺎﻧﺎ ﻭﻫﻨﺪﻭﺭﺍﺱ ﻭﻗﻴﺮﻏﻴﺰﺳﺘﺎﻥ ﻭﻟﻴﺴﻮﺗﻮ ﻭﻣﻮﻟﺪﻭﻓﺎ‬ ‫ﻭﻧﺎﻣﻴﺒﻴﺎ ﻭﺍﻟﻔﻠﺒﲔ ﻭﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ ﻭﺃﻭﻏﻨﺪﺍ‬ ‫ﻭﻓﻴﺘﻨﺎﻡ‪ .‬ﻋﻨﺪﻣﺎ ﲢﻞ ﺣﺼﺺ ﺍﻟﺪﺧﻞ ﻣﺤﻞ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻟﺪﺧﻞ ﺳﺘﺘﺤﺮﻙ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ ‪ 20‬ﻣﺮﺗﺒﺔ ﺃﻭ ﺃﻛﺜﺮ ﻋﻠﻰ‬ ‫ﺍﳌﺆﺷﺮ‪ .‬ﻳﺼﻒ ﺍﻹﻃﺎﺭ ﺭﻗﻢ ‪ 6‬ﺍ‪‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﻳﺘﻢ‬ ‫ﺍﺳﺘﻜﺸﺎﻓﻬﺎ‪.‬‬ ‫ﻣﻦ ﺷﺄﻥ ﻫﺬﺍ ﺍﻻﺑﺘﻜﺎﺭ ﺃﻥ ﻳﺴﻤﺢ ﺑﺄﺩﺍﺀ ﻗﻮﻱ ﻧﺴﺒﻴﺎ‬ ‫ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺴﻴﺎﺳﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﻤﺮﺃﺓ ﻓﻲ ﺑﻌﺾ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﻓﻲ ﺇﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ ﲟﺎ ﻳﺆﺛﺮ‬ ‫ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﻭﻣﻨﺬ ﻋﺎﻡ ‪ ،2000‬ﺍﺭﺗﻔﻊ ﻋﺪﺩ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺍﻟﺘﻲ ﻟﺪﻳﻬﺎ ﺃﻛﺜﺮ ﻣﻦ ‪ 20%‬ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻴﺎﺑﻲ ﻟﻺﻧﺎﺙ‬ ‫ﺍﺭﺗﻔﺎﻋﺎ ﺷﺪﻳﺪﺍ ﻓﻲ ﻣﻌﻈﻢ ﺍﳌﻨﺎﻃﻖ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻣﻦ ﺛﻼﺛﺔ‬ ‫ﺃﺿﻌﺎﻑ ﺗﻘﺮﻳﺒﺎ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ ﺇﻟﻰ‬ ‫‪ 10‬ﺃﺿﻌﺎﻑ ﻓﻲ ﻣﻨﻄﻘﺔ ﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ )ﺗﺮﻳﺐ‬ ‫‪) (2003‬ﺍﻧﻈﺮ ﺍﻹﻃﺎﺭ ﺭﻗﻢ ‪.(7‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:18‬‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪6‬‬

‫ﻗﻴﺎﺱ ﺍﻟﺘﻤﻜﲔ‬

‫”ﺇﻥ ﻣﺒﺮﺭﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﻭﻭﺳﺎﺋﻠﻬﺎ ﺗﺪﻋﻮ ﺇﻟﻰ ﻭﺿﻊ ﻣﻨﻈﻮﺭ ﺍﳊﺮﻳﺔ ﻓﻲ‬ ‫ﻣﺮﻛﺰ ﺍﻟﺴﺎﺣﺔ‪ .‬ﻳﺠﺐ ﺃﻥ ﻳﹸﺮﻯ ﺍﻟﻨﺎﺱ ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ‬ ‫ﻣﺸﺘﺮﻛﲔ ﻭﻓﺎﻋﻠﲔ –ﻋﻨﺪ ﺗﻮﺍﻓﺮ ﺍﻟﻔﺮﺻﺔ – ﻓﻲ ﺗﺸﻜﻴﻞ ﻗﺪﺭﻫﻢ‬ ‫ﻭﻟﻴﺲ ﻓﻘﻂ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻣﺘﻠﻘﲔ ﺳﻠﺒﻴﲔ ﻟﺜﻤﺎﺭ ﺑﺮﺍﻣﺞ ﺗﻨﻤﻴﺔ‬ ‫ﺑﺎﺭﻋﺔ“‬

‫ﺩﺍﺧﻞ ﺍﻟﺒﻴﺖ ﻓﻲ ﺍﻟﻨﻮﺍﺣﻲ ﺍ‪‬ﺘﻠﻔﺔ ﻣﺜﻞ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﻣﻴﺰﺍﻧﻴﺔ‬ ‫ﺍﻷﺳﺮﺓ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺗﺴﺘﻜﺸﻒ ﻣﺼﺪﺭﺍ ﹰ ﻭﺍﺣﺪﺍ ﹰ ﻓﻘﻂ‬ ‫ﻟﻠﺘﻤﻜﲔ )ﺍﻷﺳﺮﺓ(‪ .‬ﳝﻜﻦ ﻟﻠﻤﺠﺘﻤﻊ ﻭﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺍﻟﺴﻴﺎﺳﻴﺔ ﺃﻳﻀﺎﹰ ﺃﻥ ﲤﻜﻦ ﺍﻟﻔﺮﺩ ﺃﻭ ﺃﻥ ﺗﺴﻠﺐ ﻗﺪﺭﺍﺗﻪ‪.‬‬ ‫ﺗﻮﺟﺪ ﺍﻵﻥ ﺍﺳﺘﻜﺸﺎﻓﺎﺕ ﺑﻬﺪﻑ ﺇﺛﺮﺍﺀ ﺍﻷﻓﻜﺎﺭ ﺍ‪‬ﺘﻠﻔﺔ ﻋﻦ ﺍﻟﺘﻤﻜﲔ‬ ‫)ﺭﺍﺟﻊ ﺇﺑﺮﺍﻫﻴﻢ ﻭﺃﻟﻜﺎﻳﺮ ‪ .(2007‬ﻣﺜﻼﹰ‪ ،‬ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻬﺎﻣﺔ‬ ‫ﺩﺭﺟﺔ ﺷﻌﻮﺭ ﺍﻟﻨﺎﺱ ﺑﺄﻧﻬﻢ ﻳﺴﺘﻄﻴﻌﻮﻥ ﲢﺪﻳﺪ ﻣﺼﺎﺋﺮﻫﻢ ﺃﻭ ﺃﻥ‬ ‫ﻣﺼﺎﺋﺮﻫﻢ ﻓﻲ ﺃﻳﺪﻱ ﺁﺧﺮﻳﻦ‪ ،‬ﻭﻛﺬﺍ ﻣﻘﺪﺍﺭ ﺳﻴﻄﺮﺗﻬﻢ ﻋﻠﻰ ﻗﺮﺍﺭﺍﺗﻬﻢ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫ﻟﻘﻴﺎﺱ ﺩﺭﺟﺔ ﺷﻌﻮﺭ ﺍﻷﺷﺨﺎﺹ ﺑﺎﻟﻘﺴﺮ‪ ،‬ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ‬ ‫ﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﺍﻟﺘﺼﺮﻑ ﺑﺈﺭﺍﺩﺗﻬﻢ ﺍﳊﺮﺓ ﻭﻭﻓﻖ ﻗﻴﻤﻬﻢ‪ ،‬ﳝﻜﻦ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﺎﻳﻴﺲ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻭﻫﺬﻩ‬ ‫ﺍﻷﺳﺌﻠﺔ ﺗﺴﺘﻜﺸﻒ ﺣﻮﺍﻓﺰ ﺍﻟﻨﺎﺱ ﻟﻠﻘﻴﺎﻡ ﺑﺄﻓﻌﺎﻝ ﻓﻲ ﻣﺠﺎﻻﺕ‬ ‫ﻣﺘﻌﺪﺩﺓ ﻣﺜﺎﻝ ﺍﻟﻌﻤﻞ ﻭﺷﻐﻞ ﺍﻟﺒﻴﺖ ﻭﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﻟﻸﺯﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻙ ﻭﺣﻤﺎﻳﺔ‬ ‫ﺍﻟﻨﻔﺲ ﻣﻦ ﺍﻟﻌﻨﻒ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ‪ .‬ﻭﺍﻟﻬﺪﻑ ﻫﻮ‬ ‫ﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻓﻌﺎﻝ ﺗﻨﺸﺄ ﻣﻦ ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺧﻴﺎﺭﺍﺕ ﺃﻭ ﻣﻦ‬ ‫ﺍﻟﻘﺴﺮ ﺃﻭ ﻣﻦ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺇﺭﺿﺎﺀ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﻟﺘﺠﻨﺐ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺬﻧﺐ‬ ‫ﺃﻭ ﺑﺴﺒﺐ ﻗﻴﻢ ﺍﻟﺸﺨﺺ ﻧﻔﺴﻪ‪ .‬ﺃﺣﺪ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺆﺷﺮﺍﺕ ﰎ ﻓﻲ‬ ‫ﺍﺳﺘﻄﻼﻉ ﻟﻠﺮﺃﻱ ﺑﺎﻟﻬﻨﺪ ﺷﻤﻞ ‪ 220‬ﺍﻣﺮﺃﺓ ﻓﻲ ﺟﻨﻮﺏ ﻛﺮﺍﻻ ﻭﻛﺎﻥ ﻣﻦ‬ ‫ﺍﳌﺜﻴﺮ ﺃﻧﻪ ﻭﺟﺪ ﺃﻥ ﻣﻌﻈﻢ ﺍﳌﺸﺎﺭﻛﺎﺕ ﻭﻛﻦ ﻣﻦ ﺍﶈﺮﻭﻣﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺎ‬ ‫ﻭﺍﻗﺘﺼﺎﺩﻳﺎ ﻛﻦ ﻳﺴﺘﻤﺘﻌﻦ ﺑﻘﺪﺭ ﻛﺒﻴﺮ ﻣﻦ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﻌﻜﺲ‬ ‫ﺻﺤﻴﺢ‪.‬‬ ‫ﻣﺠﻤﻮﻋﺔ ﺃﺧﺮﻯ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳊﻴﻮﻳﺔ ﺗﺴﺘﻜﺸﻒ ﺩﺭﺟﺔ ﺷﻌﻮﺭ‬ ‫ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺘﻤﻜﲔ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﺮﺍﺕ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﲔ‬ ‫ﺍﻟﺸﺨﺼﻲ ﻭﺍ‪‬ﺘﻤﻌﻲ‪ .‬ﻛﻴﻒ ﳝﻜﻨﻬﻢ ﺗﻘﻴﻴﻢ ﻓﺎﻋﻠﻴﺘﻬﻢ ﺍﳉﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻔﺮﺩﻳﺔ ﻓﻲ ﺇﺣﺪﺍﺙ ﺗﻐﻴﻴﺮﺍﺕ ﺇﻳﺠﺎﺑﻴﺔ؟ ﻫﺬﻩ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻬﺎﻣﺔ‬ ‫ﺍﻟﺘﻲ ﺳﻴﺘﻢ ﺍﺳﺘﻄﻼﻋﻬﺎ ﺑﻌﻤﻖ ﻭﺑﺸﻤﻮﻟﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﻘﺪﱘ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺘﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪.2010‬‬

‫ﺳﻦ )‪ 1999‬ﺹ ‪(53‬‬

‫ﺗﻨﻈﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺇﻟﻰ ﺍﻟﻨﺎﺱ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻓﺎﻋﻠﲔ ﻣﺆﺛﺮﻳﻦ‬ ‫ﻓﻲ ﺃﻗﺪﺍﺭﻫﻢ ﻭﺗﺪﻋﻢ ﻣﺸﺎﺭﻛﺘﻬﻢ ﻭﺩﻭﺭﻫﻢ ﻭﺻﻮﺗﻬﻢ ﻭﲤﻜﲔ ﺍﻟﻨﺎﺱ‬ ‫ﻭﺍ‪‬ﺘﻤﻌﺎﺕ‪ .‬ﻭﺑﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﺬﻫﺐ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻷﺑﻌﺪ ﻣﻦ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ ﺍﻷﺳﺎﺳﻲ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻮﺍﺿﺤﺔ ﻣﺜﻼﹰ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻷﻟﻔﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺔ ﻓﻲ ﺣﺪ ﺫﺍﺗﻬﺎ‪.‬‬ ‫ﻣﻊ ﺫﻟﻚ‪ ،‬ﺃﺣﺪ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻫﻮ ﲢﺪﻳﺪ ﻛﻴﻒ ﳝﻜﻦ ﻟﻘﻴﺎﺳﺎﺕ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻥ ﺗﻌﻜﺲ ﺩﺭﺟﺔ ﲤﻜﲔ ﻛﻞ ﺍﻟﻨﺎﺱ ﺑﺸﻜﻞ ﻭﺍﺿﺢ‬ ‫ﻭﻣﻔﻬﻮﻡ‪ ،‬ﻭﺑﺨﺎﺻﺔ ﺍﻟﻨﺴﺎﺀ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻬﻤﺸﺔ‪ .‬ﻣﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ‬ ‫ﺍﻟﻌﺪﻳﺪﺓ ﺍﳌﻮﺟﻮﺩﺓ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﳌﺆﺷﺮﺍﺕ ﻭﺛﻴﻘﺔ ﺍﻟﺼﻠﺔ ﻣﺤﻠﻴﺎﹰ ﻭﺗﻠﻚ‬ ‫ﺍﻟﺘﻲ ﳝﻜﻦ ﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﺍ‪‬ﺘﻠﻔﺔ‪.‬‬ ‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﺳﻦ )‪ ،(1999‬ﺭﻛﺰﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺔ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﲔ ﺍﻟﺪﻭﻝ ﻣﻦ ﺣﻴﺚ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻤﻜﲔ‬ ‫)ﺃﻟﻜﺎﻳﺮ ‪ 2005‬ﻭ‪ ،2008‬ﻭﺃﺳﻠﻮﺏ ﻭﻫﺎﻳﻨﺴﻮﻥ ‪ ،2005‬ﻭﺇﺑﺮﺍﻫﻴﻢ ﻭﺃﻟﻜﺎﻳﺮ‬ ‫‪ ،2007‬ﻭﻧﺎﺭﺍﻳﺎﻥ ‪ .(2005‬ﻭﺗﺘﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺟﻤﻴﻌﻬﺎ ﻣﻦ ﺟﺰﺋﲔ‬ ‫ﻓﺮﻋﻴﲔ‪:‬‬ ‫ﺍﻟﻔﺮﺹ ﺃﻭ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺸﺨﺺ ﺃﻭ ﺍ‪‬ﺘﻤﻊ‪،‬‬ ‫•‬ ‫ﻭﺍﻟﺘﻲ ﺗﻘﺎﺱ ﻋﺎﺩﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ‬ ‫ﻟﻠﺨﺪﻣﺎﺕ ﺃﻭ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﺇﻟﺦ‪.‬‬ ‫•‬

‫ﺍﻟﻔﺎﻋﻠﻴﺔ‪ ،‬ﺃﻭ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻙ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‬ ‫ﺍﳌﺮﻏﻮﺑﺔ‪ .‬ﻭﺃﻛﺜﺮ ﺍﳌﻘﺎﻳﻴﺲ ﺷﻴﻮﻋﺎ ﻟﻠﻔﺎﻋﻠﻴﺔ ﻫﻲ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺍﻟﺘﻲ ﻳﺘﻢ ﻃﺮﺣﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺴﺎﺀ ﻋﺎﺩﺓ ﻋﻦ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬

‫ﺍﳌﺼﺎﺩﺭ‪ :‬ﺃﻟﻜﺎﻳﺮ ‪ 2005‬ﻭ‪ ،2008‬ﻭﺃﺳﻠﻮﺏ ﻭﻫﺎﻳﻨﺴﻮﻥ ‪ ،2005‬ﻭﺃﺳﻠﻮﺏ ﻭﺁﺧﺮﻭﻥ ‪ ،2006‬ﻭﺗﺸﻴﺮﻛﻮﻱ ﻭﺁﺧﺮﻭﻥ ‪ ،2003‬ﻭﺩﻳﺮﻳﺰ ﻭﺳﻦ ‪ ،2002‬ﻭﺇﺑﺮﺍﻫﻴﻢ ﻭﺃﻟﻜﺎﻳﺮ ‪ ،2007‬ﻭﻧﺎﺭﺍﻳﺎﻥ ‪ ،2005‬ﻭﺭﻳﺎﻥ ﻭﺩﻳﺴﻲ ‪ 2000‬ﻭﺳﻦ ‪.1999‬‬

‫ﺍﳌﺮﺑﻊ ﺭﻗﻢ ‪7‬‬

‫ﲤﺜﻴﻞ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ﻓﻲ ﺍﺭﺗﻔﺎﻉ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ‬

‫ﺣﻮﺍﻟﻲ ‪ 13‬ﺩﻭﻟﺔ ﺃﻓﺮﻳﻘﻴﺔ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ‬ ‫ﺍﻟﻜﺒﺮﻯ ﺗﺰﻳﺪ ﺣﺼﺺ ﲤﺜﻴﻞ ﺍﻟﻨﺴﺎﺀ ﻓﻲ‬ ‫ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ﺑﻬﺎ ﻋﻦ ‪ 20‬ﺑﺎﳌﺌﺔ‪ .‬ﺭﻭﺍﻧﺪﺍ ﺣﺎﻟﺔ‬ ‫ﺧﺎﺻﺔ ﻟﻠﺪﺭﺍﺳﺔ ﺣﻴﺚ ﺗﺸﻐﻞ ﺍﻟﻨﺴﺎﺀ ‪45‬‬ ‫ﺑﺎﳌﺌﺔ ﻣﻦ ﻣﻘﺎﻋﺪ ﺍﻟﺒﺮﳌﺎﻥ ﻣﻨﺬ ﺍﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﻋﺎﻡ ‪ 2003‬ﺍﻟﺘﻲ ﺟﻠﺒﺖ ‪ 48‬ﺍﻣﺮﺃﺓ ﻟﻠﺒﺮﳌﺎﻥ‬ ‫ﻭﻫﻲ ﺛﺎﻧﻲ ﺃﻋﻠﻰ ﻧﺴﺒﺔ ﲤﺜﻴﻞ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‬ ‫)ﺍﲢﺎﺩ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ‪ . (2008a‬ﺃﺣﺪ ﺍﻟﻌﻮﺍﻣﻞ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﻬﺬﺍ ﺍﻻﲡﺎﻩ ﻫﻮ ﺗﻄﺒﻴﻖ ﺣﺼﺺ‬ ‫ﲢﻔﻆ ﻋﺪﺩ ﻣﻌﲔ ﻣﻦ ﺍﳌﻘﺎﻋﺪ ﺍﻟﺒﺮﳌﺎﻧﻴﺔ‬ ‫ﻟﻠﻨﺴﺎﺀ‪ .‬ﺭﻭﺍﻧﺪﺍ ﻭﺍﻟﻨﻴﺠﺮ ﺧﺼﺼﺘﺎ‬ ‫ﺣﺼﺼﺎﹰ ﻟﻠﻨﺴﺎﺀ ﻓﻲ ﺑﺮﳌﺎﻧﺎﺗﻬﺎ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ‪ 30‬ﻭ ‪ 10‬ﺑﺎﳌﺌﺔ‪.‬‬ ‫)ﺍﳌﻌﻬﺪ ﺍﻟﺪﻭﻟﻲ ﳌﺴﺎﻋﺪﺓ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻴﺔ‬ ‫ﻭﺍﻻﻧﺘﺨﺎﺑﺎﺕ ‪. (2008‬‬

‫‪representation‬ﻳﺘﻌﺪﻯ ‪ 20‬ﺑﺎﳌﺌﺔ‬ ‫ﺩﻭﻝ ﺑﻬﺎ ﲤﺜﻴﻞ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ‬ ‫‪Countries with more than 20% female parliamentary‬‬ ‫ﻋﺪﺩ ﺍﻟﺪﻭﻝ‬ ‫‪Number‬‬ ‫‪of countries‬‬ ‫‪20‬‬

‫‪2000‬‬ ‫‪2007‬‬

‫‪15‬‬

‫‪10‬‬

‫‪5‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﺪﻭﻝ‬ ‫‪Arab States‬‬ ‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﲢﺎﺩ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ‪2008a‬‬

‫ﺍﻟﻜﻮﻣﻨﻮﻟﺚ‬ ‫ﺩﻭﻝ ‪CIS‬‬ ‫ﺍﳌﺴﺘﻘﻠﺔ‬

‫ﺁﺳﻴﺎ‬ ‫‪Asia‬‬

‫ﺍﻟﻼﺗﻴﻨﻴﺔ‬ ‫ﺃﻣﺮﻳﻜﺎ‪LAC‬‬ ‫‪Region‬‬ ‫ﺍﳌﻨﻄﻘﺔ‬

‫ﺍﻟﺼﺤﺮﺍﺀ‬ ‫ﺟﻨﻮﺏ‪SSA‬‬ ‫ﺍﻟﻜﺒﺮﻯ‬

‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻫﻴﺌﺔ‪OECD‬‬ ‫ﺍﻟﺪﻭﻟﻲ ﻭﺍﻟﺘﻨﻤﻴﺔ‬

‫‪0‬‬

‫‪Source: IPU 2008a.‬‬

‫ﺍﳌﺼﺪﺭ‪.IIDEA 2008; IPU 2008a :‬‬

‫‪19‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:19‬‬

‫ﻗﻴﺎﺱ ﲤﻜﲔ‬ ‫ﺍﻟﺪﺧﻞ ﻣﻦ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬ ‫‪ income‬ﻧﺘﻴﺠﺔ‬ ‫ﺗﻐﻴﻴﺮﺍﺕ ﺍﳌﺮﺍﺗﺐ‬ ‫ﺭﻗﻢ ‪5‬‬ ‫‪Rank‬‬ ‫‪changes‬‬ ‫‪as a result‬‬ ‫ﺇﺯﺍﻟﺔ ‪of‬‬ ‫‪removing‬‬ ‫‪levels from‬‬ ‫ﺷﻜﻞ ‪the‬‬ ‫‪GEM‬‬ ‫ﺍﻟﻨﺴﺎﺀ ‪Figure‬‬ ‫‪5‬‬ ‫ﺍﳌﺮﺗﺒﺔ‬ ‫ﺗﻐﻴﺮ‬ ‫‪Rank‬‬ ‫‪change‬‬ ‫‪40‬‬ ‫‪30‬‬

‫ﻓﻴﺘﻨﺎﻡ‬ ‫‪Viet‬‬ ‫‪Nam‬‬

‫ﺗﻨﺰﺍﻧﻴﺎ‬ ‫‪Tanzania‬‬

‫ﻟﻴﺴﻮﺗﻮ‬ ‫‪Lesotho‬‬

‫ﺃﻭﻏﻨﺪﺍ‬ ‫‪Uganda‬‬

‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫‪United‬‬ ‫ﺍﳌﺘﺤﺪﺓ‬ ‫‪States‬‬

‫‪20‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫‪Japan‬‬

‫ﺃﻳﺮﻟﻨﺪﺍ‬ ‫‪Ireland‬‬

‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫‪Greece‬‬

‫ﺍﻳﻄﺎﻟﻴﺎ‬ ‫‪Italy‬‬

‫‪10‬‬ ‫‪0‬‬ ‫‪−10‬‬ ‫‪−20‬‬ ‫‪−30‬‬ ‫‪−40‬‬ ‫‪−50‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺤﺴﻮﺏ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ‬

‫‪Source: Calculated based on data from Indicator table 4. 4‬‬

‫ﻣﻦ ﺷﺄﻥ ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﺃﻥ ﻳﺘﻼﻓﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﳝﻜﻦ ﲟﻮﺟﺒﻬﺎ‬ ‫ﺍﺣﺘﻼﻝ ﺍﻟﺒﻠﺪﺍﻥ ﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﺮﺗﻔﻊ ﻣﺮﺗﺒﺔ ﻋﺎﻟﻴﺔ ﻋﻠﻰ‬ ‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‪ ،‬ﺇﻟﻰ ﺣﺪ ﻛﺒﻴﺮ ﺑﺴﺒﺐ ﺍﻟﺪﺧﻞ ﻭﻋﻠﻰ‬ ‫ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﻔﺠﻮﺍﺕ ﺑﲔ ﺍﳉﻨﺴﲔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ‬ ‫ﺫﻟﻚ ﺍﳊﺎﻟﺔ ﻓﻲ ﻓﺮﻧﺴﺎ ﻭﺍﻟﻴﻮﻧﺎﻥ ﻭﺃﻳﺮﻟﻨﺪﺍ ﻭﺇﻳﻄﺎﻟﻴﺎ ﻭﺍﻟﻴﺎﺑﺎﻥ‪.‬‬ ‫ﺟﻤﻴﻊ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ ﻟﺪﻳﻬﺎ ﺣﺼﺺ ﻣﻨﺨﻔﻀﺔ ﻧﺴﺒﻴﺎ‬ ‫ﻟﻠﻤﺮﺃﺓ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ‪ ،‬ﺗﺘﺮﺍﻭﺡ ﺑﲔ ‪ 12%‬ﺇﻟﻰ ‪ ،18%‬ﻭﻫﻲ ﺃﺩﻧﻰ‬ ‫ﻣﻦ ﺑﻠﺪﺍﻥ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺍﺳﺘﺒﻌﺎﺩ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻞ ﻣﻦ ﺍﳌﺆﺷﺮ ﺍﳌﺮﻛﺐ ﻭﺍﺳﺘﺒﺪﺍﻟﻬﺎ ﺑﺤﺼﺺ‬ ‫ﺍﻟﺪﺧﻞ‪ ،‬ﺳﻴﻨﺨﻔﺾ ﺗﺮﺗﻴﺐ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ ﻷﻛﺜﺮ ﻣﻦ ‪ 30‬ﻣﺮﺗﺒﺔ‬ ‫)ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.(5‬‬

‫‪ 5‬اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ اﻟﻨﺘﺎﺋﺞ‬

‫ﺗﺴﻌﻰ ﻫﺬﻩ ﺍﻟﻠﻤﺤﺔ ﺍﳌﻮﺟﺰﺓ ﻋﻦ ﺣﺎﻟﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺇﻟﻰ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻋﻠﻰ ﺍﳌﺪﻯ‬ ‫ﺍﻟﻄﻮﻳﻞ‪ ،‬ﻭﺗﻔﺎﺻﻴﻞ ﻋﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﻛﺸﻒ ﻋﻨﻬﺎ ﺃﺣﺪﺙ‬ ‫ﺗﺼﻮﻳﺮ ﻣﺘﺎﺡ‪ .‬ﻛﻤﺎ ﻗﺪﻣﻨﺎ ﺃﻳﻀﺎ ﺑﻌﺾ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﳌﻬﻤﺔ‬ ‫ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﻘﺘﺮﺣﺔ‪.‬‬ ‫ﻭﻛﻤﺎ ﻫﻮ ﻣﻌﺮﻭﻑ‪ ،‬ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﻄﺮﻱ ﻛﺎﻥ‬ ‫ﻫﻨﺎﻙ ﲢﺴﻦ ﻣﻄﺮﺩ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ‬ ‫ﺟﻤﻴﻊ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ ﻓﻲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻝ ‪ 25‬ﺍﳌﺎﺿﻴﺔ‪ .‬ﻛﺎﻥ‬ ‫ﻫﺬﺍ ﺃﻛﺜﺮ ﻭﺿﻮﺣﺎ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻓﻲ ﺣﲔ ﺃﻥ ﺑﻌﺾ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺣﻘﻘﺖ ﺧﻄﻮﺍﺕ ﻫﺎﺋﻠﺔ ﻓﻲ ﺟﻤﻴﻊ ﺍﻷﺑﻌﺎﺩ ﺍﳌﺘﻌﺪﺩﺓ‬ ‫ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‪،‬‬ ‫ﻭﻻ ﺳﻴﻤﺎ ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ ﻭﻛﻮﻣﻨﻮﻟﺚ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ‪ ،‬ﺍﻟﺘﻲ‬ ‫ﻋﺎﻧﺖ ﻣﻦ ﺍﻧﺘﻜﺎﺳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺘﻲ ﻟﻢ ﺗﺘﻌﺎﻓﻰ‬ ‫ﻣﻨﻬﺎ ﺑﻌﺪ‪.‬‬ ‫ﺍﻟﻔﺠﻮﺍﺕ ﺍﻟﻮﺍﺳﻌﺔ ﺟﺪﺍ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻭﺑﲔ ﺍﻷﻏﻨﻴﺎﺀ‬ ‫ﻭﺍﻟﻔﻘﺮﺍﺀ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻭﺑﲔ ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻨﺴﺎﺀ ﺟﻤﻴﻌﻬﺎ‬ ‫ﻣﻦ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ .‬ﺑﺎﻟﻔﻌﻞ‪ ،‬ﻳﺸﻴﺮ ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ‬ ‫ﺃﻥ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ ﻗﺪ ﻳﻜﻮﻥ ﺃﻛﺒﺮ ﻣﻦ ﺍﳌﺴﺎﻓﺔ‬ ‫ﺍﻟﺘﻲ ﻗﻄﻌﺘﻬﺎ ﺧﻼﻝ ‪ 25‬ﻋﺎﻣﺎ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﺍﻟﺘﻲ‬

‫ﻗﺪﻣﺖ ﺃﻛﺒﺮ ﻗﺪﺭ ﻣﻦ ﺍﻟﺘﻘﺪﻡ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﻹﺟﻤﺎﻟﻴﺔ‪.‬‬

‫ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻟﻨﻮﻉ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﺎﻳﻴﺲ‬ ‫ﻣﺘﻌﺪﺩﺓ ﻟﺘﺠﺴﻴﺪ ﺑﻌﺾ ﻣﻦ ﺃﺑﻌﺎﺩ ﺍﳊﺮﻣﺎﻥ ﺍﻟﺘﻲ ﺗﻌﺎﻧﻲ‬ ‫ﻣﻨﻬﺎ ﺍﳌﺮﺃﺓ‪ .‬ﺇﻻ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻣﺤﻔﻮﻑ ﺑﺎﻟﺼﻌﻮﺑﺎﺕ‬ ‫ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﺍﳉﺎﺭﻱ ﻓﻲ ﻣﻘﺎﻳﻴﺲ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﻨﻮﻉ ﻭﲤﻜﲔ ﺍﳌﺮﺃﺓ ﻣﻦ ﺟﺎﻧﺐ ﺍﻷﻭﺳﺎﻁ‬ ‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﺍﻟﻨﺎﺷﻄﲔ ﻓﻲ ﻣﺠﺎﻝ ﺣﻘﻮﻕ ﺍﳌﺮﺃﺓ ﻳﻌﺪ ﺃﻣﺮﺍ‬ ‫ﺣﺎﺳﻤﺎ ﻓﻲ ﺗﻮﻓﻴﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﻨﺎﻗﺸﺎﺕ ﻭﻟﻠﻤﺴﺎﻫﻤﺔ‬ ‫ﻓﻲ ﻭﺿﻊ ﳌﻘﺎﻳﻴﺲ ﺃﻓﻀﻞ‪ .‬ﺗﻌﺪ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ ﻓﻲ ﺍﻟﻘﻴﺎﺱ‬ ‫ﻭﺍﻟﺮﺻﺪ ﺟﺰﺀ ﻣﻦ ﺍﻟﻘﺼﺔ ‪ -‬ﳌﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﻭﻝ‬ ‫ﺍﻷﻃﺮﺍﻑ ﻓﻲ ﺍﺗﻔﺎﻗﻴﺔ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺟﻤﻴﻊ ﺃﺷﻜﺎﻝ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺿﺪ ﺍﳌﺮﺃﺓ ﺗﻔﻲ ﺑﺎﻟﺘﺰﺍﻣﺎﺗﻬﺎ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪.‬‬ ‫ﻻ ﺗﺰﺍﻝ ﺟﻤﻴﻊ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﻲ ﻳﻐﻄﻴﻬﺎ ﻫﺬﺍ‬ ‫ﺍﻻﺳﺘﻌﺮﺍﺽ ﻣﺜﺎﺭ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻴﻮﻡ‪ .‬ﻭﻳﺤﺪﻭﻧﺎ ﺍﻷﻣﻞ ﻓﻲ‬ ‫ﺃﻥ ﻳﺴﺎﻋﺪ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻋﻠﻰ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻔﺰ‬ ‫ﻟﻠﻤﻨﺎﻗﺸﺎﺕ ﺍﳉﺎﺭﻳﺔ‪.‬‬ ‫ﺳﻴﺘﻢ ﻣﻮﺍﺻﻠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﳌﻨﺎﻗﺸﺎﺕ ﻓﻲ‬ ‫ﺳﻴﺎﻕ ﺍﻟﺘﺤﻀﻴﺮ ﻟﻠﻄﺒﻌﺔ ﺍﻟﻴﻮﺑﻴﻠﻴﺔ ﻣﻦ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﻋﺎﻡ ‪.2010‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:20‬‬

‫ﻣﺆﺷـــﺮات اﻟـــﺘـــﻨﻤﻴﺔ اﻟـــﺒـــﺸـــﺮﻳــﺔ‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:21‬‬

UNDP_HDI_08_AR_20-10-08.indd Sec1:22

10/20/2008 2:03:54 PM

‫دﻟـﻴـﻞ اﻟـﻘـﺎرئ‬

‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻔﺎﺭﻗﺎﺕ ﺑﲔ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ‬

‫ﺗﻘﺪﻡ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻘﻴﻴﻤﺎ ﻟﻺﳒﺎﺯﺍﺕ ﺍﻟﺘﻲ‬ ‫ﺣﻘﻘﺘﻬﺎ ﺍﻟﺒﻠﺪ ﻓﻲ ﻣﺨﺘﻠﻒ ﻣﺠﺎﻻﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﺣﻴﺜﻤﺎ ﺃﻣﻜﻦ ﺗﺘﻀﻤﻦ ﺍﳉﺪﺍﻭﻝ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ‬ ‫ﺍﻝ ‪ 192‬ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺟﻨﺒﺎ ﺇﻟﻰ ﺟﻨﺐ ﻣﻊ ﻫﻮﻧﻎ ﻛﻮﻧﻎ‪،‬‬ ‫ﺍﳌﻨﻄﻘﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ﻟﻠﺼﲔ‪ ،‬ﻭﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬ ‫ﺍﶈﺘﻠﺔ‪ .‬ﻭﺑﺴﺒﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻏﻴﺮ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻤﻘﺎﺭﻧﺔ ﻋﻠﻰ‬ ‫ﺍﻟﺼﻌﻴﺪ ﺍﻟﻮﻃﻨﻲ ﺑﺪﺭﺟﺔ ﻛﺎﻓﻴﺔ‪ ،‬ﰎ ﺣﺴﺎﺏ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻞ ‪ 177‬ﺑﻠﺪﺍ ﹰ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﳌﻨﻄﻘﺘﲔ ﺍﳌﺬﻛﻮﺭﺗﲔ‪.‬‬

‫ﻋﻨﺪ ﲡﻤﻴﻊ ﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺗﻄﺒﻖ ﻭﻛﺎﻻﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺍﳌﻌﺎﻳﻴﺮ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﻮﺍﺋﻤﺔ ﻟﺘﺤﺴﲔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺗﻌﺘﻤﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻋﻠﻰ ﺍﻹﺣﺼﺎﺀﺍﺕ‪ ،‬ﻛﻤﺎ‬ ‫ﻫﻲ ﺍﻟﻌﺎﺩﺓ‪ ،‬ﻗﺪ ﲢﺘﺎﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺇﻟﻰ ﺗﻌﺪﻳﻞ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺑﻴﺎﻧﺎﺕ ﺑﻠﺪ ﻣﺎ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻗﺪ ﺗﻨﺘﺞ ﺇﺣﺪﻯ‬ ‫ﺍﻟﻮﻛﺎﻻﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺗﻘﺪﻳﺮﺍ ﻟﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﺃﺧﺮﻯ ﺫﺍﺕ ﺻﻠﺔ‪ .‬ﻭﺑﺴﺒﺐ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻓﻲ‬ ‫ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﻭﻛﺎﻻﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻗﺪ‬ ‫ﻻ ﺗﺘﻀﻤﻦ ﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺃﺣﺪﺙ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ‪ .‬ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﻛﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺇﻟﻰ ﺍﺧﺘﻼﻓﺎﺕ‬ ‫ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ‪.‬‬

‫ﻓﻲ ﺍﳉﺪﺍﻭﻝ ﻳﺘﻢ ﺗﺮﺗﻴﺐ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺍﳌﻨﺎﻃﻖ ﺗﺒﻌﺎ‬ ‫ﻟﻘﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺹ ﺑﻬﺎ‪ .‬ﻟﺘﺤﺪﻳﺪ‬ ‫ﻣﻮﻗﻊ ﺑﻠﺪ ﻋﻠﻰ ﺍﳉﺪﺍﻭﻝ‪ ،‬ﺑﺮﺟﺎﺀ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﻣﻔﺘﺎﺡ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻋﻠﻰ ﺍﻟﻐﻼﻑ ﺍﻟﺪﺍﺧﻠﻲ ﺍﻟﺬﻱ ﰎ ﺗﺮﺗﻴﺐ ﺍﻟﺒﻠﺪﺍﻥ ﻓﻴﻪ ﻣﻊ‬ ‫ﺗﺮﺗﻴﺒﻬﺎ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺣﺴﺐ ﺍﻟﺘﺮﺗﻴﺐ‬ ‫ﺍﻷﺑﺠﺪﻱ‪ .‬ﻣﻌﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﳉﺪﺍﻭﻝ ﻫﻲ ﻟﻌﺎﻡ ‪2006‬‬ ‫ﻭﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﺃﺗﻴﺤﺖ ﳌﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺣﺘﻰ ‪ 10‬ﻳﻮﻧﻴﻮ ‪ ،2008‬ﻣﺎ ﻟﻢ ﻳﺤﺪﺩ ﺧﻼﻑ ﺫﻟﻚ‪.‬‬

‫ﺍﳌﺼﺎﺩﺭ ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ‬ ‫ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﻓﻲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ‬ ‫ﻣﺴﺘﺨﺪﻣﺎ‪ ،‬ﻭﻟﻴﺲ ﻣﻨﺘﺠﺎ ﻟﻺﺣﺼﺎﺀﺍﺕ‪ .‬ﻭﻳﻌﺘﻤﺪ ﻋﻠﻰ‬ ‫ﻭﻛﺎﻻﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺫﺍﺕ ﺍﻟﺘﻔﻮﻳﺾ ﻭﺍﳌﻮﺍﺭﺩ ﻭﺍﳋﺒﺮﺓ‬ ‫ﻓﻲ ﺟﻤﻊ ﻭﲡﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻓﻲ ﻣﺆﺷﺮﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻣﺤﺪﺩﺓ‪ .‬ﰎ ﺗﻮﺛﻴﻖ ﻣﺼﺎﺩﺭ ﺟﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‬ ‫ﻓﻲ ﲡﻤﻴﻊ ﺟﺪﺍﻭﻝ ﺍﳌﺆﺷﺮﺍﺕ ﻓﻲ ﺍﺳﺘﺸﻬﺎﺩﺍﺕ ﻗﺼﻴﺮﺓ‬ ‫ﻓﻲ ﻧﻬﺎﻳﺔ ﻛﻞ ﺟﺪﻭﻝ‪ .‬ﻭﺗﻘﺎﺑﻠﻬﺎ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻜﺎﻣﻠﺔ ﻓﻲ‬ ‫ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ‪ .‬ﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﺃﻥ ﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺍﳊﺴﺎﺑﺎﺕ‬ ‫ﻗﺎﺑﻠﺔ ﻟﻠﺘﻜﺮﺍﺭ‪ ،‬ﺗﻈﻬﺮ ﻣﻼﺣﻈﺎﺕ ﺍﳌﺼﺪﺭ ﺃﻳﻀﺎ ﻣﻜﻮﻧﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺻﻠﻴﺔ ﺍﻟﺘﻲ ﺍﺳﺘﺨﺪﻣﻬﺎ ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺃﻱ ﻣﻦ ﺣﺴﺎﺑﺎﺗﻪ‪ .‬ﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﺘﻲ‬ ‫ﳝﻜﻦ ﺇﻋﻄﺎﺀ ﺗﻌﺮﻳﻔﺎﺕ ﻗﺼﻴﺮﺓ ﺫﺍﺕ ﻣﻌﻨﻰ ﻟﻬﺎ ﻣﺪﺭﺟﺔ‬ ‫ﻓﻲ ﻗﺎﺋﻤﺔ ﺗﻌﺮﻳﻔﺎﺕ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﻭﺗﻈﻬﺮ‬ ‫ﺃﻱ ﻣﻌﻠﻮﻣﺎﺕ ﺃﺧﺮﻯ ﺫﺍﺕ ﺻﻠﺔ ﻓﻲ ﺍﳌﻼﺣﻈﺎﺕ ﻓﻲ ﻧﻬﺎﻳﺔ‬ ‫ﻛﻞ ﺟﺪﻭﻝ‪ .‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺣﻮﻝ ﻫﺬﻩ ﺍﳌﺆﺷﺮﺍﺕ‪ ،‬ﻳﺮﺟﻰ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﻣﻮﺍﻗﻊ ﺍﻟﻮﻛﺎﻻﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻋﻦ ﻃﺮﻳﻖ ﻣﻮﻗﻊ ﺗﻘﺮﻳﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪http://hdr.undp.org/statistics/‬‬

‫ﻋﻨﺪﻣﺎ ﻇﻬﺮﺕ ﺣﺎﻻﺕ ﺍﻟﺘﻀﺎﺭﺏ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺳﺎﻋﺪ‬ ‫ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺭﺑﻂ ﺟﻬﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺘﺼﺪﻱ ﻟﺘﻠﻚ ﺍﻟﺘﻨﺎﻗﻀﺎﺕ‪ .‬ﻓﻲ ﻛﺜﻴﺮ‬ ‫ﻣﻦ ﺍﳊﺎﻻﺕ ﺃﺩﻯ ﻫﺬﺍ ﺇﻟﻰ ﺇﺗﺎﺣﺔ ﺇﺣﺼﺎﺀﺍﺕ ﺃﻓﻀﻞ‪ .‬ﻳﻮﺍﺻﻞ‬ ‫ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺪﻋﻮﺓ ﺇﻟﻰ ﲢﺴﲔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺪﻭﺭ ﻧﺸﻂ ﻓﻲ ﺩﻋﻢ ﺍﳉﻬﻮﺩ‬ ‫ﺍﻟﺮﺍﻣﻴﺔ ﺇﻟﻰ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻳﻌﻤﻞ ﺍﳌﻜﺘﺐ ﻣﻊ‬ ‫ﻭﻛﺎﻻﺕ ﻭﻃﻨﻴﺔ ﻭﻫﻴﺌﺎﺕ ﺩﻭﻟﻴﺔ ﻣﻦ ﺃﺟﻞ ﲢﺴﲔ ﺍﺗﺴﺎﻕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ﺃﻛﺜﺮ ﺍﻧﺘﻈﺎﻣﺎ ﻭﺭﺻﺪ‬ ‫ﻧﻮﻋﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﺗﺼﻨﻴﻔﺎﺕ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺗﺼﻨﻒ ﺍﻟﺒﻠﺪﺍﻥ ﺑﺄﺭﺑﻊ ﻃﺮﻕ ‪ :‬ﲟﺴﺘﻮﻯ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﺑﺎﻟﺪﺧﻞ ﻭﺑﺎﻟﺘﺮﺟﻴﺤﺎﺕ ﺍﻟﻜﺒﺮﻯ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺑﺎﳌﻨﻄﻘﺔ‪.‬‬ ‫ﻻ ﺗﻌﺒﺮ ﻫﺬﻩ ﺍﻟﺘﺴﻤﻴﺎﺕ ﻟﻴﺴﺖ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺗﻌﺒﺮ ﻋﻦ ﺍﳊﻜﻢ‬ ‫ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻨﻤﻴﺔ ﻓﻲ ﺑﻠﺪ ﺃﻭ ﻣﻨﻄﻘﺔ‬ ‫ﻣﻌﻴﻨﺔ‪ .‬ﻣﺼﻄﻠﺢ ﺍﻟﺒﻠﺪ ﻛﻤﺎ ﻫﻮ ﻣﺴﺘﺨﺪﻡ ﻓﻲ ﺍﻟﻨﺺ‬ ‫ﻭﺍﳉﺪﺍﻭﻝ ﻳﺸﻴﺮ‪ ،‬ﺣﺴﺒﻤﺎ ﻳﻘﺘﻀﻲ ﺍﻷﻣﺮ‪ ،‬ﺇﻟﻰ ﺍﻷﻗﺎﻟﻴﻢ ﺃﻭ‬ ‫ﺍﳌﻨﺎﻃﻖ‪.‬‬ ‫ﺗﺼﻨﻴﻔﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺗﺼﻨﻒ ﺟﻤﻴﻊ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﺪﺭﺟﺔ ﻓﻲ ﻣﺒﺎﺩﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺇﻟﻰ ﻭﺍﺣﺪﺓ‬ ‫ﻣﻦ ﺛﻼﺙ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻹﳒﺎﺯ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﻟﻴﺔ )ﲟﺆﺷﺮ ﺗﻨﻤﻴﺔ‬ ‫ﺑﺸﺮﻳﺔ ‪ 0.800‬ﺃﻭ ﺃﻛﺜﺮ(‪ ،‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ‬ ‫)ﲟﺆﺷﺮ ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﺑﲔ ﺇﻟﻰ ‪ 0.500‬ﻭ ‪ (0.799‬ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫‪23‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:23‬‬

‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺨﻔﻀﺔ )ﲟﺆﺷﺮ ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﺃﻗﻞ ﻣﻦ‬ ‫‪.(0.500‬‬ ‫ﺗﺼﻨﻴﻔﺎﺕ ﺍﻟﺪﺧﻞ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺒﻠﺪﺍﻥ ﻣﻘﺴﻤﺔ ﺇﻟﻰ‬ ‫ﻣﺠﻤﻮﻋﺎﺕ ﺣﺴﺐ ﺍﻟﺪﺧﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﺼﻨﻴﻔﺎﺕ ﺍﻟﺒﻨﻚ‬ ‫ﺍﻟﺪﻭﻟﻲ ‪ :‬ﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﺮﺗﻔﻊ )ﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﻟﻠﻔﺮﺩ ‪ 11116‬ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ ﺃﻭ ﺃﻛﺜﺮ ﻓﻲ ﻋﺎﻡ ‪، (2006‬‬ ‫ﻭﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﺘﻮﺳﻂ )ﻣﻦ ‪ 906‬ﺇﻟﻰ ‪ 11115‬ﺩﻭﻻﺭ‬ ‫ﺃﻣﺮﻳﻜﻲ( ﻭﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﻨﺨﻔﺾ )‪ 905‬ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‬ ‫ﺃﻭ ﺃﻗﻞ(‪.‬‬ ‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﻜﺒﺮﻯ ﻟﻠﻌﺎﻟﻢ‪ .‬ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﺍﻟﺜﻼﺛﺔ ﻫﻲ‪ :‬ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻭﻭﺳﻂ ﻭﺷﺮﻕ ﺃﻭﺭﻭﺑﺎ‪،‬‬ ‫ﻭﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ )ﻛﻮﻣﻨﻮﻟﺚ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ(‬ ‫ﻭﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﻻ ﻳﺴﺘﺒﻌﺪ ﺑﻌﻀﻬﺎ ﺑﻌﻀﺎ‪) .‬ﺍﺳﺘﺒﺪﺍﻝ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ ﲟﺠﻤﻮﻋﺔ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺫﺍﺕ ﺍﻟﺪﺧﻞ ﺍﳌﺮﺗﻔﻊ ﻭﺍﺳﺘﺒﻌﺎﺩ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ ﺳﻮﻑ ﻳﺄﺗﻲ ﲟﺠﻤﻮﻋﺎﺕ ﻳﺴﺘﺒﻌﺪ ﺑﻌﻀﻬﺎ‬ ‫ﺑﻌﻀﺎ(‪ .‬ﻣﺎ ﻟﻢ ﻳﺤﺪﺩ ﺧﻼﻑ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺗﺼﻨﻴﻒ ﺍﻟﻌﺎﻟﻢ‬ ‫ﳝﺜﻞ ﺍﻟﻜﻮﻥ ﺷﺎﻣﻼ ﺍﻝ ‪ 194‬ﺑﻠﺪ ﻭﺍﳌﻨﺎﻃﻖ ﺍﳌﺸﻤﻮﻟﺔ‬ ‫ ‪ 192‬ﺑﻠﺪ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬‫ﻫﻮﻧﻎ ﻛﻮﻧﻎ‪ ،‬ﺍﳌﻨﻄﻘﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ﻟﻠﺼﲔ‪ ،‬ﻭﺍﻷﺭﺍﺿﻲ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‪.‬‬ ‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ‪ .‬ﺗﺼﻨﻒ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‬ ‫ﺇﻟﻰ ﻣﻨﺎﻃﻖ‪ :‬ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺷﺮﻕ ﺁﺳﻴﺎ ﻭﺍﶈﻴﻂ ﺍﻟﻬﺎﺩﻱ‪،‬‬ ‫ﻭﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﻣﻨﻄﻘﺔ ﺍﻟﺒﺤﺮ ﺍﻟﻜﺎﺭﻳﺒﻲ )ﲟﺎ ﻓﻲ‬ ‫ﺫﻟﻚ ﺍﳌﻜﺴﻴﻚ(‪ ،‬ﻭﺟﻨﻮﺏ ﺁﺳﻴﺎ‪ ،‬ﻭﺟﻨﻮﺏ ﺃﻭﺭﻭﺑﺎ‪ ،‬ﻭﺃﻓﺮﻳﻘﻴﺎ‬ ‫ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‪ .‬ﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ‬ ‫ﺍﻹﻗﻠﻴﻤﻴﺔ ﻣﻊ ﺍﳌﻜﺎﺗﺐ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻟﺒﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺍﻹﳕﺎﺋﻲ‪ .‬ﻫﻨﺎﻙ ﺗﺼﻨﻴﻒ ﺇﺿﺎﻓﻲ ﻫﻮ ﺃﻗﻞ ﺍﻟﺒﻠﺪﺍﻥ ﳕﻮﺍﹰ‪،‬‬

‫ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺬﻱ ﺣﺪﺩﺗﻪ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ )ﻣﻜﺘﺐ ﺍﳌﻤﺜﻞ‬ ‫ﺍﻟﺴﺎﻣﻲ ﺍﳌﻌﻨﻲ ﺑﺄﻗﻞ ﺍﻟﺒﻠﺪﺍﻥ ﳕﻮﺍ ﹰ ﻭﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‬ ‫ﻏﻴﺮ ﺍﻟﺴﺎﺣﻠﻴﺔ ﻭﺍﻟﺪﻭﻝ ﺍﳉﺰﺭﻳﺔ ﺍﻟﺼﻐﻴﺮﺓ ﺍﻟﻨﺎﻣﻴﺔ ﻋﺎﻡ‬ ‫‪.(2008‬‬

‫ﺍﻟﺘﺠﻤﻴﻌﺎﺕ‬ ‫ﺍﻟﺘﺠﻤﻴﻌﺎﺕ‪ .‬ﺗﺮﺩ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳌﺮﺟﺤﺔ ﻟﻠﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﻮﺍﺭﺩ‬ ‫ﻭﺻﻔﻬﺎ ﺃﻋﻼﻩ ﻓﻲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪ .1‬ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻳﺒﲔ‬ ‫ﺍﻟﺘﺠﻤﻴﻊ ﺑﺎﻟﻨﺴﺒﺔ ‪‬ﻤﻮﻋﺔ ﺑﻠﺪﺍﻥ ﻓﻘﻂ ﻋﻨﺪﻣﺎ ﺗﺘﻮﺍﻓﺮ‬ ‫ﺑﻴﺎﻧﺎﺕ ﻟﻌﺪﺩ ﻻ ﻳﻘﻞ ﻋﻦ ﻧﺼﻒ ﻋﺪﺩ ﺍﻟﺒﻠﺪﺍﻥ ﻋﻠﻰ ﺃﻥ ﲤﺜﻞ‬ ‫ﻋﻠﻰ ﺍﻷﻗﻞ ﺛﻠﺜﻲ ﺍﳌﺘﻮﺳﻂ ﺍﳌﺮﺟﺢ ﻓﻲ ﺫﻟﻚ ﺍﻟﺘﺼﻨﻴﻒ‪.‬‬ ‫ﻻ ﻳﺪﺧﻞ ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻴﺎﻧﺎﺕ‬ ‫ﻣﻔﻘﻮﺩﺓ ﻟﻐﺮﺽ ﺍﻟﺘﺠﻤﻴﻊ‪ .‬ﻭﻋﻠﻴﻪ‪ ،‬ﺇﺫﺍ ﻟﻢ ﻳﺮﺩ ﺧﻼﻑ ﺫﻟﻚ‪،‬‬ ‫ﺍﻟﺘﺠﻤﻴﻌﺎﺕ ﻟﻜﻞ ﺗﺼﻨﻴﻒ ﻻ ﲤﺜﻞ ﺳﻮﻯ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ‬ ‫ﺗﺘﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ ﻋﻨﻬﺎ؛ ﺗﺸﻴﺮ ﺇﻟﻰ ﺍﻟﺴﻨﺔ ﺃﻭ ﺍﻟﻔﺘﺮﺓ ﺍﶈﺪﺩﺓ‪،‬‬ ‫ﻭﺗﺸﻴﺮ ﻓﻘﻂ ﺇﻟﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ‬ ‫ﺍﻟﻮﺛﻴﻘﺔ‪.‬‬

‫ﺍﻟﺮﻣﻮﺯ‬ ‫ﻭﺍﻟﺸﺮﻃﺔ ﺑﲔ ﺳﻨﺘﲔ‪ ،‬ﻣﺜﻞ ‪ ،1995-2000‬ﺗﺸﻴﺮ ﺇﻟﻰ‬ ‫ﺃﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻫﻲ ﻹﺣﺪﻯ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺒﻴﻨﺔ ‪ -‬ﺁﺧﺮ‬ ‫ﺳﻨﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺗﻮﺍﻓﺮﺕ ﻋﻨﻬﺎ ﺑﻴﺎﻧﺎﺕ ﺑﻠﺪ ﻣﻌﲔ‪.‬‬

‫‪..‬‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻏﻴﺮ ﻣﺘﺎﺣﺔ‬

‫)‪(.‬‬

‫ﺃﻛﺒﺮ )ﺃﻭ ﺃﻗﻞ( ﻣﻦ ﺍﻟﺼﻔﺮ ﻭﻟﻜﻨﻬﺎ ﻗﻴﻤﺔ‬ ‫ﺿﺌﻴﻠﺔ ﻳﺘﻢ ﺗﻘﺮﻳﺒﻬﺎ ﺇﻟﻰ ﺍﻟﺼﻔﺮ ﻓﻲ ﺍﻟﺮﻗﻢ‬ ‫ﺍﻟﻌﺸﺮﻱ ﺍﳌﻌﺮﻭﺽ‬

‫—‬

‫ﻻ ﻳﻨﻄﺒﻖ ﻋﻠﻴﻪ‬

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‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:24‬‬

‫اﻟﺠﺪول‬

‫‪1‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬ ‫‪56‬‬ ‫‪57‬‬

‫ﻣـﺆﺷــﺮ اﻟــﺘــﻨﻤﻴــﺔ اﻟﺒــﺸـــﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2006‬‬

‫‪2006‬‬

‫ﻗﻴﻤﺔ‬

‫ﺁﻳﺴﻠﻨﺪﺍ‬ ‫‪0.970‬‬ ‫ﺍﺳﺘﺮﺍﻟﻴﺎ‬ ‫‪0.969‬‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬ ‫‪0.968‬‬ ‫ﻛﻨﺪﺍ‬ ‫‪0.967‬‬ ‫ﺍﻳﺮﻟﻨﺪﺍ‬ ‫‪0.960‬‬ ‫ﻫﻮﻟﻨﺪﺍ‬ ‫‪0.959‬‬ ‫ﺍﻟﺴﻮﻳﺪ‬ ‫‪0.959‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫‪0.956‬‬ ‫ﻟﻜﺴﻤﺒﺮﻍ‬ ‫‪0.956‬‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫‪0.955‬‬ ‫ﻓﺮﻧﺴﺎ‬ ‫‪0.955‬‬ ‫ﻓﻨﻠﻨﺪﺍ‬ ‫‪0.954‬‬ ‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫‪0.953‬‬ ‫ﺍﻟﻨﻤﺴﺎ‬ ‫‪0.952‬‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.950‬‬ ‫ﺑﻠﺠﻴﻜﺎ‬ ‫‪0.949‬‬ ‫ﺍﺳﺒﺎﻧﻴﺎ‬ ‫‪0.948‬‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫‪0.947‬‬ ‫ﺍﻳﻄﺎﻟﻴﺎ‬ ‫‪0.945‬‬ ‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬ ‫‪0.945‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.943‬‬ ‫ﻣﻨﻄﻘﺔ ﻫﻮﱋ ﻛﻮﱋ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ‪0.941‬‬ ‫ﺃﳌﺎﻧﻴﺎ‬ ‫‪0.941‬‬ ‫ﺇﺳﺮﺍﺋﻴﻞ‬ ‫‪0.929‬‬ ‫)ﺟﻤﻬﻮﺭﻳﺔ( ﻛﻮﺭﻳﺎ‬ ‫‪0.926‬‬ ‫ﺳﻠﻮﻓﻴﻨﻴﺎ‬ ‫‪0.921‬‬ ‫ﺑﺮﻭﻧﺎﻱ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‬ ‫‪0.919‬‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫‪0.918‬‬ ‫ﻗﺒﺮﺹ‬ ‫‪0.912‬‬ ‫ﺍﻟﻜﻮﻳﺖ‬ ‫‪0.912‬‬ ‫ﺍﻟﺒﺤﺮﻳﻦ‬ ‫‪0.902‬‬ ‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫‪0.900‬‬ ‫ﻗﻄﺮ‬ ‫‪0.899‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﺔ‬ ‫‪0.897‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.895‬‬ ‫ﻣﺎﻟﻄﺎ‬ ‫‪0.894‬‬ ‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫‪0.885‬‬ ‫ﺍ‪‬ﺮ‬ ‫‪0.877‬‬ ‫ﺑﻮﻟﻨﺪﺍ‬ ‫‪0.875‬‬ ‫ﺷﻴﻠﻲ‬ ‫‪0.874‬‬ ‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫‪0.871‬‬ ‫ﺍﺳﺘﻮﻧﻴﺎ‬ ‫‪0.870‬‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬ ‫‪0.869‬‬ ‫ﻻﺗﻔﻴﺎ‬ ‫‪0.863‬‬ ‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫‪0.863‬‬ ‫ﻛﺮﻭﺍﺗﻴﺎ‬ ‫‪0.862‬‬ ‫ﺍﻷﺭﺟﻨﺘﲔ‬ ‫‪0.860‬‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬ ‫‪0.859‬‬ ‫ﻛﻮﺑﺎ‬ ‫‪0.855‬‬ ‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫‪0.846‬‬ ‫ﺍﳌﻜﺴﻴﻚ‬ ‫‪0.842‬‬ ‫ﻋﻤﺎﻥ‬ ‫‪0.839‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫‪0.836‬‬ ‫ﺳﻴﺸﻴﻞ‬ ‫‪0.836‬‬ ‫ﺑﻠﻐﺎﺭﻳﺎ‬ ‫‪0.834‬‬ ‫ﺍﳉﻤﺎﻫﻴﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‬ ‫‪0.833‬‬ ‫ﺳﺎﻧﺖ ﻛﻴﺘﺲ ﻭﻧﻴﻔﻴﺲ‬ ‫‪0.831‬‬

‫)ﺑﺎﻟﺴﻨﻮﺍﺕ(‬

‫‪81.6‬‬ ‫‪81.0‬‬ ‫‪79.9‬‬ ‫‪80.4‬‬ ‫‪78.6‬‬ ‫‪79.4‬‬ ‫‪80.7‬‬ ‫‪82.4‬‬ ‫‪78.6‬‬ ‫‪81.4‬‬ ‫‪80.4‬‬ ‫‪79.1‬‬ ‫‪78.1‬‬ ‫‪79.6‬‬ ‫‪78.0‬‬ ‫‪79.1‬‬ ‫‪80.7‬‬ ‫‪79.1‬‬ ‫‪80.4‬‬ ‫‪80.0‬‬ ‫‪79.2‬‬ ‫‪82.1‬‬ ‫‪79.3‬‬ ‫‪80.5‬‬ ‫‪78.2‬‬ ‫‪77.7‬‬ ‫‪76.9‬‬ ‫‪79.7‬‬ ‫‪79.0‬‬ ‫‪77.4‬‬ ‫‪75.4‬‬ ‫‪77.9‬‬ ‫‪75.3‬‬ ‫‪76.2‬‬ ‫‪78.5‬‬ ‫‪79.2‬‬ ‫‪76.9‬‬ ‫‪73.1‬‬ ‫‪75.3‬‬ ‫‪78.4‬‬ ‫‪74.4‬‬ ‫‪71.3‬‬ ‫‪72.7‬‬ ‫‪72.3‬‬ ‫‪72.8‬‬ ‫‪75.5‬‬ ‫‪75.0‬‬ ‫‪76.1‬‬ ‫‪77.9‬‬ ‫‪78.6‬‬ ‫‪75.8‬‬ ‫‪75.3‬‬ ‫‪72.4‬‬ ‫‪g,p‬‬ ‫‪71.9‬‬ ‫‪72.9‬‬ ‫‪73.6‬‬ ‫‪g,p‬‬ ‫‪70.8‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪15‬‬ ‫ﻓﻤﺎ ﻓﻮﻕ(‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ ﻭﺍﻟﺜﺎﻧﻮﻱ‬ ‫)‪(%‬‬

‫‪1999–2006 a‬‬

‫‪2006‬‬

‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪97.4 i‬‬ ‫‪97.0 i‬‬ ‫‪98.8 i‬‬ ‫‪.. c‬‬ ‫‪.. c‬‬ ‫‪.. g,j‬‬ ‫‪.. c‬‬ ‫‪97.1 g,k‬‬ ‫‪.. c‬‬ ‫‪99.7 c,i‬‬ ‫‪94.6 i‬‬ ‫‪94.2 i‬‬ ‫‪97.6 i‬‬ ‫‪93.3 l‬‬ ‫‪88.3 i‬‬ ‫‪94.6 i‬‬ ‫‪89.8 i‬‬ ‫‪.. c‬‬ ‫‪89.8 i‬‬ ‫‪91.4 i‬‬ ‫‪.. c,g,j‬‬ ‫‪98.9 i‬‬ ‫‪99.3 c,i‬‬ ‫‪96.4 i‬‬ ‫‪.. c‬‬ ‫‪99.8 c,i‬‬ ‫‪99.7 c,i‬‬ ‫‪99.8 c,i‬‬ ‫‪.. g,j‬‬ ‫‪98.6 i‬‬ ‫‪97.6‬‬ ‫‪97.8 l‬‬ ‫‪99.8 c,i‬‬ ‫‪95.8 i‬‬ ‫‪91.7 l‬‬ ‫‪83.7 i‬‬ ‫‪84.3 i‬‬ ‫‪91.8 g,q‬‬ ‫‪98.3 i‬‬ ‫‪86.2 i‬‬ ‫‪97.8 g,r‬‬

‫‪96.0‬‬ ‫‪114.2 d‬‬ ‫‪98.6‬‬ ‫‪99.3 f,g‬‬ ‫‪97.6‬‬ ‫‪97.5‬‬ ‫‪94.3‬‬ ‫‪86.6‬‬ ‫‪94.6 h‬‬ ‫‪82.7‬‬ ‫‪95.4‬‬ ‫‪101.4 d‬‬ ‫‪101.3 d‬‬ ‫‪90.5‬‬ ‫‪92.4‬‬ ‫‪94.3‬‬ ‫‪96.5‬‬ ‫‪101.6 d‬‬ ‫‪91.8‬‬ ‫‪107.5 d‬‬ ‫‪89.2 f‬‬ ‫‪73.9‬‬ ‫‪88.1 f‬‬ ‫‪89.9‬‬ ‫‪97.2‬‬ ‫‪92.8‬‬ ‫‪78.5‬‬ ‫‪64.4 f‬‬ ‫‪77.6 k‬‬ ‫‪72.6‬‬ ‫‪90.4 f‬‬ ‫‪88.8‬‬ ‫‪77.6 f‬‬ ‫‪83.4‬‬ ‫‪65.8 f,g‬‬ ‫‪81.3 g‬‬ ‫‪83.9 g‬‬ ‫‪90.2‬‬ ‫‪87.7‬‬ ‫‪82.5‬‬ ‫‪79.7‬‬ ‫‪91.2‬‬ ‫‪92.3‬‬ ‫‪90.2‬‬ ‫‪71.8 f‬‬ ‫‪77.2‬‬ ‫‪88.6 g‬‬ ‫‪90.9‬‬ ‫‪94.8‬‬ ‫‪73.0 f,g‬‬ ‫‪80.2‬‬ ‫‪68.7‬‬ ‫‪76.0 g,o‬‬ ‫‪82.2 g,k‬‬ ‫‪82.7‬‬ ‫‪95.8 f,g‬‬ ‫‪73.1 f,g‬‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬

‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬

‫ﺍﻹﺟﻤﺎﻟﻲ ﻣﻄﺮﻭﺣﺎ‬

‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ(‬

‫ﻣﺆﺷﺮ ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻌﻠﻴﻢ‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪36,923‬‬ ‫‪35,547‬‬ ‫‪50,078 e‬‬ ‫‪36,713‬‬ ‫‪40,268 e‬‬ ‫‪36,560‬‬ ‫‪34,193‬‬ ‫‪31,947‬‬ ‫‪75,611 e‬‬ ‫‪37,194‬‬ ‫‪31,992‬‬ ‫‪33,022‬‬ ‫‪35,692‬‬ ‫‪36,049‬‬ ‫‪43,968 e‬‬ ‫‪33,543‬‬ ‫‪28,649‬‬ ‫‪31,382‬‬ ‫‪29,053‬‬ ‫‪25,517‬‬ ‫‪33,087‬‬ ‫‪39,062‬‬ ‫‪32,322‬‬ ‫‪24,097‬‬ ‫‪22,988‬‬ ‫‪24,356‬‬ ‫‪49,898 e‬‬ ‫‪44,708 e‬‬ ‫‪25,882‬‬ ‫‪44,938 e,g‬‬ ‫‪34,516 g‬‬ ‫‪20,784‬‬ ‫‪72,969 e,g‬‬ ‫‪22,118‬‬ ‫‪34,551 g,m‬‬ ‫‪21,720‬‬ ‫‪16,424 g,m‬‬ ‫‪18,277‬‬ ‫‪14,836‬‬ ‫‪13,030‬‬ ‫‪17,730‬‬ ‫‪18,969‬‬ ‫‪15,738‬‬ ‫‪15,350‬‬ ‫‪23,802 g,m‬‬ ‫‪14,309‬‬ ‫‪11,985‬‬ ‫‪10,203‬‬ ‫‪6,876 g,n‬‬ ‫‪9,564 m‬‬ ‫‪12,177‬‬ ‫‪20,999 g‬‬ ‫‪22,296‬‬ ‫‪15,211 m‬‬ ‫‪10,274‬‬ ‫‪11,622 m‬‬ ‫‪14,886 m‬‬

‫‪0.944‬‬ ‫‪0.934‬‬ ‫‪0.916‬‬ ‫‪0.924‬‬ ‫‪0.894‬‬ ‫‪0.907‬‬ ‫‪0.928‬‬ ‫‪0.957‬‬ ‫‪0.893‬‬ ‫‪0.941‬‬ ‫‪0.923‬‬ ‫‪0.901‬‬ ‫‪0.884‬‬ ‫‪0.910‬‬ ‫‪0.884‬‬ ‫‪0.901‬‬ ‫‪0.928‬‬ ‫‪0.901‬‬ ‫‪0.923‬‬ ‫‪0.916‬‬ ‫‪0.903‬‬ ‫‪0.951‬‬ ‫‪0.904‬‬ ‫‪0.925‬‬ ‫‪0.887‬‬ ‫‪0.878‬‬ ‫‪0.865‬‬ ‫‪0.911‬‬ ‫‪0.901‬‬ ‫‪0.873‬‬ ‫‪0.840‬‬ ‫‪0.882‬‬ ‫‪0.838‬‬ ‫‪0.853‬‬ ‫‪0.891‬‬ ‫‪0.904‬‬ ‫‪0.865‬‬ ‫‪0.802‬‬ ‫‪0.839‬‬ ‫‪0.891‬‬ ‫‪0.824‬‬ ‫‪0.771‬‬ ‫‪0.795‬‬ ‫‪0.788‬‬ ‫‪0.797‬‬ ‫‪0.842‬‬ ‫‪0.834‬‬ ‫‪0.851‬‬ ‫‪0.882‬‬ ‫‪0.893‬‬ ‫‪0.847‬‬ ‫‪0.838‬‬ ‫‪0.791‬‬ ‫‪0.782‬‬ ‫‪0.798‬‬ ‫‪0.810‬‬ ‫‪0.763‬‬

‫‪0.980‬‬ ‫‪0.993‬‬ ‫‪0.989‬‬ ‫‪0.991‬‬ ‫‪0.985‬‬ ‫‪0.985‬‬ ‫‪0.974‬‬ ‫‪0.949‬‬ ‫‪0.975‬‬ ‫‪0.936‬‬ ‫‪0.978‬‬ ‫‪0.993‬‬ ‫‪0.993‬‬ ‫‪0.962‬‬ ‫‪0.968‬‬ ‫‪0.974‬‬ ‫‪0.971‬‬ ‫‪0.980‬‬ ‫‪0.965‬‬ ‫‪0.993‬‬ ‫‪0.957‬‬ ‫‪0.877‬‬ ‫‪0.954‬‬ ‫‪0.947‬‬ ‫‪0.984‬‬ ‫‪0.969‬‬ ‫‪0.892‬‬ ‫‪0.843‬‬ ‫‪0.909‬‬ ‫‪0.864‬‬ ‫‪0.890‬‬ ‫‪0.927‬‬ ‫‪0.857‬‬ ‫‪0.938‬‬ ‫‪0.818‬‬ ‫‪0.880‬‬ ‫‪0.940‬‬ ‫‪0.960‬‬ ‫‪0.952‬‬ ‫‪0.918‬‬ ‫‪0.926‬‬ ‫‪0.964‬‬ ‫‪0.968‬‬ ‫‪0.961‬‬ ‫‪0.878‬‬ ‫‪0.915‬‬ ‫‪0.946‬‬ ‫‪0.955‬‬ ‫‪0.976‬‬ ‫‪0.882‬‬ ‫‪0.879‬‬ ‫‪0.787‬‬ ‫‪0.815‬‬ ‫‪0.886‬‬ ‫‪0.931‬‬ ‫‪0.894‬‬ ‫‪0.896‬‬

‫ﻣﻨﻪ ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬

‫ﻣﺆﺷﺮ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺏ ‪b‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪0.987‬‬ ‫‪0.980‬‬ ‫‪1.000‬‬ ‫‪0.986‬‬ ‫‪1.000‬‬ ‫‪0.985‬‬ ‫‪0.974‬‬ ‫‪0.962‬‬ ‫‪1.000‬‬ ‫‪0.988‬‬ ‫‪0.963‬‬ ‫‪0.968‬‬ ‫‪0.981‬‬ ‫‪0.983‬‬ ‫‪1.000‬‬ ‫‪0.971‬‬ ‫‪0.944‬‬ ‫‪0.960‬‬ ‫‪0.947‬‬ ‫‪0.925‬‬ ‫‪0.968‬‬ ‫‪0.996‬‬ ‫‪0.964‬‬ ‫‪0.915‬‬ ‫‪0.908‬‬ ‫‪0.917‬‬ ‫‪1.000‬‬ ‫‪1.000‬‬ ‫‪0.927‬‬ ‫‪1.000‬‬ ‫‪0.975‬‬ ‫‪0.891‬‬ ‫‪1.000‬‬ ‫‪0.901‬‬ ‫‪0.976‬‬ ‫‪0.898‬‬ ‫‪0.851‬‬ ‫‪0.869‬‬ ‫‪0.834‬‬ ‫‪0.813‬‬ ‫‪0.864‬‬ ‫‪0.875‬‬ ‫‪0.844‬‬ ‫‪0.840‬‬ ‫‪0.913‬‬ ‫‪0.828‬‬ ‫‪0.799‬‬ ‫‪0.772‬‬ ‫‪0.706‬‬ ‫‪0.761‬‬ ‫‪0.801‬‬ ‫‪0.892‬‬ ‫‪0.902‬‬ ‫‪0.839‬‬ ‫‪0.773‬‬ ‫‪0.794‬‬ ‫‪0.835‬‬

‫‪10‬‬ ‫‪14‬‬ ‫‪0‬‬ ‫‪8‬‬ ‫‪3‬‬ ‫‪7‬‬ ‫‪12‬‬ ‫‪17‬‬ ‫‪-8‬‬ ‫‪0‬‬ ‫‪13‬‬ ‫‪10‬‬ ‫‪2‬‬ ‫‪0‬‬ ‫‪-8‬‬ ‫‪4‬‬ ‫‪11‬‬ ‫‪8‬‬ ‫‪8‬‬ ‫‪11‬‬ ‫‪0‬‬ ‫‪-13‬‬ ‫‪0‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪6‬‬ ‫‪-23‬‬ ‫‪-22‬‬ ‫‪1‬‬ ‫‪-25‬‬ ‫‪-13‬‬ ‫‪8‬‬ ‫‪-31‬‬ ‫‪3‬‬ ‫‪-18‬‬ ‫‪2‬‬ ‫‪9‬‬ ‫‪4‬‬ ‫‪12‬‬ ‫‪15‬‬ ‫‪2‬‬ ‫‪-1‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪-11‬‬ ‫‪6‬‬ ‫‪12‬‬ ‫‪17‬‬ ‫‪39‬‬ ‫‪21‬‬ ‫‪7‬‬ ‫‪-13‬‬ ‫‪-17‬‬ ‫‪-5‬‬ ‫‪9‬‬ ‫‪4‬‬ ‫‪-7‬‬

‫‪25‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:25‬‬

‫اﻟﺠﺪول‬

‫‪1‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪58‬‬ ‫‪59‬‬ ‫‪60‬‬ ‫‪61‬‬ ‫‪62‬‬ ‫‪63‬‬ ‫‪64‬‬ ‫‪65‬‬ ‫‪66‬‬ ‫‪67‬‬ ‫‪68‬‬ ‫‪69‬‬ ‫‪70‬‬ ‫‪71‬‬ ‫‪72‬‬ ‫‪73‬‬ ‫‪74‬‬ ‫‪75‬‬

‫ﺑﻨﻤﺎ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‬ ‫ﺃﻧﺘﻴﻐﻮﺍ ﻭﺑﺮﺑﻮﺩﺍ‬ ‫ﺭﻭﻣﺎﻧﻴﺎ‬

‫ﺳﺎﻧﺖ ﻟﻮﺳﻴﺎ‬ ‫ﻣﺎﻟﻴﺰﻳﺎ‬

‫ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬ ‫ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬ ‫ﺻﺮﺑﻴﺎ‬

‫ﺑﻴﻼﺭﻭﺱ‬ ‫ﻣﻘﺪﻭﻧﻴﺎ )ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔ‬ ‫ﺍﻟﺴﺎﺑﻘﺔ(‬ ‫ﺃﻟﺒﺎﻧﻴﺎ‬ ‫ﺍﻟﺒﺮﺍﺯﻳﻞ‬

‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬

‫ﺩﻭﻣﻴﻨﻴﻜﺎ‬ ‫ﺍﻹﻛﻮﺍﺩﻭﺭ‬

‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬

‫ﻣﻮﺭﻳﺸﻴﻮﺱ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﺘﻮﺳﻄﺔ‬

‫‪76‬‬ ‫‪77‬‬ ‫‪78‬‬ ‫‪79‬‬ ‫‪80‬‬ ‫‪81‬‬ ‫‪82‬‬ ‫‪83‬‬ ‫‪84‬‬ ‫‪85‬‬ ‫‪86‬‬ ‫‪87‬‬ ‫‪88‬‬ ‫‪89‬‬ ‫‪90‬‬ ‫‪91‬‬ ‫‪92‬‬ ‫‪93‬‬ ‫‪94‬‬ ‫‪95‬‬ ‫‪96‬‬ ‫‪97‬‬ ‫‪98‬‬ ‫‪99‬‬ ‫‪100‬‬ ‫‪101‬‬ ‫‪102‬‬ ‫‪103‬‬ ‫‪104‬‬ ‫‪105‬‬ ‫‪106‬‬ ‫‪107‬‬ ‫‪108‬‬ ‫‪109‬‬ ‫‪110‬‬ ‫‪111‬‬ ‫‪112‬‬ ‫‪113‬‬ ‫‪114‬‬

‫ﺍﻟﺒﻮﺳﻨﺔ ﻭﺍﻟﻬﺮﺳﻚ‬ ‫ﻟﺒﻨﺎﻥ‬

‫ﺗﻮﻧﻐﺎ‬

‫ﻏﺮﻳﻨﺎﺩﺍ‬ ‫ﺑﻴﺮﻭ‬

‫ﻛﻮﻟﻮﻣﺒﻴﺎ‬ ‫ﺗﺎﻳﻠﻨﺪ‬

‫ﺃﻭﻛﺮﺍﻧﻴﺎ‬

‫ﺟﺎﻣﺎﻳﻜﺎ‬ ‫ﺗﺮﻛﻴﺎ‬

‫ﺑﻠﻴﺰ‬

‫ﺃﺭﻣﻴﻨﻴﺎ‬ ‫ﺳﺎﻣﻮﺍ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ )ﺍﻹﺳﻼﻣﻴﺔ(‬ ‫ﺳﻮﺭﻳﻨﺎﻡ‬ ‫ﺍﻷﺭﺩﻥ‬

‫ﺳﺎﻧﺖ ﻓﻨﺴﻨﺖ ﻭﻏﺮﻳﻨﺎﺩﻳﻦ‬

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫ﺟﻮﺭﺟﻴﺎ‬

‫ﺍﻟﺼﲔ‬

‫ﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‬ ‫ﺗﻮﻧﺲ‬

‫ﺃﺫﺭﺑﻴﺠﺎﻥ‬

‫ﺑﺎﺭﺍﻏﻮﺍﻱ‬

‫ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬ ‫ﻣﺎﻟﺪﻳﻒ‬

‫ﺍﻟﻔﻠﺒﲔ‬ ‫ﻓﻴﺠﻲ‬

‫ﺳﺮﻱ ﻻﻧﻜﺎ‬ ‫ﻏﻴﺎﻧﺎ‬

‫ﺍﳉﺰﺍﺋﺮ‬

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬

‫ﺍﻟﻐﺎﺑﻮﻥ‬

‫ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺗﺮﻛﻤﺎﻧﺴﺘﺎﻥ‬

‫ﺑﻮﻟﻴﻔﻴﺎ‬

‫ﻣﻨﻐﻮﻟﻴﺎ‬

‫ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫ﻣﻮﻟﺪﻭﻓﺎ‬

‫ﻣـﺆﺷــﺮ اﻟــﺘــﻨﻤﻴــﺔ اﻟﺒــﺸـــﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2006‬‬

‫‪2006‬‬

‫ﻗﻴﻤﺔ‬

‫)ﺑﺎﻟﺴﻨﻮﺍﺕ(‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪15‬‬ ‫ﻓﻤﺎ ﻓﻮﻕ(‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ ﻭﺍﻟﺜﺎﻧﻮﻱ‬ ‫)‪(%‬‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ(‬

‫ﻣﺆﺷﺮ ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻌﻠﻴﻢ‬

‫‪1999–2006 a‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫ﻣﺆﺷﺮ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﻣﻄﺮﻭﺣﺎ‬ ‫ﻣﻨﻪ ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬ ‫ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺏ ‪b‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪0.827‬‬ ‫‪0.826‬‬ ‫‪0.826‬‬ ‫‪0.825‬‬ ‫‪0.824‬‬ ‫‪0.823‬‬ ‫‪0.822‬‬ ‫‪0.821‬‬ ‫‪0.821‬‬ ‫‪0.817‬‬ ‫‪0.808‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.805‬‬ ‫‪0.802‬‬

‫‪75.3‬‬ ‫‪73.4‬‬ ‫‪g,p 72.6‬‬ ‫‪72.2‬‬ ‫‪73.4‬‬ ‫‪73.9‬‬ ‫‪69.4‬‬ ‫‪74.2‬‬ ‫‪73.8‬‬ ‫‪68.8‬‬ ‫‪74.0‬‬ ‫‪76.3‬‬ ‫‪72.0‬‬ ‫‪66.4‬‬ ‫‪g,p 74.0‬‬ ‫‪74.8‬‬ ‫‪65.2‬‬ ‫‪72.6‬‬

‫‪93.2 i‬‬ ‫‪93.0 g,q‬‬ ‫‪85.8‬‬ ‫‪97.6 i‬‬ ‫‪94.8 g,t‬‬ ‫‪91.5 i‬‬ ‫‪98.6 i‬‬ ‫‪96.4 g,q,u‬‬ ‫‪96.4 g,q,u‬‬ ‫‪99.7 c,i‬‬ ‫‪96.8 i‬‬ ‫‪99.0 c,i‬‬ ‫‪89.6 l‬‬ ‫‪99.6 c,i‬‬ ‫‪88.0 g,t‬‬ ‫‪92.4 i‬‬ ‫‪99.5 c,i‬‬ ‫‪87.0 i‬‬

‫‪80.0‬‬ ‫‪79.7 k‬‬ ‫‪.. s‬‬ ‫‪79.2‬‬ ‫‪79.3‬‬ ‫‪71.5 g‬‬ ‫‪61.1 f,g‬‬ ‫‪74.5 g,o,u‬‬ ‫‪74.5 g,o,u‬‬ ‫‪89.5‬‬ ‫‪70.1 g‬‬ ‫‪67.8 g‬‬ ‫‪87.2‬‬ ‫‪91.8‬‬ ‫‪78.5 f‬‬ ‫‪.. s‬‬ ‫‪81.9‬‬ ‫‪76.9 f‬‬

‫‪9,255 m‬‬ ‫‪11,060‬‬ ‫‪16,578 m‬‬ ‫‪10,431‬‬ ‫‪9,992 m‬‬ ‫‪12,536‬‬ ‫‪17,717 m‬‬ ‫‪9,034‬‬ ‫‪9,434‬‬ ‫‪9,732‬‬ ‫‪7,850‬‬ ‫‪5,886‬‬ ‫‪8,949‬‬ ‫‪9,832‬‬ ‫‪9,236 m‬‬ ‫‪7,145‬‬ ‫‪13,116‬‬ ‫‪10,571‬‬

‫‪0.838‬‬ ‫‪0.807‬‬ ‫‪0.793‬‬ ‫‪0.786‬‬ ‫‪0.806‬‬ ‫‪0.815‬‬ ‫‪0.740‬‬ ‫‪0.820‬‬ ‫‪0.813‬‬ ‫‪0.730‬‬ ‫‪0.816‬‬ ‫‪0.856‬‬ ‫‪0.783‬‬ ‫‪0.689‬‬ ‫‪0.817‬‬ ‫‪0.830‬‬ ‫‪0.669‬‬ ‫‪0.793‬‬

‫‪0.888‬‬ ‫‪0.886‬‬ ‫‪0.832‬‬ ‫‪0.914‬‬ ‫‪0.896‬‬ ‫‪0.848‬‬ ‫‪0.861‬‬ ‫‪0.891‬‬ ‫‪0.891‬‬ ‫‪0.958‬‬ ‫‪0.879‬‬ ‫‪0.886‬‬ ‫‪0.888‬‬ ‫‪0.966‬‬ ‫‪0.848‬‬ ‫‪0.877‬‬ ‫‪0.933‬‬ ‫‪0.836‬‬

‫‪0.756‬‬ ‫‪0.785‬‬ ‫‪0.853‬‬ ‫‪0.776‬‬ ‫‪0.768‬‬ ‫‪0.806‬‬ ‫‪0.864‬‬ ‫‪0.752‬‬ ‫‪0.759‬‬ ‫‪0.764‬‬ ‫‪0.728‬‬ ‫‪0.680‬‬ ‫‪0.750‬‬ ‫‪0.766‬‬ ‫‪0.755‬‬ ‫‪0.713‬‬ ‫‪0.814‬‬ ‫‪0.778‬‬

‫‪16‬‬ ‫‪2‬‬ ‫‪-15‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪-7‬‬ ‫‪-20‬‬ ‫‪12‬‬ ‫‪6‬‬ ‫‪3‬‬ ‫‪13‬‬ ‫‪26‬‬ ‫‪8‬‬ ‫‪-3‬‬ ‫‪3‬‬ ‫‪12‬‬ ‫‪-20‬‬ ‫‪-13‬‬

‫‪0.799‬‬ ‫‪0.796‬‬ ‫‪0.795‬‬ ‫‪0.789‬‬ ‫‪0.788‬‬ ‫‪0.787‬‬ ‫‪0.786‬‬ ‫‪0.786‬‬ ‫‪0.780‬‬ ‫‪0.780‬‬ ‫‪0.780‬‬ ‫‪0.777‬‬ ‫‪0.777‬‬ ‫‪0.776‬‬ ‫‪0.775‬‬ ‫‪0.768‬‬ ‫‪0.766‬‬ ‫‪0.766‬‬ ‫‪0.763‬‬ ‫‪0.762‬‬ ‫‪0.762‬‬ ‫‪0.761‬‬ ‫‪0.759‬‬ ‫‪0.752‬‬ ‫‪0.750‬‬ ‫‪0.749‬‬ ‫‪0.746‬‬ ‫‪0.743‬‬ ‫‪0.742‬‬ ‫‪0.741‬‬ ‫‪0.739‬‬ ‫‪0.736‬‬ ‫‪0.729‬‬ ‫‪0.725‬‬ ‫‪0.723‬‬ ‫‪0.722‬‬ ‫‪0.720‬‬ ‫‪0.719‬‬ ‫‪0.718‬‬

‫‪74.6‬‬ ‫‪71.7‬‬ ‫‪73.0‬‬ ‫‪68.4‬‬ ‫‪71.0‬‬ ‫‪72.5‬‬ ‫‪70.0‬‬ ‫‪67.7‬‬ ‫‪72.3‬‬ ‫‪71.6‬‬ ‫‪76.0‬‬ ‫‪71.8‬‬ ‫‪71.1‬‬ ‫‪70.5‬‬ ‫‪69.8‬‬ ‫‪72.2‬‬ ‫‪71.3‬‬ ‫‪71.8‬‬ ‫‪70.8‬‬ ‫‪72.7‬‬ ‫‪73.1‬‬ ‫‪73.7‬‬ ‫‪67.3‬‬ ‫‪71.5‬‬ ‫‪71.5‬‬ ‫‪67.6‬‬ ‫‪71.3‬‬ ‫‪68.5‬‬ ‫‪71.9‬‬ ‫‪65.8‬‬ ‫‪72.0‬‬ ‫‪73.9‬‬ ‫‪56.3‬‬ ‫‪70.1‬‬ ‫‪62.8‬‬ ‫‪65.1‬‬ ‫‪66.3‬‬ ‫‪74.0‬‬ ‫‪68.6‬‬

‫‪96.7 g,v‬‬ ‫‪.. g,j‬‬ ‫‪99.2 c,i‬‬ ‫‪96.0 g,t‬‬ ‫‪88.7 l‬‬ ‫‪92.3 l‬‬ ‫‪93.9 i‬‬ ‫‪99.7 c,i‬‬ ‫‪85.5 i‬‬ ‫‪88.1 l‬‬ ‫‪75.1 g,t‬‬ ‫‪99.5‬‬ ‫‪98.7 i‬‬ ‫‪84.0 i‬‬ ‫‪90.1 i‬‬ ‫‪92.2 i‬‬ ‫‪88.1 g,t‬‬ ‫‪88.8 i‬‬ ‫‪100.0 c,g,x‬‬ ‫‪93.0 i‬‬ ‫‪92.4 i‬‬ ‫‪76.9 i‬‬ ‫‪99.3 c,i‬‬ ‫‪93.6 i‬‬ ‫‪83.6 l‬‬ ‫‪97.0 i‬‬ ‫‪93.3 i‬‬ ‫‪.. g,j‬‬ ‫‪90.8 l‬‬ ‫‪.. g,j‬‬ ‫‪74.6 i‬‬ ‫‪82.5 i‬‬ ‫‪85.4 i‬‬ ‫‪91.0 i‬‬ ‫‪99.5 c,i‬‬ ‫‪89.8 i‬‬ ‫‪97.4 i‬‬ ‫‪90.3 g,q‬‬ ‫‪99.2 c,i‬‬

‫‪69.0 g,w‬‬ ‫‪76.8‬‬ ‫‪78.0 f‬‬ ‫‪73.1 f,g‬‬ ‫‪88.1 f‬‬ ‫‪77.7‬‬ ‫‪78.0 f‬‬ ‫‪88.8‬‬ ‫‪78.1 f,g‬‬ ‫‪71.1 f‬‬ ‫‪78.3 f‬‬ ‫‪72.8‬‬ ‫‪74.1 f,g‬‬ ‫‪73.2 f,g‬‬ ‫‪74.3 f‬‬ ‫‪78.7‬‬ ‫‪68.9‬‬ ‫‪73.5 f,g‬‬ ‫‪74.6‬‬ ‫‪68.7‬‬ ‫‪80.6 f‬‬ ‫‪76.2‬‬ ‫‪66.2‬‬ ‫‪72.1 f,g‬‬ ‫‪72.3‬‬ ‫‪71.3 f‬‬ ‫‪80.6‬‬ ‫‪71.5 f‬‬ ‫‪70.5 f,g‬‬ ‫‪86.1‬‬ ‫‪73.6 f‬‬ ‫‪65.7 f‬‬ ‫‪80.7 f,g‬‬ ‫‪67.7‬‬ ‫‪.. s‬‬ ‫‪86.0 f,g‬‬ ‫‪79.0‬‬ ‫‪63.4 g‬‬ ‫‪71.9 k‬‬

‫‪6,488‬‬ ‫‪9,741‬‬ ‫‪5,405 m‬‬ ‫‪9,415 m‬‬ ‫‪7,092‬‬ ‫‪6,378‬‬ ‫‪7,599‬‬ ‫‪6,212‬‬ ‫‪7,567 m‬‬ ‫‪8,417‬‬ ‫‪7,846 m‬‬ ‫‪4,879‬‬ ‫‪5,148 m‬‬ ‫‪9,906‬‬ ‫‪7,894‬‬ ‫‪4,628‬‬ ‫‪7,014 g,m‬‬ ‫‪5,866 m‬‬ ‫‪4,010‬‬ ‫‪4,644‬‬ ‫‪3,605 m‬‬ ‫‪6,859‬‬ ‫‪6,280‬‬ ‫‪4,034‬‬ ‫‪5,765 m‬‬ ‫‪5,008‬‬ ‫‪3,153‬‬ ‫‪4,548‬‬ ‫‪3,747‬‬ ‫‪3,547 m‬‬ ‫‪6,347 m‬‬ ‫‪4,225‬‬ ‫‪14,208‬‬ ‫‪3,454‬‬ ‫‪4,427 g,m‬‬ ‫‪3,937‬‬ ‫‪2,887‬‬ ‫‪2,363‬‬ ‫‪2,377‬‬

‫‪0.827‬‬ ‫‪0.778‬‬ ‫‪0.800‬‬ ‫‪0.724‬‬ ‫‪0.766‬‬ ‫‪0.792‬‬ ‫‪0.750‬‬ ‫‪0.712‬‬ ‫‪0.789‬‬ ‫‪0.776‬‬ ‫‪0.851‬‬ ‫‪0.780‬‬ ‫‪0.768‬‬ ‫‪0.759‬‬ ‫‪0.747‬‬ ‫‪0.786‬‬ ‫‪0.772‬‬ ‫‪0.780‬‬ ‫‪0.763‬‬ ‫‪0.795‬‬ ‫‪0.802‬‬ ‫‪0.811‬‬ ‫‪0.704‬‬ ‫‪0.775‬‬ ‫‪0.776‬‬ ‫‪0.710‬‬ ‫‪0.772‬‬ ‫‪0.725‬‬ ‫‪0.781‬‬ ‫‪0.680‬‬ ‫‪0.783‬‬ ‫‪0.814‬‬ ‫‪0.522‬‬ ‫‪0.752‬‬ ‫‪0.630‬‬ ‫‪0.668‬‬ ‫‪0.688‬‬ ‫‪0.816‬‬ ‫‪0.727‬‬

‫‪0.874‬‬ ‫‪0.845‬‬ ‫‪0.920‬‬ ‫‪0.884‬‬ ‫‪0.885‬‬ ‫‪0.874‬‬ ‫‪0.886‬‬ ‫‪0.956‬‬ ‫‪0.830‬‬ ‫‪0.824‬‬ ‫‪0.762‬‬ ‫‪0.903‬‬ ‫‪0.905‬‬ ‫‪0.804‬‬ ‫‪0.848‬‬ ‫‪0.877‬‬ ‫‪0.817‬‬ ‫‪0.837‬‬ ‫‪0.909‬‬ ‫‪0.849‬‬ ‫‪0.884‬‬ ‫‪0.766‬‬ ‫‪0.881‬‬ ‫‪0.864‬‬ ‫‪0.798‬‬ ‫‪0.884‬‬ ‫‪0.891‬‬ ‫‪0.868‬‬ ‫‪0.840‬‬ ‫‪0.947‬‬ ‫‪0.743‬‬ ‫‪0.769‬‬ ‫‪0.838‬‬ ‫‪0.832‬‬ ‫‪0.907‬‬ ‫‪0.885‬‬ ‫‪0.913‬‬ ‫‪0.813‬‬ ‫‪0.900‬‬

‫‪0.696‬‬ ‫‪0.764‬‬ ‫‪0.666‬‬ ‫‪0.759‬‬ ‫‪0.711‬‬ ‫‪0.694‬‬ ‫‪0.723‬‬ ‫‪0.689‬‬ ‫‪0.722‬‬ ‫‪0.740‬‬ ‫‪0.728‬‬ ‫‪0.649‬‬ ‫‪0.658‬‬ ‫‪0.767‬‬ ‫‪0.729‬‬ ‫‪0.640‬‬ ‫‪0.709‬‬ ‫‪0.680‬‬ ‫‪0.616‬‬ ‫‪0.641‬‬ ‫‪0.598‬‬ ‫‪0.706‬‬ ‫‪0.691‬‬ ‫‪0.617‬‬ ‫‪0.677‬‬ ‫‪0.653‬‬ ‫‪0.576‬‬ ‫‪0.637‬‬ ‫‪0.605‬‬ ‫‪0.596‬‬ ‫‪0.693‬‬ ‫‪0.625‬‬ ‫‪0.827‬‬ ‫‪0.591‬‬ ‫‪0.633‬‬ ‫‪0.613‬‬ ‫‪0.561‬‬ ‫‪0.528‬‬ ‫‪0.529‬‬

‫‪14‬‬ ‫‪-8‬‬ ‫‪20‬‬ ‫‪-6‬‬ ‫‪6‬‬ ‫‪10‬‬ ‫‪1‬‬ ‫‪11‬‬ ‫‪0‬‬ ‫‪-6‬‬ ‫‪-4‬‬ ‫‪16‬‬ ‫‪12‬‬ ‫‪-22‬‬ ‫‪-10‬‬ ‫‪16‬‬ ‫‪-5‬‬ ‫‪3‬‬ ‫‪19‬‬ ‫‪11‬‬ ‫‪23‬‬ ‫‪-8‬‬ ‫‪-5‬‬ ‫‪13‬‬ ‫‪-3‬‬ ‫‪0‬‬ ‫‪22‬‬ ‫‪5‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪-14‬‬ ‫‪4‬‬ ‫‪-55‬‬ ‫‪14‬‬ ‫‪0‬‬ ‫‪4‬‬ ‫‪13‬‬ ‫‪17‬‬ ‫‪15‬‬

‫‪26‬‬

‫‪10/20/2008 2:03:54 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:26‬‬

‫اﻟﺠﺪول‬

‫‪1‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪ 115‬ﻏﻴﻨﻴﺎ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‬ ‫‪ 116‬ﻣﺼﺮ‬

‫‪ 117‬ﻫﻨﺪﻭﺭﺍﺱ‬

‫‪ 118‬ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‬ ‫‪ 119‬ﻏﻮﺍﺗﻴﻤﺎﻻ‬

‫‪ 120‬ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‬ ‫‪ 121‬ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬

‫‪ 122‬ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫‪ 123‬ﻓﺎﻧﻮﺍﺗﻮ‬

‫‪ 124‬ﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬

‫‪ 125‬ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫‪ 126‬ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫‪ 127‬ﺍﳌﻐﺮﺏ‬

‫‪ 128‬ﺳﺎﻥ ﺗﻮﻣﻲ ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‬ ‫‪ 129‬ﻧﺎﻣﻴﺒﻴﺎ‬

‫‪ 130‬ﺍﻟﻜﻮﻧﻐﻮ‬ ‫‪ 131‬ﺑﻮﺗﺎﻥ‬ ‫‪ 132‬ﺍﻟﻬﻨﺪ‬

‫‪ 133‬ﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬ ‫‪ 134‬ﺟﺰﺭ ﺳﻠﻴﻤﺎﻥ‬ ‫‪ 135‬ﻣﻴﺎﳕﺎﺭ‬

‫‪ 136‬ﻛﻤﺒﻮﺩﻳﺎ‬ ‫‪ 137‬ﺟﺰﺭ ﺍﻟﻘﻤﺮ‬ ‫‪ 138‬ﺍﻟﻴﻤﻦ‬

‫‪ 139‬ﺑﺎﻛﺴﺘﺎﻥ‬ ‫‪ 140‬ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‬

‫‪ 141‬ﺗﻴﻤﻮﺭ ‪ -‬ﻟﻴﺸﺘﻲ‬ ‫‪ 142‬ﺳﻮﺍﺯﻳﻼﻧﺪ‬ ‫‪ 143‬ﻛﻴﻨﻴﺎ‬ ‫‪ 144‬ﻏﺎﻧﺎ‬

‫‪ 145‬ﻣﺪﻏﺸﻘﺮ‬ ‫‪ 146‬ﻧﻴﺒﺎﻝ‬ ‫‪ 147‬ﺍﻟﺴﻮﺩﺍﻥ‬ ‫‪ 148‬ﻫﺎﻳﺘﻲ‬

‫‪ 149‬ﺑﻨﻐﻼﺩﻳﺶ‬

‫‪ 150‬ﺍﻟﻜﺎﻣﻴﺮﻭﻥ‬ ‫‪ 151‬ﺟﻴﺒﻮﺗﻲ‬

‫‪ 152‬ﺑﺎﺑﻮﺍ ﻏﻴﻨﻴﺎ ﺍﳉﺪﻳﺪﺓ‬ ‫‪ 153‬ﺍﻟﺴﻨﻐﺎﻝ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﻨﺨﻔﻀﺔ‬

‫‪ 154‬ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬ ‫‪ 155‬ﻟﻴﺴﻮﺗﻮ‬

‫‪ 156‬ﺃﻭﻏﻨﺪﺍ‬

‫‪ 157‬ﻧﻴﺠﻴﺮﻳﺎ‬ ‫‪ 158‬ﺃﻧﻐﻮﻻ‬ ‫‪ 159‬ﺗﻮﻏﻮ‬

‫‪ 160‬ﻏﺎﻣﺒﻴﺎ‬ ‫‪ 161‬ﺑﻨﲔ‬ ‫‪ 162‬ﺇﺭﻳﺘﺮﻳﺎ‬

‫‪ 163‬ﻣﻼﻭﻱ‬ ‫‪ 164‬ﺯﺍﻣﺒﻴﺎ‬

‫‪ 165‬ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ‬ ‫‪ 166‬ﺭﻭﺍﻧﺪﺍ‬

‫‪ 167‬ﻏﻴﻨﻴﺎ‬ ‫‪ 168‬ﻣﺎﻟﻲ‬ ‫‪ 169‬ﺗﺸﺎﺩ‬

‫‪ 170‬ﻏﻴﻨﻴﺎ ‪ -‬ﺑﻴﺴﺎﻭ‬ ‫‪ 171‬ﺇﺛﻴﻮﺑﻴﺎ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2006‬‬

‫‪2006‬‬

‫ﻗﻴﻤﺔ‬

‫)ﺑﺎﻟﺴﻨﻮﺍﺕ(‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪15‬‬ ‫ﻓﻤﺎ ﻓﻮﻕ(‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ ﻭﺍﻟﺜﺎﻧﻮﻱ‬ ‫)‪(%‬‬

‫‪1999–2006 a‬‬

‫‪2006‬‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬

‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬

‫ﺍﻹﺟﻤﺎﻟﻲ ﻣﻄﺮﻭﺣﺎ‬

‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ(‬

‫ﻣﺆﺷﺮ ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻌﻠﻴﻢ‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫ﻣﻨﻪ ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬

‫ﻣﺆﺷﺮ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺏ ‪b‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪0.717‬‬ ‫‪0.715‬‬ ‫‪0.713‬‬ ‫‪0.706‬‬ ‫‪0.706‬‬ ‫‪0.702‬‬ ‫‪0.701‬‬ ‫‪0.694‬‬ ‫‪0.691‬‬ ‫‪0.684‬‬ ‫‪0.671‬‬ ‫‪0.662‬‬ ‫‪0.646‬‬ ‫‪0.643‬‬ ‫‪0.633‬‬ ‫‪0.618‬‬ ‫‪0.613‬‬ ‫‪0.609‬‬ ‫‪0.608‬‬ ‫‪0.600‬‬ ‫‪0.584‬‬ ‫‪0.575‬‬ ‫‪0.572‬‬ ‫‪0.566‬‬ ‫‪0.562‬‬ ‫‪0.557‬‬ ‫‪0.547‬‬ ‫‪0.542‬‬ ‫‪0.533‬‬ ‫‪0.533‬‬ ‫‪0.533‬‬ ‫‪0.530‬‬ ‫‪0.527‬‬ ‫‪0.527‬‬ ‫‪0.524‬‬ ‫‪0.515‬‬ ‫‪0.513‬‬ ‫‪0.512‬‬ ‫‪0.502‬‬

‫‪50.8‬‬ ‫‪71.0‬‬ ‫‪69.7‬‬ ‫‪72.3‬‬ ‫‪70.0‬‬ ‫‪71.3‬‬ ‫‪66.9‬‬ ‫‪65.7‬‬ ‫‪69.6‬‬ ‫‪66.5‬‬ ‫‪50.1‬‬ ‫‪48.9‬‬ ‫‪70.7‬‬ ‫‪65.2‬‬ ‫‪51.9‬‬ ‫‪54.5‬‬ ‫‪65.2‬‬ ‫‪64.1‬‬ ‫‪63.7‬‬ ‫‪63.2‬‬ ‫‪61.2‬‬ ‫‪58.6‬‬ ‫‪64.5‬‬ ‫‪62.0‬‬ ‫‪64.9‬‬ ‫‪63.6‬‬ ‫‪60.2‬‬ ‫‪40.2‬‬ ‫‪52.7‬‬ ‫‪59.4‬‬ ‫‪58.8‬‬ ‫‪63.0‬‬ ‫‪57.8‬‬ ‫‪60.0‬‬ ‫‪63.5‬‬ ‫‪50.0‬‬ ‫‪54.2‬‬ ‫‪57.0‬‬ ‫‪62.6‬‬

‫‪87.0 g,v‬‬ ‫‪70.7 i‬‬ ‫‪82.6 i‬‬ ‫‪80.1 i‬‬ ‫‪72.5 i‬‬ ‫‪83.0 i‬‬ ‫‪96.9 g,v‬‬ ‫‪99.3 c,i‬‬ ‫‪77.3 i‬‬ ‫‪99.6 c,i‬‬ ‫‪87.6 i‬‬ ‫‪82.1 i‬‬ ‫‪54.7 i‬‬ ‫‪87.5 i‬‬ ‫‪87.6 i‬‬ ‫‪86.0 i‬‬ ‫‪54.3 i‬‬ ‫‪65.2 i‬‬ ‫‪72.5 i‬‬ ‫‪76.6 g,k‬‬ ‫‪89.9 g,v‬‬ ‫‪75.6 i‬‬ ‫‪74.2 i‬‬ ‫‪57.3 i‬‬ ‫‪54.2 l‬‬ ‫‪55.2 i‬‬ ‫‪50.1 g,y‬‬ ‫‪79.6 g,v‬‬ ‫‪73.6 g,v‬‬ ‫‪64.2 i‬‬ ‫‪70.7 g,v‬‬ ‫‪55.2 i‬‬ ‫‪60.9 g,v‬‬ ‫‪61.0 i‬‬ ‫‪52.5 i‬‬ ‫‪67.9 g,l‬‬ ‫‪.. g,j‬‬ ‫‪57.3 i‬‬ ‫‪42.0 i‬‬

‫‪62.0 f,g‬‬ ‫‪76.4 f,g‬‬ ‫‪74.8 f,g‬‬ ‫‪72.1 f‬‬ ‫‪67.6 k‬‬ ‫‪70.0‬‬ ‫‪73.2‬‬ ‫‪77.7‬‬ ‫‪62.3 f,g‬‬ ‫‪70.9‬‬ ‫‪77.8‬‬ ‫‪70.6 f,g‬‬ ‫‪59.6 f‬‬ ‫‪66.6 f‬‬ ‫‪65.6‬‬ ‫‪58.6 f,g‬‬ ‫‪57.3‬‬ ‫‪61.6 g‬‬ ‫‪59.6‬‬ ‫‪49.7‬‬ ‫‪56.3 f‬‬ ‫‪58.7‬‬ ‫‪46.4 f,g‬‬ ‫‪54.1 f‬‬ ‫‪39.3‬‬ ‫‪50.6 k‬‬ ‫‪63.2 f,g‬‬ ‫‪60.6 g‬‬ ‫‪59.6 f‬‬ ‫‪52.9‬‬ ‫‪60.0 f‬‬ ‫‪60.8 f‬‬ ‫‪39.9 f‬‬ ‫‪.. s‬‬ ‫‪52.1 g‬‬ ‫‪50.8 k‬‬ ‫‪25.5‬‬ ‫‪40.7 g,o‬‬ ‫‪41.2 f‬‬

‫‪27,161‬‬ ‫‪4,953‬‬ ‫‪3,543 m‬‬ ‫‪2,789 m‬‬ ‫‪5,175 m‬‬ ‫‪2,697‬‬ ‫‪2,192 m‬‬ ‫‪1,813‬‬ ‫‪3,768 m‬‬ ‫‪1,610‬‬ ‫‪9,087‬‬ ‫‪12,508‬‬ ‫‪3,915‬‬ ‫‪1,522‬‬ ‫‪4,819‬‬ ‫‪3,487‬‬ ‫‪4,010‬‬ ‫‪2,469‬‬ ‫‪1,980‬‬ ‫‪1,839 m‬‬ ‫‪865 g,m‬‬ ‫‪1,619‬‬ ‫‪1,144‬‬ ‫‪2,264‬‬ ‫‪2,361‬‬ ‫‪1,890‬‬ ‫‪2,141 m‬‬ ‫‪4,671‬‬ ‫‪1,467‬‬ ‫‪1,245‬‬ ‫‪878‬‬ ‫‪999‬‬ ‫‪1,931‬‬ ‫‪1,224 m‬‬ ‫‪1,155‬‬ ‫‪2,089‬‬ ‫‪1,966‬‬ ‫‪1,817 m‬‬ ‫‪1,585‬‬

‫‪0.430‬‬ ‫‪0.766‬‬ ‫‪0.745‬‬ ‫‪0.789‬‬ ‫‪0.750‬‬ ‫‪0.771‬‬ ‫‪0.698‬‬ ‫‪0.678‬‬ ‫‪0.743‬‬ ‫‪0.691‬‬ ‫‪0.418‬‬ ‫‪0.399‬‬ ‫‪0.762‬‬ ‫‪0.669‬‬ ‫‪0.448‬‬ ‫‪0.492‬‬ ‫‪0.669‬‬ ‫‪0.652‬‬ ‫‪0.645‬‬ ‫‪0.637‬‬ ‫‪0.604‬‬ ‫‪0.561‬‬ ‫‪0.659‬‬ ‫‪0.616‬‬ ‫‪0.665‬‬ ‫‪0.643‬‬ ‫‪0.586‬‬ ‫‪0.253‬‬ ‫‪0.462‬‬ ‫‪0.574‬‬ ‫‪0.564‬‬ ‫‪0.634‬‬ ‫‪0.547‬‬ ‫‪0.584‬‬ ‫‪0.641‬‬ ‫‪0.416‬‬ ‫‪0.487‬‬ ‫‪0.534‬‬ ‫‪0.627‬‬

‫‪0.787‬‬ ‫‪0.726‬‬ ‫‪0.800‬‬ ‫‪0.774‬‬ ‫‪0.709‬‬ ‫‪0.787‬‬ ‫‪0.890‬‬ ‫‪0.919‬‬ ‫‪0.723‬‬ ‫‪0.896‬‬ ‫‪0.843‬‬ ‫‪0.783‬‬ ‫‪0.563‬‬ ‫‪0.805‬‬ ‫‪0.803‬‬ ‫‪0.769‬‬ ‫‪0.553‬‬ ‫‪0.640‬‬ ‫‪0.682‬‬ ‫‪0.676‬‬ ‫‪0.787‬‬ ‫‪0.700‬‬ ‫‪0.649‬‬ ‫‪0.562‬‬ ‫‪0.492‬‬ ‫‪0.537‬‬ ‫‪0.545‬‬ ‫‪0.733‬‬ ‫‪0.690‬‬ ‫‪0.605‬‬ ‫‪0.671‬‬ ‫‪0.571‬‬ ‫‪0.539‬‬ ‫‪0.578‬‬ ‫‪0.524‬‬ ‫‪0.622‬‬ ‫‪0.554‬‬ ‫‪0.518‬‬ ‫‪0.417‬‬

‫‪0.935‬‬ ‫‪0.651‬‬ ‫‪0.595‬‬ ‫‪0.555‬‬ ‫‪0.659‬‬ ‫‪0.550‬‬ ‫‪0.515‬‬ ‫‪0.484‬‬ ‫‪0.606‬‬ ‫‪0.464‬‬ ‫‪0.753‬‬ ‫‪0.806‬‬ ‫‪0.612‬‬ ‫‪0.454‬‬ ‫‪0.647‬‬ ‫‪0.593‬‬ ‫‪0.616‬‬ ‫‪0.535‬‬ ‫‪0.498‬‬ ‫‪0.486‬‬ ‫‪0.360‬‬ ‫‪0.465‬‬ ‫‪0.407‬‬ ‫‪0.521‬‬ ‫‪0.528‬‬ ‫‪0.491‬‬ ‫‪0.511‬‬ ‫‪0.642‬‬ ‫‪0.448‬‬ ‫‪0.421‬‬ ‫‪0.363‬‬ ‫‪0.384‬‬ ‫‪0.494‬‬ ‫‪0.418‬‬ ‫‪0.408‬‬ ‫‪0.507‬‬ ‫‪0.497‬‬ ‫‪0.484‬‬ ‫‪0.461‬‬

‫‪-86‬‬ ‫‪-14‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪-20‬‬ ‫‪7‬‬ ‫‪12‬‬ ‫‪20‬‬ ‫‪-6‬‬ ‫‪22‬‬ ‫‪-49‬‬ ‫‪-69‬‬ ‫‪-11‬‬ ‫‪20‬‬ ‫‪-25‬‬ ‫‪-8‬‬ ‫‪-17‬‬ ‫‪-4‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪31‬‬ ‫‪8‬‬ ‫‪21‬‬ ‫‪-6‬‬ ‫‪-8‬‬ ‫‪-1‬‬ ‫‪-7‬‬ ‫‪-37‬‬ ‫‪7‬‬ ‫‪10‬‬ ‫‪20‬‬ ‫‪16‬‬ ‫‪-9‬‬ ‫‪7‬‬ ‫‪7‬‬ ‫‪-15‬‬ ‫‪-14‬‬ ‫‪-11‬‬ ‫‪-6‬‬

‫‪0.496‬‬ ‫‪0.496‬‬ ‫‪0.494‬‬ ‫‪0.490‬‬ ‫‪0.484‬‬ ‫‪0.478‬‬ ‫‪0.470‬‬ ‫‪0.459‬‬ ‫‪0.457‬‬ ‫‪0.457‬‬ ‫‪0.452‬‬ ‫‪0.432‬‬ ‫‪0.429‬‬ ‫‪0.424‬‬ ‫‪0.391‬‬ ‫‪0.389‬‬ ‫‪0.384‬‬ ‫‪0.384‬‬

‫‪51.6‬‬ ‫‪42.3‬‬ ‫‪50.5‬‬ ‫‪46.6‬‬ ‫‪42.1‬‬ ‫‪58.0‬‬ ‫‪59.0‬‬ ‫‪55.8‬‬ ‫‪57.2‬‬ ‫‪47.0‬‬ ‫‪41.2‬‬ ‫‪47.7‬‬ ‫‪45.8‬‬ ‫‪55.3‬‬ ‫‪53.7‬‬ ‫‪50.4‬‬ ‫‪46.0‬‬ ‫‪52.2‬‬

‫‪72.0 i‬‬ ‫‪82.2 g,l‬‬ ‫‪72.6 i‬‬ ‫‪71.0 i‬‬ ‫‪67.4‬‬ ‫‪53.2 g,v‬‬ ‫‪.. g,j‬‬ ‫‪39.7 i‬‬ ‫‪.. g,j‬‬ ‫‪70.9 i‬‬ ‫‪68.0 g,v‬‬ ‫‪48.7 g,v‬‬ ‫‪64.9 g,v‬‬ ‫‪29.5 g,v‬‬ ‫‪22.9 i‬‬ ‫‪25.7 g,v‬‬ ‫‪62.8 i‬‬ ‫‪35.9 g,l‬‬

‫‪54.3 f‬‬ ‫‪61.5 f‬‬ ‫‪62.3 f‬‬ ‫‪52.0 f,g‬‬ ‫‪25.6 f,g‬‬ ‫‪56.6 f‬‬ ‫‪46.8 f‬‬ ‫‪52.4 f‬‬ ‫‪33.3 f‬‬ ‫‪61.9 f‬‬ ‫‪63.3 f,g‬‬ ‫‪37.5 f‬‬ ‫‪52.2 f,g‬‬ ‫‪49.3‬‬ ‫‪44.3 f‬‬ ‫‪36.5 f,g‬‬ ‫‪36.6‬‬ ‫‪45.1 f‬‬

‫‪995‬‬ ‫‪1,440‬‬ ‫‪893‬‬ ‫‪1,611‬‬ ‫‪4,434‬‬ ‫‪776‬‬ ‫‪1,130‬‬ ‫‪1,263‬‬ ‫‪682 m‬‬ ‫‪700‬‬ ‫‪1,259‬‬ ‫‪1,650‬‬ ‫‪738‬‬ ‫‪1,149‬‬ ‫‪1,058‬‬ ‫‪1,478‬‬ ‫‪478‬‬ ‫‪636‬‬

‫‪0.443‬‬ ‫‪0.289‬‬ ‫‪0.424‬‬ ‫‪0.360‬‬ ‫‪0.285‬‬ ‫‪0.550‬‬ ‫‪0.567‬‬ ‫‪0.514‬‬ ‫‪0.536‬‬ ‫‪0.366‬‬ ‫‪0.270‬‬ ‫‪0.378‬‬ ‫‪0.346‬‬ ‫‪0.505‬‬ ‫‪0.478‬‬ ‫‪0.424‬‬ ‫‪0.351‬‬ ‫‪0.454‬‬

‫‪0.661‬‬ ‫‪0.753‬‬ ‫‪0.692‬‬ ‫‪0.647‬‬ ‫‪0.535‬‬ ‫‪0.543‬‬ ‫‪0.439‬‬ ‫‪0.440‬‬ ‫‪0.514‬‬ ‫‪0.679‬‬ ‫‪0.664‬‬ ‫‪0.450‬‬ ‫‪0.607‬‬ ‫‪0.361‬‬ ‫‪0.300‬‬ ‫‪0.293‬‬ ‫‪0.541‬‬ ‫‪0.390‬‬

‫‪0.383‬‬ ‫‪0.445‬‬ ‫‪0.365‬‬ ‫‪0.464‬‬ ‫‪0.633‬‬ ‫‪0.342‬‬ ‫‪0.405‬‬ ‫‪0.423‬‬ ‫‪0.320‬‬ ‫‪0.325‬‬ ‫‪0.423‬‬ ‫‪0.468‬‬ ‫‪0.334‬‬ ‫‪0.408‬‬ ‫‪0.394‬‬ ‫‪0.450‬‬ ‫‪0.261‬‬ ‫‪0.309‬‬

‫‪9‬‬ ‫‪-4‬‬ ‫‪8‬‬ ‫‪-12‬‬ ‫‪-49‬‬ ‫‪8‬‬ ‫‪-1‬‬ ‫‪-9‬‬ ‫‪10‬‬ ‫‪7‬‬ ‫‪-11‬‬ ‫‪-22‬‬ ‫‪3‬‬ ‫‪-10‬‬ ‫‪-7‬‬ ‫‪-20‬‬ ‫‪6‬‬ ‫‪2‬‬

‫‪27‬‬

‫‪10/20/2008 2:03:55 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:27‬‬

‫اﻟﺠﺪول‬

‫‪1‬‬

‫ﻣـﺆﺷــﺮ اﻟــﺘــﻨﻤﻴــﺔ اﻟﺒــﺸـــﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2006‬‬

‫‪2006‬‬

‫ﻗﻴﻤﺔ‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ 172‬ﺑﻮﺭﻭﻧﺪﻱ‬ ‫‪ 173‬ﺍﻟﻨﻴﺠﺮ‬

‫‪ 174‬ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ‬ ‫‪ 175‬ﻣﻮﺯﻣﺒﻴﻖ‬ ‫‪ 176‬ﻟﻴﺒﺮﻳﺎ‬

‫‪ 177‬ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬ ‫‪ 178‬ﺟﻤﻬﻮﺭﻳﺔ ﺃﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ‬

‫‪ 179‬ﺳﻴﺮﺍﻟﻴﻮﻥ‬

‫ﺑﺎﻗﻲ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬

‫)ﺑﺎﻟﺴﻨﻮﺍﺕ(‬

‫‪0.382‬‬ ‫‪0.371‬‬ ‫‪0.369‬‬ ‫‪0.366‬‬ ‫‪0.364‬‬ ‫‪0.361‬‬ ‫‪0.353‬‬ ‫‪0.329‬‬

‫ﺃﻓﻐﺎﻧﺴﺘﺎﻥ‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫ﺇﻣﺎﺭﺓ ﺃﻧﺪﻭﺭﺍ‬

‫ﺍﻟﻌﺮﺍﻕ‬

‫ﻛﻴﺮﻳﺒﺎﺱ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫ﻟﻴﺨﺘﻨﺸﺘﺎﻳﻦ‬ ‫ﺟﺰﺭ ﻣﺎﺭﺷﺎﻝ‬

‫ﻭﻻﻳﺎﺕ ﻣﻴﻜﺮﻭﻧﻴﺰﻳﺎ ﺍﳌﻮﺣﺪﺓ‬

‫ﻣﻮﻧﺎﻛﻮ‬ ‫ﻧﺎﻭﺭﻭ‬

‫ﺑﺎﻻﻭ‬

‫ﺳﺎﻥ ﻣﺎﺭﻳﻨﻮ‬

‫ﺍﻟﺼﻮﻣﺎﻝ‬ ‫ﺗﻮﻓﺎﻟﻮ‬

‫ﺯﳝﺒﺎﺑﻮﻱ‬

‫‪0.687‬‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‬ ‫‪0.480‬‬ ‫ﺃﻗﻞ ﺍﻟﺒﻠﺪﺍﻥ ﳕﻮﺍ‬ ‫‪0.709‬‬ ‫ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪0.762‬‬ ‫ﺷﺮﻕ ﺁﺳﻴﺎ ﻭﺍﶈﻴﻂ ﺍﻟﻬﺎﺩﻱ‬ ‫‪0.811‬‬ ‫ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﻣﻨﻄﻘﺔ ﺍﻟﺒﺤﺮ ﺍﻟﻜﺎﺭﻳﺒﻲ‬ ‫‪0.606‬‬ ‫ﺟﻨﻮﺏ ﺁﺳﻴﺎ‬ ‫‪0.493‬‬ ‫ﺃﻓﺮﻳﻘﻴﺎ ﺟﻨﻮﺏ ﺍﻟﺼﺤﺮﺍﺀ ﺍﻟﻜﺒﺮﻯ‬ ‫ﺃﻭﺭﻭﺑﺎ ﺍﻟﻮﺳﻄﻰ ﻭﺍﻟﺸﺮﻗﻴﺔ ﻭﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ ‪0.814‬‬ ‫‪0.925‬‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺩﻭﻝ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺫﺍﺕ‬ ‫‪0.950‬‬ ‫ﺍﻟﺪﺧﻞ ﺍﳌﺮﺗﻔﻊ‬ ‫‪0.901‬‬ ‫ﺗﻨﻤﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺎﻟﻴﺔ‬ ‫‪0.691‬‬ ‫ﺗﻨﻤﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﺘﻮﺳﻄﺔ‬ ‫‪0.444‬‬ ‫ﺗﻨﻤﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﻨﺨﻔﻀﺔ‬ ‫‪0.942‬‬ ‫ﻋﺎﻟﻴﺔ ﺍﻟﺪﺧﻞ‬ ‫‪0.773‬‬ ‫ﻣﺘﻮﺳﻄﺔ ﺍﻟﺪﺧﻞ‬ ‫‪0.564‬‬ ‫ﻣﻨﺨﻔﻀﺔ ﺍﻟﺪﺧﻞ‬ ‫‪0.747‬‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫‪ .a‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻘﻮﻣﻴﺔ ﳌﻌﺪﻻﺕ‬ ‫ﺍﻷﻣﻴﺔ ﻣﻦ ﺍﻟﺘﻌﺪﺍﺩﺍﺕ ﺃﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺃﺟﺮﻳﺖ ﺑﲔ ﻋﺎﻣﻲ ‪ 1999‬ﻭ‪ ،2006‬ﻣﺎ ﻟﻢ ﻳﺤﺪﺩ ﺧﻼﻑ‬ ‫ﺫﻟﻚ‪ .‬ﻭﻧﻈﺮﺍ ﻟﻼﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﳌﻨﻬﺠﻴﺔ ﻭﺗﻮﻗﻴﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳌﺘﻀﻤﻨﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻌﻘﺪ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﺤﺬﺭ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻭﺑﲔ ﺍﻷﻭﻗﺎﺕ ﺍ‪‬ﺘﻠﻔﺔ‪ .‬ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺃﻧﻈﺮ‪:‬‬ ‫‪.http://www.uis.unesco.org‬‬ ‫‪ .b‬ﻳﺸﻴﺮ ﺍﻟﺮﻗﻢ ﺍﳌﻮﺟﺐ ﺇﻟﻰ ﺃﻥ ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺃﻋﻠﻰ ﻣﻦ ﺗﺮﺗﻴﺐ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ )ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪،‬‬ ‫ﻭﻳﺸﻴﺮ ﺍﻟﺮﻗﻢ ﺍﻟﺴﺎﻟﺐ ﺇﻟﻰ ﺍﻟﻌﻜﺲ‪.‬‬

‫‪ .c‬ﰎ ﺗﻄﺒﻴﻖ ﻗﻴﻤﺔ ‪ ،99.0%‬ﻷﻏﺮﺍﺽ ﺣﺴﺎﺏ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫‪ .d‬ﰎ ﺗﻄﺒﻴﻖ ﻗﻴﻤﺔ ‪ ،100%‬ﻷﻏﺮﺍﺽ ﺣﺴﺎﺏ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫‪ .e‬ﰎ ﺗﻄﺒﻴﻖ ﻗﻴﻤﺔ ‪) 40000‬ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ( ﻷﻏﺮﺍﺽ ﺣﺴﺎﺏ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫‪ .f‬ﺗﻘﺪﻳﺮ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ‪.‬‬

‫‪.g‬ﺑﻴﺎﻧﺎﺕ ﺗﺸﻴﺮ ﺇﻟﻰ ﻋﺎﻡ ﻏﻴﺮ ﺍﻟﻌﺎﻡ ﺍﳌﻮﺿﺢ‪.‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪15‬‬ ‫ﻓﻤﺎ ﻓﻮﻕ(‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ ﻭﺍﻟﺜﺎﻧﻮﻱ‬ ‫)‪(%‬‬

‫‪1999–2006 a‬‬

‫‪2006‬‬

‫‪g,v‬‬

‫‪f‬‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬

‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬

‫ﺍﻹﺟﻤﺎﻟﻲ ﻣﻄﺮﻭﺣﺎ‬

‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ(‬

‫ﻣﺆﺷﺮ ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻌﻠﻴﻢ‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪48.9‬‬ ‫‪56.2‬‬ ‫‪51.7‬‬ ‫‪42.4‬‬ ‫‪45.1‬‬ ‫‪46.1‬‬ ‫‪44.0‬‬ ‫‪42.1‬‬

‫‪59.3‬‬ ‫‪29.8 i‬‬ ‫‪23.6 g,l‬‬ ‫‪43.8 i‬‬ ‫‪54.4 i‬‬ ‫‪67.2 g,v‬‬ ‫‪48.6 g,v‬‬ ‫‪37.1 i‬‬

‫‪45.1‬‬ ‫‪26.2‬‬ ‫‪30.2‬‬ ‫‪54.8 f‬‬ ‫‪57.6 g‬‬ ‫‪33.4 f,g‬‬ ‫‪28.6 f‬‬ ‫‪44.6‬‬

‫‪333‬‬ ‫‪629‬‬ ‫‪1,130‬‬ ‫‪739‬‬ ‫‪334‬‬ ‫‪281‬‬ ‫‪690‬‬ ‫‪630‬‬

‫‪0.399‬‬ ‫‪0.521‬‬ ‫‪0.445‬‬ ‫‪0.291‬‬ ‫‪0.335‬‬ ‫‪0.351‬‬ ‫‪0.317‬‬ ‫‪0.285‬‬

‫‪0.546‬‬ ‫‪0.286‬‬ ‫‪0.258‬‬ ‫‪0.474‬‬ ‫‪0.555‬‬ ‫‪0.559‬‬ ‫‪0.419‬‬ ‫‪0.396‬‬

‫‪43.2‬‬ ‫‪80.3‬‬ ‫‪58.3‬‬ ‫‪g,p‬‬ ‫‪65.0‬‬ ‫‪67.0‬‬ ‫‪..‬‬ ‫‪g,p 62.1‬‬ ‫‪68.2‬‬ ‫‪g,p 81.8‬‬ ‫‪g,p 61.3‬‬ ‫‪g,p 69.7‬‬ ‫‪g,p 81.7‬‬ ‫‪47.5‬‬ ‫‪g,p 62.0‬‬ ‫‪41.7‬‬ ‫‪66.3‬‬ ‫‪54.9‬‬ ‫‪67.8‬‬ ‫‪72.0‬‬ ‫‪73.1‬‬ ‫‪64.1‬‬ ‫‪49.9‬‬ ‫‪68.7‬‬ ‫‪78.5‬‬

‫‪28.0 g,v‬‬ ‫‪.. c‬‬ ‫‪74.1 g,v‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪.. c‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪90.7 i‬‬ ‫‪78.8‬‬ ‫‪56.2‬‬ ‫‪71.6‬‬ ‫‪92.3‬‬ ‫‪90.6‬‬ ‫‪63.6‬‬ ‫‪62.1‬‬ ‫‪99.1‬‬ ‫‪..‬‬

‫‪50.1 f,g‬‬ ‫‪65.1 k‬‬ ‫‪60.5 f,g‬‬ ‫‪75.8 f,g‬‬ ‫‪..‬‬ ‫‪86.4 g,k‬‬ ‫‪71.1 f,g‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪55.0 f‬‬ ‫‪96.9 f,g‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪69.2 f,g‬‬ ‫‪54.4 f‬‬ ‫‪63.6‬‬ ‫‪48.8‬‬ ‫‪65.8‬‬ ‫‪69.3‬‬ ‫‪82.8‬‬ ‫‪58.5‬‬ ‫‪50.3‬‬ ‫‪81.5‬‬ ‫‪89.1‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.304‬‬ ‫‪0.922‬‬ ‫‪0.556‬‬ ‫‪0.667‬‬ ‫‪0.699‬‬

‫‪0.354‬‬ ‫‪0.877‬‬ ‫‪0.695‬‬

‫‪g,p‬‬

‫‪3,688 m‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪6,429 m‬‬ ‫‪5,665 m‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪14,209 m‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪4,481‬‬ ‫‪1,119‬‬ ‫‪7,326‬‬ ‫‪5,079‬‬ ‫‪9,066‬‬ ‫‪2,649‬‬ ‫‪1,814‬‬ ‫‪10,802‬‬ ‫‪30,795‬‬

‫‪0.618‬‬ ‫‪0.720‬‬ ‫‪0.947‬‬ ‫‪0.605‬‬ ‫‪0.745‬‬ ‫‪0.945‬‬ ‫‪0.375‬‬ ‫‪0.617‬‬ ‫‪0.278‬‬ ‫‪0.689‬‬ ‫‪0.499‬‬ ‫‪0.713‬‬ ‫‪0.783‬‬ ‫‪0.801‬‬ ‫‪0.652‬‬ ‫‪0.414‬‬ ‫‪0.729‬‬ ‫‪0.891‬‬

‫ﻣﺆﺷﺮ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺏ ‪b‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪0.201‬‬ ‫‪0.307‬‬ ‫‪0.405‬‬ ‫‪0.334‬‬ ‫‪0.201‬‬ ‫‪0.172‬‬ ‫‪0.322‬‬ ‫‪0.307‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.602‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.948‬‬

‫‪0.786‬‬ ‫‪0.738‬‬ ‫‪0.537‬‬ ‫‪0.697‬‬ ‫‪0.846‬‬ ‫‪0.880‬‬ ‫‪0.619‬‬ ‫‪0.581‬‬ ‫‪0.932‬‬ ‫‪0.927‬‬

‫‪6‬‬ ‫‪2‬‬ ‫‪-14‬‬ ‫‪-7‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪-7‬‬ ‫‪-5‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫ﻣﻨﻪ ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬

‫‪0.695‬‬ ‫‪0.674‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.827‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.635‬‬ ‫‪0.403‬‬ ‫‪0.717‬‬ ‫‪0.656‬‬ ‫‪0.752‬‬ ‫‪0.547‬‬ ‫‪0.484‬‬ ‫‪0.782‬‬ ‫‪0.956‬‬

‫‪79.5‬‬

‫‪..‬‬

‫‪92.9‬‬

‫‪35,607‬‬

‫‪0.909‬‬

‫‪0.962‬‬

‫‪0.981‬‬

‫‪..‬‬

‫‪76.2‬‬ ‫‪68.0‬‬ ‫‪48.6‬‬ ‫‪79.3‬‬ ‫‪71.1‬‬ ‫‪60.3‬‬ ‫‪68.3‬‬

‫‪..‬‬ ‫‪80.3‬‬ ‫‪57.0‬‬ ‫‪..‬‬ ‫‪91.4‬‬ ‫‪63.8‬‬ ‫‪81.0‬‬

‫‪87.7‬‬ ‫‪64.4‬‬ ‫‪46.9‬‬ ‫‪91.6‬‬ ‫‪73.2‬‬ ‫‪55.2‬‬ ‫‪67.1‬‬

‫‪25,153‬‬ ‫‪3,777‬‬ ‫‪1,116‬‬ ‫‪35,104‬‬ ‫‪6,536‬‬ ‫‪1,923‬‬ ‫‪9,258‬‬

‫‪0.854‬‬ ‫‪0.716‬‬ ‫‪0.394‬‬ ‫‪0.905‬‬ ‫‪0.768‬‬ ‫‪0.589‬‬ ‫‪0.722‬‬

‫‪0.926‬‬ ‫‪0.750‬‬ ‫‪0.536‬‬ ‫‪0.944‬‬ ‫‪0.853‬‬ ‫‪0.609‬‬ ‫‪0.764‬‬

‫‪0.923‬‬ ‫‪0.606‬‬ ‫‪0.403‬‬ ‫‪0.978‬‬ ‫‪0.698‬‬ ‫‪0.493‬‬ ‫‪0.756‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪ .h‬ﺇﺣﺼﺎﺋﻴﺎﺕ ‪ .2008‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺍﳌﻮﺍﻃﻨﲔ‬ ‫ﺍﳌﻘﻴﺪﻳﻦ ﺳﻮﺍﺀ ﻓﻲ ﺍﻟﺪﻭﻟﺔ ﻧﻔﺴﻬﺎ ﺃﻭ ﺑﺎﳋﺎﺭﺝ ﻭﻣﻦ ﺛﻢ‬ ‫ﺗﺨﺘﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬ ‫‪ .i‬ﺗﻘﺪﻳﺮﺍﺕ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ﻣﺒﻨﻴﺔ ﻋﻠﻰ‬

‫ﺍﻟﻨﻤﻮﺫﺝ ﺍﳋﺎﺹ ﺑﻪ ﻟﻠﺘﻮﻗﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﳌﻌﺪﻻﺕ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﶈﺪﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻌﻤﺮ ﻓﻲ ﺃﺑﺮﻳﻞ‬ ‫ﻋﺎﻡ ‪.2008‬‬ ‫‪ .j‬ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺗﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ ﺣﺪﻳﺜﺔ‪ ،‬ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﻟﻌﺎﻡ ‪ 2005‬ﻣﻦ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ‪،2003‬‬ ‫ﻭﻫﻲ ﻣﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﺗﻌﺪﺍﺩ ﺃﻭ ﻣﺴﺢ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﻗﺪﱘ ﻭﻋﻠﻴﻪ ﻳﺠﺐ ﺗﻮﺧﻲ ﺍﳊﺬﺭ ﻓﻲ ﺗﻔﺴﻴﺮﻫﺎ ﻭﻫﻲ‪:‬‬

‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ ‪ ،95.8‬ﻭﺑﺮﺑﺎﺩﻭﺱ ‪ ،99.7‬ﺟﻴﺒﻮﺗﻲ ‪ ،70.3‬ﺍﺭﻳﺘﺮﻳﺎ‬ ‫‪ ،60.5‬ﻓﻴﺠﻲ ‪ ،94.4‬ﻏﺎﻣﺒﻴﺎ ‪ ،42.5‬ﻏﻴﺎﻧﺎ ‪ ،99.0‬ﻣﻨﻄﻘﺔ‬ ‫ﻫﻮﱋ ﻛﻮﱋ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ‪ ،94.6‬ﻟﺒﻨﺎﻥ ‪.88.3‬‬ ‫‪ .k‬ﺗﻘﺪﻳﺮﺍﺕ ﻗﻮﻣﻴﺔ‪.‬‬

‫‪ .l‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺩﺭﺍﺳﺎﺕ ﻗﻮﻣﻴﺔ ﺍﺳﺘﻘﺼﺎﺋﻴﺔ‬ ‫ﻟﻸﺳﺮ‪.‬‬

‫‪ .m‬ﺗﻘﺪﻳﺮﺍﺕ ﻟﻠﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ﺗﻘﻮﻡ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻻﻧﺤﺪﺍﺭﻱ‪.‬‬

‫‪ .n‬ﻫﻴﺴﺘﻮﻥ‪ ،‬ﻭﺳﻤﺮﺯ‪ ،‬ﻭﺃﺗﲔ‪ .2006 ،‬ﺗﺨﺘﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ‬ ‫ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬

‫‪ .o‬ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ‪.2007‬‬ ‫‪ .p‬ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬

‫‪ .q‬ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﺘﻌﺪﺍﺩ ﺍﻟﻘﻮﻣﻲ ﻟﻠﺴﻜﺎﻥ‪.‬‬

‫‪ .r‬ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﺎﻣﺔ ﳌﻨﻈﻤﺔ ﺩﻭﻝ ﺷﺮﻕ ﺍﻟﺒﺤﺮ‬ ‫ﺍﻟﻜﺎﺭﻳﺒﻲ‪ ،‬ﺍﺳﺘﻨﺎﺩﺍ ﺇﻟﻰ ﻣﺼﺎﺩﺭ ﻭﻃﻨﻴﺔ‪.‬‬

‫‪ .s‬ﻧﻈﺮﺍ ﻷﻥ ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻻﺟﻤﺎﻟﻴﻪ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻢ ﺗﻜﻦ‬ ‫ﻣﺘﻮﻓﺮﻩ ‪ ،‬ﺍﺳﺘﺨﺪﻣﺖ ﺗﻘﺪﻳﺮﺍﺕ ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﻪ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻧﺘﻴﻐﻮﺍ ﻭﺑﺮﺑﻮﺩﺍ ‪ ،78‬ﺍﻛﻮﺍﺩﻭﺭ ‪،78‬‬ ‫ﻭﻫﺎﻳﺘﻲ ‪ ،51‬ﺗﺮﻛﻤﺎﻧﺴﺘﺎﻥ ‪.74‬‬ ‫‪ .t‬ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻷﻣﺎﻧﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﻈﻤﺔ ﺍﻟﻜﺎﺭﻳﺒﻴﺔ ﺍﺳﺘﻨﺎﺩﺍ‬ ‫ﺇﻟﻰ ﻣﺼﺎﺩﺭ ﻗﻮﻣﻴﺔ‪.‬‬

‫‪ .u‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺻﺮﺑﻴﺎ ﻭﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ ﻗﺒﻞ‬ ‫ﺇﻧﻔﺼﺎﻟﻬﻤﺎ ﺇﻟﻰ ﺩﻭﻟﺘﲔ ﻣﺴﺘﻘﻠﺘﲔ ﻓﻲ ﻳﻮﻧﻴﻮ ﻣﻦ ﻋﺎﻡ‬ ‫‪ 2006‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻ ﺗﺸﻤﻞ ﻛﻮﺳﻮﻓﻮ‪.‬‬ ‫‪ .v‬ﺃﺧﺬﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻴﻮﻧﻴﺴﻴﻒ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ‬ ‫ﺍﻟﻌﻨﻘﻮﺩﻳﺔ ﻣﺘﻌﺪﺩﺓ ﺍﳌﺆﺷﺮﺍﺕ‪.‬‬

‫‪ .x‬ﻳﻮﻧﻴﺴﻴﻒ ‪.2004‬‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :1‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ‬ ‫ﺍﻷﻋﻤﺪﺓ ﻣﻦ ‪ 6‬ﺇﻟﻰ ‪.8‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :2‬ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ‪.2007‬‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :3‬ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻼﺣﺼﺎﺀ ‪2008‬ﺃ‪.‬‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :4‬ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻼﺣﺼﺎﺀ ‪2008‬ﺏ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :5‬ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ‪2008‬ﺏ‪.‬‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :6‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬ ‫ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪.2‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :7‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬ ‫ﻓﻲ ﺍﻟﻌﻤﻮﺩﻳﻦ ﺭﻗﻢ ‪ 3‬ﻭ‪.4‬‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :8‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬ ‫ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪.5‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :9‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬ ‫ﻓﻲ ﺍﻟﻌﻤﻮﺩﻳﻦ ﺭﻗﻢ ‪ 1‬ﻭ‪.5‬‬

‫‪ .w‬ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪2007‬ﺏ‪.‬‬

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‫‪10/20/2008 2:03:55 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:28‬‬

‫اﻟﺠﺪول‬

‫‪2‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫اﺗﺠﺎﻫﺎت ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬

‫‪1980‬‬

‫‪1985‬‬

‫‪1990‬‬

‫‪1995‬‬

‫‪2000‬‬

‫‪2003‬‬

‫‪2004‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪0.897‬‬ ‫‪0.887‬‬ ‫‪0.909‬‬ ‫‪0.915‬‬ ‫‪0.852‬‬ ‫‪0.901‬‬ ‫‪0.893‬‬ ‫‪0.900‬‬ ‫‪..‬‬ ‫‪0.903‬‬ ‫‪0.886‬‬ ‫‪0.881‬‬ ‫‪0.891‬‬ ‫‪0.878‬‬ ‫‪0.906‬‬ ‫‪0.884‬‬ ‫‪0.865‬‬ ‫‪0.864‬‬ ‫‪0.864‬‬ ‫‪0.873‬‬ ‫‪0.868‬‬ ‫‪..‬‬ ‫‪0.875‬‬ ‫‪0.850‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.843‬‬ ‫‪0.803‬‬ ‫‪..‬‬ ‫‪0.829‬‬ ‫‪0.793‬‬ ‫‪0.785‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.766‬‬ ‫‪0.807‬‬ ‫‪..‬‬ ‫‪0.812‬‬ ‫‪..‬‬ ‫‪0.760‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.917‬‬ ‫‪0.902‬‬ ‫‪0.922‬‬ ‫‪0.936‬‬ ‫‪0.876‬‬ ‫‪0.916‬‬ ‫‪0.904‬‬ ‫‪0.916‬‬ ‫‪..‬‬ ‫‪0.916‬‬ ‫‪0.908‬‬ ‫‪0.903‬‬ ‫‪0.899‬‬ ‫‪0.899‬‬ ‫‪0.920‬‬ ‫‪0.903‬‬ ‫‪0.892‬‬ ‫‪0.878‬‬ ‫‪0.887‬‬ ‫‪0.882‬‬ ‫‪0.889‬‬ ‫‪..‬‬ ‫‪0.893‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.851‬‬ ‫‪0.876‬‬ ‫‪0.848‬‬ ‫‪0.856‬‬ ‫‪..‬‬ ‫‪0.838‬‬ ‫‪0.829‬‬ ‫‪..‬‬ ‫‪0.846‬‬ ‫‪0.788‬‬ ‫‪0.834‬‬ ‫‪..‬‬ ‫‪0.811‬‬ ‫‪0.805‬‬ ‫‪0.792‬‬ ‫‪..‬‬ ‫‪0.816‬‬ ‫‪0.826‬‬ ‫‪0.805‬‬ ‫‪..‬‬ ‫‪0.814‬‬ ‫‪0.801‬‬ ‫‪0.799‬‬ ‫‪..‬‬ ‫‪0.786‬‬ ‫‪0.773‬‬ ‫‪..‬‬ ‫‪0.741‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.921‬‬ ‫‪0.940‬‬ ‫‪0.947‬‬ ‫‪0.941‬‬ ‫‪0.899‬‬ ‫‪0.937‬‬ ‫‪0.936‬‬ ‫‪0.930‬‬ ‫‪..‬‬ ‫‪0.927‬‬ ‫‪0.927‬‬ ‫‪0.916‬‬ ‫‪0.917‬‬ ‫‪0.920‬‬ ‫‪0.933‬‬ ‫‪0.932‬‬ ‫‪0.910‬‬ ‫‪0.882‬‬ ‫‪0.904‬‬ ‫‪0.910‬‬ ‫‪0.927‬‬ ‫‪..‬‬ ‫‪0.917‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.859‬‬ ‫‪0.889‬‬ ‫‪0.881‬‬ ‫‪0.871‬‬ ‫‪0.852‬‬ ‫‪0.858‬‬ ‫‪0.860‬‬ ‫‪..‬‬ ‫‪0.855‬‬ ‫‪0.831‬‬ ‫‪0.854‬‬ ‫‪..‬‬ ‫‪0.816‬‬ ‫‪0.822‬‬ ‫‪0.821‬‬ ‫‪0.827‬‬ ‫‪0.796‬‬ ‫‪0.790‬‬ ‫‪0.770‬‬ ‫‪..‬‬ ‫‪0.805‬‬ ‫‪0.822‬‬ ‫‪0.815‬‬ ‫‪..‬‬ ‫‪0.803‬‬ ‫‪0.786‬‬ ‫‪..‬‬ ‫‪0.763‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.946‬‬ ‫‪0.955‬‬ ‫‪0.960‬‬ ‫‪0.950‬‬ ‫‪0.933‬‬ ‫‪0.949‬‬ ‫‪0.952‬‬ ‫‪0.941‬‬ ‫‪..‬‬ ‫‪0.945‬‬ ‫‪0.940‬‬ ‫‪0.938‬‬ ‫‪0.936‬‬ ‫‪0.941‬‬ ‫‪0.944‬‬ ‫‪0.944‬‬ ‫‪0.928‬‬ ‫‪0.905‬‬ ‫‪0.925‬‬ ‫‪0.928‬‬ ‫‪0.929‬‬ ‫‪..‬‬ ‫‪0.932‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.892‬‬ ‫‪0.905‬‬ ‫‪0.905‬‬ ‫‪0.898‬‬ ‫‪0.877‬‬ ‫‪0.873‬‬ ‫‪0.879‬‬ ‫‪..‬‬ ‫‪0.867‬‬ ‫‪0.835‬‬ ‫‪0.872‬‬ ‫‪..‬‬ ‫‪0.843‬‬ ‫‪0.853‬‬ ‫‪0.848‬‬ ‫‪0.840‬‬ ‫‪0.833‬‬ ‫‪0.830‬‬ ‫‪0.817‬‬ ‫‪..‬‬ ‫‪0.830‬‬ ‫‪0.849‬‬ ‫‪0.836‬‬ ‫‪..‬‬ ‫‪0.822‬‬ ‫‪0.818‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.802‬‬

‫‪0.960‬‬ ‫‪0.964‬‬ ‫‪0.966‬‬ ‫‪0.956‬‬ ‫‪0.949‬‬ ‫‪0.953‬‬ ‫‪0.957‬‬ ‫‪0.948‬‬ ‫‪..‬‬ ‫‪0.950‬‬ ‫‪0.945‬‬ ‫‪0.945‬‬ ‫‪0.945‬‬ ‫‪0.943‬‬ ‫‪0.949‬‬ ‫‪0.948‬‬ ‫‪0.936‬‬ ‫‪0.926‬‬ ‫‪0.937‬‬ ‫‪0.939‬‬ ‫‪0.938‬‬ ‫‪..‬‬ ‫‪0.936‬‬ ‫‪..‬‬ ‫‪0.910‬‬ ‫‪0.913‬‬ ‫‪0.910‬‬ ‫‪0.912‬‬ ‫‪0.909‬‬ ‫‪0.914‬‬ ‫‪0.889‬‬ ‫‪0.898‬‬ ‫‪0.889‬‬ ‫‪0.883‬‬ ‫‪0.884‬‬ ‫‪0.885‬‬ ‫‪..‬‬ ‫‪0.865‬‬ ‫‪0.867‬‬ ‫‪0.861‬‬ ‫‪0.853‬‬ ‫‪0.852‬‬ ‫‪0.854‬‬ ‫‪0.840‬‬ ‫‪..‬‬ ‫‪0.847‬‬ ‫‪0.844‬‬ ‫‪0.843‬‬ ‫‪..‬‬ ‫‪0.829‬‬ ‫‪0.827‬‬ ‫‪0.822‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.817‬‬

‫‪0.963‬‬ ‫‪0.966‬‬ ‫‪0.967‬‬ ‫‪0.963‬‬ ‫‪0.954‬‬ ‫‪0.954‬‬ ‫‪0.956‬‬ ‫‪0.951‬‬ ‫‪..‬‬ ‫‪0.952‬‬ ‫‪0.947‬‬ ‫‪0.948‬‬ ‫‪0.948‬‬ ‫‪0.946‬‬ ‫‪0.949‬‬ ‫‪0.944‬‬ ‫‪0.941‬‬ ‫‪0.933‬‬ ‫‪0.940‬‬ ‫‪0.942‬‬ ‫‪0.943‬‬ ‫‪..‬‬ ‫‪0.938‬‬ ‫‪0.923‬‬ ‫‪0.916‬‬ ‫‪0.910‬‬ ‫‪0.912‬‬ ‫‪0.916‬‬ ‫‪0.911‬‬ ‫‪0.912‬‬ ‫‪0.892‬‬ ‫‪0.895‬‬ ‫‪0.890‬‬ ‫‪0.886‬‬ ‫‪0.888‬‬ ‫‪0.889‬‬ ‫‪..‬‬ ‫‪0.867‬‬ ‫‪0.866‬‬ ‫‪0.866‬‬ ‫‪0.859‬‬ ‫‪0.858‬‬ ‫‪0.858‬‬ ‫‪0.848‬‬ ‫‪..‬‬ ‫‪0.851‬‬ ‫‪0.850‬‬ ‫‪0.851‬‬ ‫‪0.832‬‬ ‫‪0.837‬‬ ‫‪0.833‬‬ ‫‪0.830‬‬ ‫‪0.828‬‬ ‫‪..‬‬ ‫‪0.823‬‬

‫‪0.968‬‬ ‫‪0.968‬‬ ‫‪0.967‬‬ ‫‪0.965‬‬ ‫‪0.957‬‬ ‫‪0.956‬‬ ‫‪0.957‬‬ ‫‪0.953‬‬ ‫‪0.954‬‬ ‫‪0.953‬‬ ‫‪0.953‬‬ ‫‪0.950‬‬ ‫‪0.950‬‬ ‫‪0.949‬‬ ‫‪0.950‬‬ ‫‪0.946‬‬ ‫‪0.945‬‬ ‫‪0.943‬‬ ‫‪0.942‬‬ ‫‪0.943‬‬ ‫‪0.945‬‬ ‫‪0.938‬‬ ‫‪0.939‬‬ ‫‪0.926‬‬ ‫‪0.921‬‬ ‫‪0.916‬‬ ‫‪0.917‬‬ ‫‪0.916‬‬ ‫‪0.911‬‬ ‫‪0.915‬‬ ‫‪0.896‬‬ ‫‪0.898‬‬ ‫‪0.895‬‬ ‫‪0.892‬‬ ‫‪0.893‬‬ ‫‪0.891‬‬ ‫‪0.884‬‬ ‫‪0.873‬‬ ‫‪0.871‬‬ ‫‪0.871‬‬ ‫‪0.865‬‬ ‫‪0.865‬‬ ‫‪0.864‬‬ ‫‪0.856‬‬ ‫‪0.861‬‬ ‫‪0.857‬‬ ‫‪0.854‬‬ ‫‪0.854‬‬ ‫‪0.838‬‬ ‫‪0.841‬‬ ‫‪0.838‬‬ ‫‪0.834‬‬ ‫‪0.832‬‬ ‫‪0.834‬‬ ‫‪0.829‬‬

‫‪0.970‬‬ ‫‪0.969‬‬ ‫‪0.968‬‬ ‫‪0.967‬‬ ‫‪0.960‬‬ ‫‪0.959‬‬ ‫‪0.959‬‬ ‫‪0.956‬‬ ‫‪0.956‬‬ ‫‪0.955‬‬ ‫‪0.955‬‬ ‫‪0.954‬‬ ‫‪0.953‬‬ ‫‪0.952‬‬ ‫‪0.950‬‬ ‫‪0.949‬‬ ‫‪0.948‬‬ ‫‪0.947‬‬ ‫‪0.945‬‬ ‫‪0.945‬‬ ‫‪0.943‬‬ ‫‪0.941‬‬ ‫‪0.941‬‬ ‫‪0.929‬‬ ‫‪0.926‬‬ ‫‪0.921‬‬ ‫‪0.919‬‬ ‫‪0.918‬‬ ‫‪0.912‬‬ ‫‪0.912‬‬ ‫‪0.902‬‬ ‫‪0.900‬‬ ‫‪0.899‬‬ ‫‪0.897‬‬ ‫‪0.895‬‬ ‫‪0.894‬‬ ‫‪0.885‬‬ ‫‪0.877‬‬ ‫‪0.875‬‬ ‫‪0.874‬‬ ‫‪0.871‬‬ ‫‪0.870‬‬ ‫‪0.869‬‬ ‫‪0.863‬‬ ‫‪0.863‬‬ ‫‪0.862‬‬ ‫‪0.860‬‬ ‫‪0.859‬‬ ‫‪0.855‬‬ ‫‪0.846‬‬ ‫‪0.842‬‬ ‫‪0.839‬‬ ‫‪0.836‬‬ ‫‪0.836‬‬ ‫‪0.834‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬

‫ﺍﻳﺴﻠﻨﺪﺍ‬ ‫‪0.889‬‬ ‫ﺍﺳﺘﺮﺍﻟﻴﺎ‬ ‫‪0.874‬‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬ ‫‪0.898‬‬ ‫ﻛﻨﺪﺍ‬ ‫‪0.892‬‬ ‫ﺍﻳﺮﻟﻨﺪﺍ‬ ‫‪0.837‬‬ ‫ﻫﻮﻟﻨﺪﺍ‬ ‫‪0.888‬‬ ‫ﺍﻟﺴﻮﻳﺪ‬ ‫‪0.883‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫‪0.886‬‬ ‫ﻟﻜﺴﻤﺒﺮﻍ‬ ‫‪..‬‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫‪0.896‬‬ ‫ﻓﺮﻧﺴﺎ‬ ‫‪0.875‬‬ ‫ﻓﻨﻠﻨﺪﺍ‬ ‫‪0.864‬‬ ‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫‪0.882‬‬ ‫ﺍﻟﻨﻤﺴﺎ‬ ‫‪0.865‬‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.892‬‬ ‫ﺑﻠﺠﻴﻜﺎ‬ ‫‪0.870‬‬ ‫ﺍﺳﺒﺎﻧﻴﺎ‬ ‫‪0.850‬‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫‪0.851‬‬ ‫ﺍﻳﻄﺎﻟﻴﺎ‬ ‫‪0.855‬‬ ‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬ ‫‪0.861‬‬ ‫ﺍﳌﻤﻠﻜﻪ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.859‬‬ ‫ﻣﻨﻄﻘﺔ ﻫﻮﱋ ﻛﻮﱋ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ‬ ‫‪..‬‬ ‫ﺃﳌﺎﻧﻴﺎ‬ ‫‪0.867‬‬ ‫ﺇﺳﺮﺍﺋﻴﻞ‬ ‫‪0.827‬‬ ‫)ﺟﻤﻬﻮﺭﻳﺔ( ﻛﻮﺭﻳﺎ‬ ‫‪..‬‬ ‫ﺳﻠﻮﻓﻴﻨﻴﺎ‬ ‫‪..‬‬ ‫ﺑﺮﻭﻧﺎﻱ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‬ ‫‪0.827‬‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫‪0.783‬‬ ‫ﻗﺒﺮﺹ‬ ‫‪..‬‬ ‫ﺍﻟﻜﻮﻳﺖ‬ ‫‪0.812‬‬ ‫ﺍﻟﺒﺤﺮﻳﻦ‬ ‫‪0.769‬‬ ‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫‪0.764‬‬ ‫ﻗﻄﺮ‬ ‫‪..‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﻪ‬ ‫‪..‬‬ ‫ﺍﻻﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.743‬‬ ‫ﻣﺎﻟﻄﺎ‬ ‫‪..‬‬ ‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫‪..‬‬ ‫ﺍ‪‬ﺮ‬ ‫‪0.801‬‬ ‫ﺑﻮﻟﻨﺪﺍ‬ ‫‪..‬‬ ‫ﺷﻴﻠﻰ‬ ‫‪0.746‬‬ ‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫‪..‬‬ ‫ﺍﺳﺘﻮﻧﻴﺎ‬ ‫‪..‬‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬ ‫‪..‬‬ ‫ﻻﺗﻔﻴﺎ‬ ‫‪..‬‬ ‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫‪..‬‬ ‫ﻛﺮﻭﺍﺗﻴﺎ‬

‫ﺍﻻﺭﺟﻨﺘﲔ‬ ‫ﺍﻭﺭﻭﻏﻮﺍﻯ‬

‫ﻛﻮﺑﺎ‬

‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬

‫ﺍﳌﻜﺴﻴﻚ‬ ‫ﻋﻤﺎﻥ‬

‫ﺍﳌﻤﻠﻜﻪ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﺳﻴﺸﻴﻞ‬ ‫ﺑﻠﻐﺎﺭﻳﺎ‬

‫‪..‬‬ ‫‪0.790‬‬ ‫‪0.774‬‬ ‫‪..‬‬ ‫‪0.758‬‬ ‫‪0.748‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪0.794‬‬ ‫‪0.781‬‬ ‫‪..‬‬ ‫‪0.766‬‬ ‫‪0.759‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪29‬‬

‫‪10/20/2008 2:03:55 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:29‬‬

‫اﻟﺠﺪول‬

‫‪2‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪56‬‬ ‫‪57‬‬ ‫‪58‬‬ ‫‪59‬‬ ‫‪60‬‬ ‫‪61‬‬ ‫‪62‬‬ ‫‪63‬‬ ‫‪64‬‬ ‫‪65‬‬ ‫‪66‬‬ ‫‪67‬‬ ‫‪68‬‬ ‫‪69‬‬ ‫‪70‬‬ ‫‪71‬‬ ‫‪72‬‬ ‫‪73‬‬ ‫‪74‬‬ ‫‪75‬‬

‫اﺗﺠﺎﻫﺎت ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬

‫‪1985‬‬

‫‪1990‬‬

‫‪1995‬‬

‫‪2000‬‬

‫‪2003‬‬

‫‪2004‬‬

‫‪2005‬‬

‫‪2006‬‬

‫ﺍﳉﻤﺎﻫﻴﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‬ ‫‪0.614‬‬ ‫ﺳﺎﻧﺖ ﻛﻴﺘﺲ ﻭﻧﻴﻔﻴﺲ‬ ‫‪..‬‬ ‫ﺑﻨﻤﺎ‬ ‫‪0.751‬‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‬ ‫‪0.762‬‬ ‫ﺃﻧﺘﻴﻐﻮﺍ ﻭﺑﺮﺑﻮﺩﺍ‬ ‫‪..‬‬ ‫ﺭﻭﻣﺎﻧﻴﺎ‬ ‫‪..‬‬ ‫ﺳﺎﻧﺖ ﻟﻮﺳﻴﺎ‬ ‫‪..‬‬ ‫ﻣﺎﻟﻴﺰﻳﺎ‬ ‫‪0.665‬‬ ‫ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬ ‫‪0.787‬‬ ‫ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬ ‫‪..‬‬ ‫ﺻﺮﺑﻴﺎ‬ ‫‪..‬‬ ‫ﺑﻴﻼﺭﻭﺱ‬ ‫‪..‬‬ ‫ﻣﻘﺪﻭﻧﻴﺎ )ﺍﳉﻤﻬﻮﺭﻳﺔﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔﺍﻟﺴﺎﺑﻘﺔ(‬ ‫‪..‬‬ ‫ﺃﻟﺒﺎﻧﻴﺎ‬ ‫‪..‬‬ ‫ﺍﻟﺒﺮﺍﺯﻳﻞ‬ ‫‪0.684‬‬ ‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫‪..‬‬ ‫ﺩﻭﻣﻴﻨﻴﻜﺎ‬ ‫‪..‬‬ ‫ﺍﻹﻛﻮﺍﺩﻭﺭ‬ ‫‪0.707‬‬ ‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬ ‫‪..‬‬ ‫ﻣﻮﺭﻳﺸﻴﻮﺱ‬ ‫‪..‬‬

‫‪0.645‬‬ ‫‪..‬‬ ‫‪0.761‬‬ ‫‪0.762‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.688‬‬ ‫‪0.783‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.692‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.721‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.758‬‬ ‫‪0.786‬‬ ‫‪..‬‬ ‫‪0.780‬‬ ‫‪..‬‬ ‫‪0.736‬‬ ‫‪0.786‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.793‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.708‬‬ ‫‪0.776‬‬ ‫‪..‬‬ ‫‪0.740‬‬ ‫‪0.819‬‬ ‫‪0.717‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.778‬‬ ‫‪0.791‬‬ ‫‪..‬‬ ‫‪0.774‬‬ ‫‪..‬‬ ‫‪0.766‬‬ ‫‪0.786‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.758‬‬ ‫‪0.777‬‬ ‫‪..‬‬ ‫‪0.732‬‬ ‫‪0.728‬‬ ‫‪..‬‬ ‫‪0.755‬‬ ‫‪0.776‬‬ ‫‪0.734‬‬

‫‪0.798‬‬ ‫‪..‬‬ ‫‪0.805‬‬ ‫‪0.800‬‬ ‫‪..‬‬ ‫‪0.782‬‬ ‫‪..‬‬ ‫‪0.797‬‬ ‫‪0.793‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.785‬‬ ‫‪0.795‬‬ ‫‪0.777‬‬ ‫‪0.789‬‬ ‫‪0.746‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.769‬‬

‫‪0.820‬‬ ‫‪..‬‬ ‫‪0.814‬‬ ‫‪0.799‬‬ ‫‪..‬‬ ‫‪0.803‬‬ ‫‪..‬‬ ‫‪0.812‬‬ ‫‪0.806‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.797‬‬ ‫‪0.799‬‬ ‫‪0.794‬‬ ‫‪0.794‬‬ ‫‪0.779‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.797‬‬ ‫‪0.788‬‬

‫‪0.823‬‬ ‫‪..‬‬ ‫‪0.819‬‬ ‫‪0.810‬‬ ‫‪..‬‬ ‫‪0.812‬‬ ‫‪0.814‬‬ ‫‪0.818‬‬ ‫‪0.812‬‬ ‫‪0.808‬‬ ‫‪0.813‬‬ ‫‪0.804‬‬ ‫‪0.802‬‬ ‫‪0.800‬‬ ‫‪0.800‬‬ ‫‪0.789‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.802‬‬ ‫‪0.794‬‬

‫‪0.828‬‬ ‫‪0.829‬‬ ‫‪0.822‬‬ ‫‪0.816‬‬ ‫‪..‬‬ ‫‪0.817‬‬ ‫‪0.818‬‬ ‫‪0.819‬‬ ‫‪0.815‬‬ ‫‪0.811‬‬ ‫‪0.817‬‬ ‫‪0.810‬‬ ‫‪0.805‬‬ ‫‪0.804‬‬ ‫‪0.802‬‬ ‫‪0.799‬‬ ‫‪0.807‬‬ ‫‪..‬‬ ‫‪0.801‬‬ ‫‪0.797‬‬

‫‪0.833‬‬ ‫‪0.831‬‬ ‫‪0.827‬‬ ‫‪0.826‬‬ ‫‪0.826‬‬ ‫‪0.825‬‬ ‫‪0.824‬‬ ‫‪0.823‬‬ ‫‪0.822‬‬ ‫‪0.821‬‬ ‫‪0.821‬‬ ‫‪0.817‬‬ ‫‪0.808‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.805‬‬ ‫‪0.802‬‬

‫‪1980‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.685‬‬ ‫‪..‬‬ ‫‪0.644‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.607‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.560‬‬ ‫‪..‬‬ ‫‪0.630‬‬ ‫‪..‬‬ ‫‪0.636‬‬ ‫‪..‬‬ ‫‪0.529‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.673‬‬ ‫‪0.573‬‬ ‫‪..‬‬ ‫‪0.650‬‬ ‫‪..‬‬ ‫‪0.645‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.601‬‬ ‫‪..‬‬ ‫‪0.520‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.701‬‬ ‫‪..‬‬ ‫‪0.663‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.653‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.698‬‬ ‫‪0.618‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.654‬‬ ‫‪..‬‬ ‫‪0.552‬‬ ‫‪..‬‬ ‫‪0.603‬‬ ‫‪..‬‬ ‫‪0.673‬‬ ‫‪0.587‬‬ ‫‪..‬‬ ‫‪0.649‬‬ ‫‪..‬‬ ‫‪0.668‬‬ ‫‪..‬‬ ‫‪0.617‬‬ ‫‪0.623‬‬ ‫‪..‬‬ ‫‪0.560‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.706‬‬ ‫‪0.703‬‬ ‫‪0.692‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.684‬‬ ‫‪0.712‬‬ ‫‪0.732‬‬ ‫‪0.709‬‬ ‫‪0.671‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.662‬‬ ‫‪..‬‬ ‫‪0.607‬‬ ‫‪..‬‬ ‫‪0.624‬‬ ‫‪..‬‬ ‫‪0.707‬‬ ‫‪0.658‬‬ ‫‪..‬‬ ‫‪0.694‬‬ ‫‪..‬‬ ‫‪0.682‬‬ ‫‪..‬‬ ‫‪0.636‬‬ ‫‪0.625‬‬ ‫‪..‬‬ ‫‪0.623‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.740‬‬ ‫‪0.745‬‬ ‫‪0.721‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.709‬‬ ‫‪0.733‬‬ ‫‪0.695‬‬ ‫‪0.728‬‬ ‫‪0.711‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.681‬‬ ‫‪..‬‬ ‫‪0.655‬‬ ‫‪..‬‬ ‫‪0.652‬‬ ‫‪..‬‬ ‫‪0.723‬‬ ‫‪0.690‬‬ ‫‪0.681‬‬ ‫‪0.711‬‬ ‫‪..‬‬ ‫‪0.699‬‬ ‫‪..‬‬ ‫‪0.642‬‬ ‫‪0.648‬‬ ‫‪0.741‬‬ ‫‪0.657‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.782‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.760‬‬ ‫‪0.750‬‬ ‫‪0.753‬‬ ‫‪0.758‬‬ ‫‪0.737‬‬ ‫‪0.748‬‬ ‫‪0.735‬‬ ‫‪0.752‬‬ ‫‪0.735‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.742‬‬ ‫‪0.733‬‬ ‫‪0.718‬‬ ‫‪0.754‬‬ ‫‪0.676‬‬ ‫‪0.706‬‬ ‫‪0.734‬‬ ‫‪0.710‬‬ ‫‪0.719‬‬ ‫‪0.725‬‬ ‫‪..‬‬ ‫‪0.717‬‬ ‫‪..‬‬ ‫‪0.702‬‬ ‫‪0.714‬‬ ‫‪0.709‬‬ ‫‪0.671‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.797‬‬ ‫‪0.790‬‬ ‫‪0.771‬‬ ‫‪0.770‬‬ ‫‪0.767‬‬ ‫‪0.770‬‬ ‫‪0.772‬‬ ‫‪0.764‬‬ ‫‪0.772‬‬ ‫‪0.752‬‬ ‫‪0.768‬‬ ‫‪0.758‬‬ ‫‪0.759‬‬ ‫‪0.753‬‬ ‫‪..‬‬ ‫‪0.754‬‬ ‫‪0.747‬‬ ‫‪0.742‬‬ ‫‪0.756‬‬ ‫‪0.743‬‬ ‫‪0.726‬‬ ‫‪0.745‬‬ ‫‪0.742‬‬ ‫‪0.734‬‬ ‫‪0.734‬‬ ‫‪..‬‬ ‫‪0.724‬‬ ‫‪..‬‬ ‫‪0.726‬‬ ‫‪0.720‬‬ ‫‪0.727‬‬ ‫‪0.709‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.792‬‬ ‫‪0.781‬‬ ‫‪0.775‬‬ ‫‪0.776‬‬ ‫‪0.774‬‬ ‫‪0.776‬‬ ‫‪0.775‬‬ ‫‪0.768‬‬ ‫‪0.779‬‬ ‫‪0.759‬‬ ‫‪0.770‬‬ ‫‪0.766‬‬ ‫‪0.764‬‬ ‫‪0.760‬‬ ‫‪0.762‬‬ ‫‪0.753‬‬ ‫‪0.751‬‬ ‫‪0.748‬‬ ‫‪0.759‬‬ ‫‪0.748‬‬ ‫‪0.731‬‬ ‫‪0.747‬‬ ‫‪0.746‬‬ ‫‪0.740‬‬ ‫‪0.739‬‬ ‫‪..‬‬ ‫‪0.727‬‬ ‫‪..‬‬ ‫‪0.731‬‬ ‫‪0.724‬‬ ‫‪0.725‬‬ ‫‪0.714‬‬

‫‪0.795‬‬ ‫‪0.795‬‬ ‫‪0.794‬‬ ‫‪0.788‬‬ ‫‪0.780‬‬ ‫‪0.782‬‬ ‫‪0.782‬‬ ‫‪0.780‬‬ ‫‪0.778‬‬ ‫‪0.774‬‬ ‫‪0.780‬‬ ‫‪0.767‬‬ ‫‪0.774‬‬ ‫‪0.770‬‬ ‫‪0.769‬‬ ‫‪0.763‬‬ ‫‪0.765‬‬ ‫‪0.759‬‬ ‫‪0.759‬‬ ‫‪0.754‬‬ ‫‪0.760‬‬ ‫‪0.756‬‬ ‫‪0.743‬‬ ‫‪0.749‬‬ ‫‪0.748‬‬ ‫‪0.737‬‬ ‫‪0.743‬‬ ‫‪0.743‬‬ ‫‪0.737‬‬ ‫‪0.735‬‬ ‫‪0.736‬‬ ‫‪0.731‬‬ ‫‪0.727‬‬ ‫‪0.719‬‬

‫‪0.799‬‬ ‫‪0.796‬‬ ‫‪0.795‬‬ ‫‪0.789‬‬ ‫‪0.788‬‬ ‫‪0.787‬‬ ‫‪0.786‬‬ ‫‪0.786‬‬ ‫‪0.780‬‬ ‫‪0.780‬‬ ‫‪0.780‬‬ ‫‪0.777‬‬ ‫‪0.777‬‬ ‫‪0.776‬‬ ‫‪0.775‬‬ ‫‪0.768‬‬ ‫‪0.766‬‬ ‫‪0.766‬‬ ‫‪0.763‬‬ ‫‪0.762‬‬ ‫‪0.762‬‬ ‫‪0.761‬‬ ‫‪0.759‬‬ ‫‪0.752‬‬ ‫‪0.750‬‬ ‫‪0.749‬‬ ‫‪0.746‬‬ ‫‪0.743‬‬ ‫‪0.742‬‬ ‫‪0.741‬‬ ‫‪0.739‬‬ ‫‪0.736‬‬ ‫‪0.729‬‬ ‫‪0.725‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﺘﻮﺳﻄﺔ‬

‫‪76‬‬ ‫‪77‬‬ ‫‪78‬‬ ‫‪79‬‬ ‫‪80‬‬ ‫‪81‬‬ ‫‪82‬‬ ‫‪83‬‬ ‫‪84‬‬ ‫‪85‬‬ ‫‪86‬‬ ‫‪87‬‬ ‫‪88‬‬ ‫‪89‬‬ ‫‪90‬‬ ‫‪91‬‬ ‫‪92‬‬ ‫‪93‬‬ ‫‪94‬‬ ‫‪95‬‬ ‫‪96‬‬ ‫‪97‬‬ ‫‪98‬‬ ‫‪99‬‬ ‫‪100‬‬ ‫‪101‬‬ ‫‪102‬‬ ‫‪103‬‬ ‫‪104‬‬ ‫‪105‬‬ ‫‪106‬‬ ‫‪107‬‬ ‫‪108‬‬ ‫‪109‬‬

‫ﺍﻟﺒﻮﺳﻨﺔ ﻭﺍﻟﻬﺮﺳﻚ‬ ‫ﻟﺒﻨﺎﻥ‬

‫ﺗﻮﻧﻐﺎ‬

‫ﻏﺮﻳﻨﺎﺩﺍ‬ ‫ﺑﻴﺮﻭ‬

‫ﻛﻮﻟﻮﻣﺒﻴﺎ‬ ‫ﺗﺎﻳﻠﻨﺪ‬

‫ﺃﻭﻛﺮﺍﻧﻴﺎ‬

‫ﺟﺎﻣﺎﻳﻜﺎ‬ ‫ﺗﺮﻛﻴﺎ‬ ‫ﺑﻠﻴﺰ‬

‫ﺃﺭﻣﻴﻨﻴﺎ‬ ‫ﺳﺎﻣﻮﺍ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ )ﺍﻹﺳﻼﻣﻴﺔ(‬ ‫ﺳﻮﺭﻳﻨﺎﻡ‬ ‫ﺍﻷﺭﺩﻥ‬

‫ﺳﺎﻧﺖ ﻓﻨﺴﻨﺖ ﻭﻏﺮﻳﻨﺎﺩﻳﻦ‬

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫ﺟﻮﺭﺟﻴﺎ‬

‫ﺍﻟﺼﲔ‬

‫ﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‬ ‫ﺗﻮﻧﺲ‬

‫ﺃﺫﺭﺑﻴﺠﺎﻥ‬

‫ﺑﺎﺭﺍﻏﻮﺍﻱ‬

‫ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬ ‫ﻣﺎﻟﺪﻳﻒ‬

‫ﺍﻟﻔﻠﺒﲔ‬ ‫ﻓﻴﺠﻲ‬

‫ﺳﺮﻱ ﻻﻧﻜﺎ‬ ‫ﻏﻴﺎﻧﺎ‬

‫ﺍﳉﺰﺍﺋﺮ‬

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬

‫ﺍﻟﻐﺎﺑﻮﻥ‬

‫ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫‪30‬‬

‫‪10/20/2008 2:03:55 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:30‬‬

‫اﻟﺠﺪول‬

‫‪2‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪110‬‬ ‫‪111‬‬ ‫‪112‬‬ ‫‪113‬‬ ‫‪114‬‬ ‫‪115‬‬ ‫‪116‬‬ ‫‪117‬‬ ‫‪118‬‬ ‫‪119‬‬ ‫‪120‬‬ ‫‪121‬‬ ‫‪122‬‬ ‫‪123‬‬ ‫‪124‬‬ ‫‪125‬‬ ‫‪126‬‬ ‫‪127‬‬ ‫‪128‬‬ ‫‪129‬‬ ‫‪130‬‬ ‫‪131‬‬ ‫‪132‬‬ ‫‪133‬‬ ‫‪134‬‬ ‫‪135‬‬ ‫‪136‬‬ ‫‪137‬‬ ‫‪138‬‬ ‫‪139‬‬ ‫‪140‬‬ ‫‪141‬‬ ‫‪142‬‬ ‫‪143‬‬ ‫‪144‬‬ ‫‪145‬‬ ‫‪146‬‬ ‫‪147‬‬ ‫‪148‬‬ ‫‪149‬‬ ‫‪150‬‬ ‫‪151‬‬ ‫‪152‬‬ ‫‪153‬‬

‫ﺗﺮﻛﻤﺎﻧﺴﺘﺎﻥ‬

‫ﺑﻮﻟﻴﻔﻴﺎ‬

‫ﻣﻨﻐﻮﻟﻴﺎ‬

‫ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫ﻣﻮﻟﺪﻭﻓﺎ‬

‫ﻏﻴﻨﻴﺎ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‬

‫ﻣﺼﺮ‬

‫ﻫﻨﺪﻭﺭﺍﺱ‬

‫ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‬ ‫ﻏﻮﺍﺗﻴﻤﺎﻻ‬

‫ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‬ ‫ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬

‫ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫ﻓﺎﻧﻮﺍﺗﻮ‬

‫ﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬

‫ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬

‫ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫ﺍﳌﻐﺮﺏ‬

‫ﺳﺎﻥ ﺗﻮﻣﻲ ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‬

‫ﻧﺎﻣﻴﺒﻴﺎ‬

‫ﺍﻟﻜﻮﻧﻐﻮ‬ ‫ﺑﻮﺗﺎﻥ‬

‫ﺍﻟﻬﻨﺪ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬ ‫ﺟﺰﺭ ﺳﻠﻴﻤﺎﻥ‬

‫ﻣﻴﺎﳕﺎﺭ‬

‫ﻛﻤﺒﻮﺩﻳﺎ‬

‫ﺟﺰﺭ ﺍﻟﻘﻤﺮ‬

‫ﺍﻟﻴﻤﻦ‬

‫ﺑﺎﻛﺴﺘﺎﻥ‬

‫ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‬

‫ﺗﻴﻤﻮﺭ ‪ -‬ﻟﻴﺸﺘﻲ‬

‫ﺳﻮﺍﺯﻳﻼﻧﺪ‬

‫ﻛﻴﻨﻴﺎ‬ ‫ﻏﺎﻧﺎ‬

‫ﻣﺪﻏﺸﻘﺮ‬ ‫ﻧﻴﺒﺎﻝ‬

‫ﺍﻟﺴﻮﺩﺍﻥ‬

‫ﻫﺎﻳﺘﻲ‬

‫ﺑﻨﻐﻼﺩﻳﺶ‬

‫ﺍﻟﻜﺎﻣﻴﺮﻭﻥ‬

‫ﺟﻴﺒﻮﺗﻲ‬

‫ﺑﺎﺑﻮﺍ ﻏﻴﻨﻴﺎ ﺍﳉﺪﻳﺪﺓ‬

‫ﺍﻟﺴﻨﻐﺎﻝ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﻨﺨﻔﻀﺔ‬

‫‪154‬‬ ‫‪155‬‬ ‫‪156‬‬ ‫‪157‬‬ ‫‪158‬‬ ‫‪159‬‬ ‫‪160‬‬ ‫‪161‬‬ ‫‪162‬‬ ‫‪163‬‬ ‫‪164‬‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬

‫ﻟﻴﺴﻮﺗﻮ‬

‫ﺃﻭﻏﻨﺪﺍ‬

‫ﻧﻴﺠﻴﺮﻳﺎ‬ ‫ﺃﻧﻐﻮﻻ‬ ‫ﺗﻮﻏﻮ‬

‫ﻏﺎﻣﺒﻴﺎ‬ ‫ﺑﻨﲔ‬

‫ﺇﺭﻳﺘﺮﻳﺎ‬

‫ﻣﻼﻭﻱ‬ ‫ﺯﺍﻣﺒﻴﺎ‬

‫‪1980‬‬

‫‪1985‬‬

‫‪1990‬‬

‫‪1995‬‬

‫‪2000‬‬

‫‪2003‬‬

‫‪2004‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪..‬‬ ‫‪0.558‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.483‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.540‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.657‬‬ ‫‪0.538‬‬ ‫‪0.471‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.428‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.445‬‬ ‫‪..‬‬ ‫‪0.386‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.547‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.307‬‬ ‫‪..‬‬ ‫‪0.437‬‬ ‫‪0.331‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪0.574‬‬ ‫‪..‬‬ ‫‪0.559‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.539‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.547‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.679‬‬ ‫‪0.578‬‬ ‫‪0.497‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.619‬‬ ‫‪..‬‬ ‫‪0.455‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.488‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.411‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.588‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.340‬‬ ‫‪..‬‬ ‫‪0.447‬‬ ‫‪0.352‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪0.627‬‬ ‫‪..‬‬ ‫‪0.597‬‬ ‫‪0.734‬‬ ‫‪..‬‬ ‫‪0.572‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.565‬‬ ‫‪0.581‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.709‬‬ ‫‪0.698‬‬ ‫‪0.680‬‬ ‫‪0.516‬‬ ‫‪..‬‬ ‫‪0.653‬‬ ‫‪0.584‬‬ ‫‪..‬‬ ‫‪0.494‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.484‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.443‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.612‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.406‬‬ ‫‪..‬‬ ‫‪0.447‬‬ ‫‪0.390‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.417‬‬

‫‪..‬‬ ‫‪0.651‬‬ ‫‪..‬‬ ‫‪0.645‬‬ ‫‪0.678‬‬ ‫‪..‬‬ ‫‪0.628‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.631‬‬ ‫‪0.618‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.642‬‬ ‫‪0.729‬‬ ‫‪0.654‬‬ ‫‪0.560‬‬ ‫‪..‬‬ ‫‪0.664‬‬ ‫‪0.596‬‬ ‫‪..‬‬ ‫‪0.517‬‬ ‫‪0.516‬‬ ‫‪..‬‬ ‫‪0.512‬‬ ‫‪..‬‬ ‫‪0.541‬‬ ‫‪0.479‬‬ ‫‪0.463‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.619‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.436‬‬ ‫‪..‬‬ ‫‪0.475‬‬ ‫‪0.414‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.431‬‬

‫‪..‬‬ ‫‪0.697‬‬ ‫‪0.676‬‬ ‫‪0.688‬‬ ‫‪0.679‬‬ ‫‪0.653‬‬ ‫‪0.665‬‬ ‫‪0.680‬‬ ‫‪0.673‬‬ ‫‪0.674‬‬ ‫‪0.640‬‬ ‫‪0.682‬‬ ‫‪0.679‬‬ ‫‪0.653‬‬ ‫‪0.648‬‬ ‫‪0.687‬‬ ‫‪0.619‬‬ ‫‪0.582‬‬ ‫‪..‬‬ ‫‪0.636‬‬ ‫‪0.559‬‬ ‫‪..‬‬ ‫‪0.561‬‬ ‫‪0.563‬‬ ‫‪..‬‬ ‫‪0.550‬‬ ‫‪0.511‬‬ ‫‪..‬‬ ‫‪0.498‬‬ ‫‪..‬‬ ‫‪0.520‬‬ ‫‪..‬‬ ‫‪0.589‬‬ ‫‪0.518‬‬ ‫‪0.497‬‬ ‫‪0.498‬‬ ‫‪0.491‬‬ ‫‪0.488‬‬ ‫‪..‬‬ ‫‪0.489‬‬ ‫‪0.509‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.473‬‬

‫‪..‬‬ ‫‪0.712‬‬ ‫‪0.698‬‬ ‫‪0.704‬‬ ‫‪0.702‬‬ ‫‪0.698‬‬ ‫‪0.704‬‬ ‫‪0.690‬‬ ‫‪0.690‬‬ ‫‪0.694‬‬ ‫‪0.687‬‬ ‫‪0.692‬‬ ‫‪0.689‬‬ ‫‪0.676‬‬ ‫‪0.670‬‬ ‫‪0.679‬‬ ‫‪0.646‬‬ ‫‪0.626‬‬ ‫‪0.627‬‬ ‫‪0.629‬‬ ‫‪0.593‬‬ ‫‪0.585‬‬ ‫‪0.584‬‬ ‫‪0.589‬‬ ‫‪..‬‬ ‫‪0.570‬‬ ‫‪0.534‬‬ ‫‪0.561‬‬ ‫‪0.549‬‬ ‫‪0.534‬‬ ‫‪0.537‬‬ ‫‪..‬‬ ‫‪0.554‬‬ ‫‪0.519‬‬ ‫‪0.512‬‬ ‫‪0.510‬‬ ‫‪0.512‬‬ ‫‪0.504‬‬ ‫‪..‬‬ ‫‪0.509‬‬ ‫‪0.515‬‬ ‫‪..‬‬ ‫‪0.508‬‬ ‫‪0.488‬‬

‫‪..‬‬ ‫‪0.715‬‬ ‫‪0.708‬‬ ‫‪0.709‬‬ ‫‪0.708‬‬ ‫‪0.715‬‬ ‫‪0.709‬‬ ‫‪0.704‬‬ ‫‪0.695‬‬ ‫‪0.698‬‬ ‫‪0.685‬‬ ‫‪0.695‬‬ ‫‪0.692‬‬ ‫‪0.678‬‬ ‫‪0.676‬‬ ‫‪0.675‬‬ ‫‪0.651‬‬ ‫‪0.631‬‬ ‫‪0.631‬‬ ‫‪0.628‬‬ ‫‪0.603‬‬ ‫‪0.591‬‬ ‫‪0.593‬‬ ‫‪0.595‬‬ ‫‪0.592‬‬ ‫‪0.575‬‬ ‫‪0.554‬‬ ‫‪0.563‬‬ ‫‪0.554‬‬ ‫‪0.542‬‬ ‫‪0.544‬‬ ‫‪..‬‬ ‫‪0.549‬‬ ‫‪0.523‬‬ ‫‪0.517‬‬ ‫‪0.521‬‬ ‫‪0.515‬‬ ‫‪0.509‬‬ ‫‪..‬‬ ‫‪0.513‬‬ ‫‪0.515‬‬ ‫‪..‬‬ ‫‪0.509‬‬ ‫‪0.494‬‬

‫‪..‬‬ ‫‪0.718‬‬ ‫‪0.714‬‬ ‫‪0.714‬‬ ‫‪0.714‬‬ ‫‪0.719‬‬ ‫‪0.712‬‬ ‫‪0.708‬‬ ‫‪0.701‬‬ ‫‪0.701‬‬ ‫‪0.693‬‬ ‫‪0.698‬‬ ‫‪0.692‬‬ ‫‪0.684‬‬ ‫‪0.680‬‬ ‫‪0.672‬‬ ‫‪0.656‬‬ ‫‪0.638‬‬ ‫‪0.637‬‬ ‫‪0.630‬‬ ‫‪0.611‬‬ ‫‪0.600‬‬ ‫‪0.601‬‬ ‫‪0.601‬‬ ‫‪0.596‬‬ ‫‪0.580‬‬ ‫‪0.566‬‬ ‫‪0.568‬‬ ‫‪0.561‬‬ ‫‪0.548‬‬ ‫‪0.547‬‬ ‫‪0.549‬‬ ‫‪0.546‬‬ ‫‪0.528‬‬ ‫‪0.524‬‬ ‫‪0.528‬‬ ‫‪0.521‬‬ ‫‪0.515‬‬ ‫‪..‬‬ ‫‪0.517‬‬ ‫‪0.515‬‬ ‫‪0.508‬‬ ‫‪0.510‬‬ ‫‪0.498‬‬

‫‪0.723‬‬ ‫‪0.722‬‬ ‫‪0.720‬‬ ‫‪0.719‬‬ ‫‪0.718‬‬ ‫‪0.717‬‬ ‫‪0.715‬‬ ‫‪0.713‬‬ ‫‪0.706‬‬ ‫‪0.706‬‬ ‫‪0.702‬‬ ‫‪0.701‬‬ ‫‪0.694‬‬ ‫‪0.691‬‬ ‫‪0.684‬‬ ‫‪0.671‬‬ ‫‪0.662‬‬ ‫‪0.646‬‬ ‫‪0.643‬‬ ‫‪0.633‬‬ ‫‪0.618‬‬ ‫‪0.613‬‬ ‫‪0.609‬‬ ‫‪0.608‬‬ ‫‪0.600‬‬ ‫‪0.584‬‬ ‫‪0.575‬‬ ‫‪0.572‬‬ ‫‪0.566‬‬ ‫‪0.562‬‬ ‫‪0.557‬‬ ‫‪0.547‬‬ ‫‪0.542‬‬ ‫‪0.533‬‬ ‫‪0.533‬‬ ‫‪0.533‬‬ ‫‪0.530‬‬ ‫‪0.527‬‬ ‫‪0.527‬‬ ‫‪0.524‬‬ ‫‪0.515‬‬ ‫‪0.513‬‬ ‫‪0.512‬‬ ‫‪0.502‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.347‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.361‬‬ ‫‪..‬‬ ‫‪0.377‬‬

‫‪0.430‬‬ ‫‪..‬‬ ‫‪0.404‬‬ ‫‪0.446‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.378‬‬ ‫‪..‬‬ ‫‪0.386‬‬

‫‪0.414‬‬ ‫‪..‬‬ ‫‪0.391‬‬ ‫‪0.450‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.399‬‬ ‫‪..‬‬ ‫‪0.434‬‬

‫‪0.439‬‬ ‫‪0.529‬‬ ‫‪0.453‬‬ ‫‪0.442‬‬ ‫‪0.450‬‬ ‫‪0.476‬‬ ‫‪..‬‬ ‫‪0.424‬‬ ‫‪..‬‬ ‫‪0.445‬‬

‫‪0.471‬‬ ‫‪0.502‬‬ ‫‪0.482‬‬ ‫‪0.480‬‬ ‫‪0.458‬‬ ‫‪0.474‬‬ ‫‪..‬‬ ‫‪0.446‬‬ ‫‪..‬‬ ‫‪0.449‬‬

‫‪0.479‬‬ ‫‪0.497‬‬ ‫‪0.484‬‬ ‫‪0.481‬‬ ‫‪0.464‬‬ ‫‪0.475‬‬ ‫‪..‬‬ ‫‪0.449‬‬ ‫‪..‬‬ ‫‪0.447‬‬

‫‪0.487‬‬ ‫‪0.494‬‬ ‫‪0.487‬‬ ‫‪0.486‬‬ ‫‪0.474‬‬ ‫‪0.474‬‬ ‫‪0.469‬‬ ‫‪0.452‬‬ ‫‪0.458‬‬ ‫‪0.448‬‬

‫‪0.496‬‬ ‫‪0.496‬‬ ‫‪0.494‬‬ ‫‪0.490‬‬ ‫‪0.484‬‬ ‫‪0.478‬‬ ‫‪0.470‬‬ ‫‪0.459‬‬ ‫‪0.457‬‬ ‫‪0.457‬‬

‫‪..‬‬

‫‪..‬‬

‫‪0.480‬‬

‫‪0.431‬‬

‫‪0.410‬‬

‫‪0.416‬‬

‫‪0.434‬‬

‫‪0.446‬‬

‫‪0.452‬‬

‫‪31‬‬

‫‪10/20/2008 2:03:55 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:31‬‬

‫اﻟﺠﺪول‬

‫‪2‬‬

‫اﺗﺠﺎﻫﺎت ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪165‬‬ ‫‪166‬‬ ‫‪167‬‬ ‫‪168‬‬ ‫‪169‬‬ ‫‪170‬‬ ‫‪171‬‬ ‫‪172‬‬ ‫‪173‬‬ ‫‪174‬‬ ‫‪175‬‬ ‫‪176‬‬ ‫‪177‬‬ ‫‪178‬‬ ‫‪179‬‬

‫ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ‬

‫ﺭﻭﺍﻧﺪﺍ‬

‫ﻏﻴﻨﻴﺎ‬ ‫ﻣﺎﻟﻲ‬ ‫ﺗﺸﺎﺩ‬

‫ﻏﻴﻨﻴﺎ ‪ -‬ﺑﻴﺴﺎﻭ‬ ‫ﺇﺛﻴﻮﺑﻴﺎ‬

‫ﺑﻮﺭﻭﻧﺪﻱ‬ ‫ﺍﻟﻨﻴﺠﺮ‬

‫ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ‬

‫ﻣﻮﺯﻣﺒﻴﻖ‬ ‫ﻟﻴﺒﺮﻳﺎ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﺃﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ‬

‫ﺳﻴﺮﺍﻟﻴﻮﻥ‬

‫ﻣﻼﺣﻈﺎﺕ‬

‫ﰎ ﺣﺴﺎﺏ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻨﻬﺞ‬ ‫ﻣﺘﺴﻖ ﻭﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻻ ﺗﺘﻄﺎﺑﻖ‬ ‫ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﲤﺎﻣﺎ ﻣﻊ ﻧﻈﻴﺮﺗﻬﺎ ﻓﻲ‬ ‫ﺗﻘﺎﺭﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬

‫‪1980‬‬

‫‪1985‬‬

‫‪1990‬‬

‫‪1995‬‬

‫‪2000‬‬

‫‪2003‬‬

‫‪2004‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪..‬‬ ‫‪0.354‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.243‬‬ ‫‪..‬‬ ‫‪0.267‬‬ ‫‪..‬‬ ‫‪0.260‬‬ ‫‪0.281‬‬ ‫‪0.345‬‬ ‫‪..‬‬ ‫‪0.330‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪0.357‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.264‬‬ ‫‪..‬‬ ‫‪0.291‬‬ ‫‪..‬‬ ‫‪0.279‬‬ ‫‪0.259‬‬ ‫‪0.361‬‬ ‫‪..‬‬ ‫‪0.343‬‬ ‫‪..‬‬

‫‪0.442‬‬ ‫‪0.322‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.275‬‬ ‫‪..‬‬ ‫‪0.326‬‬ ‫‪..‬‬ ‫‪0.300‬‬ ‫‪0.274‬‬ ‫‪0.284‬‬ ‫‪..‬‬ ‫‪0.367‬‬ ‫‪..‬‬

‫‪0.416‬‬ ‫‪0.295‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.329‬‬ ‫‪0.340‬‬ ‫‪0.302‬‬ ‫‪0.296‬‬ ‫‪..‬‬ ‫‪0.306‬‬ ‫‪0.307‬‬ ‫‪0.218‬‬ ‫‪..‬‬ ‫‪0.345‬‬ ‫‪..‬‬

‫‪0.433‬‬ ‫‪0.383‬‬ ‫‪..‬‬ ‫‪0.343‬‬ ‫‪0.359‬‬ ‫‪0.342‬‬ ‫‪0.321‬‬ ‫‪0.352‬‬ ‫‪0.295‬‬ ‫‪0.319‬‬ ‫‪0.333‬‬ ‫‪0.339‬‬ ‫‪0.335‬‬ ‫‪0.366‬‬ ‫‪..‬‬

‫‪0.430‬‬ ‫‪0.407‬‬ ‫‪0.406‬‬ ‫‪0.376‬‬ ‫‪0.374‬‬ ‫‪0.373‬‬ ‫‪0.351‬‬ ‫‪0.362‬‬ ‫‪0.355‬‬ ‫‪0.349‬‬ ‫‪0.344‬‬ ‫‪0.348‬‬ ‫‪0.350‬‬ ‫‪0.349‬‬ ‫‪0.313‬‬

‫‪0.431‬‬ ‫‪0.416‬‬ ‫‪0.411‬‬ ‫‪0.377‬‬ ‫‪0.389‬‬ ‫‪0.373‬‬ ‫‪0.362‬‬ ‫‪0.367‬‬ ‫‪0.358‬‬ ‫‪0.353‬‬ ‫‪0.356‬‬ ‫‪0.351‬‬ ‫‪0.354‬‬ ‫‪0.349‬‬ ‫‪0.317‬‬

‫‪0.432‬‬ ‫‪0.424‬‬ ‫‪0.418‬‬ ‫‪0.384‬‬ ‫‪0.390‬‬ ‫‪0.378‬‬ ‫‪0.374‬‬ ‫‪0.370‬‬ ‫‪0.364‬‬ ‫‪0.364‬‬ ‫‪0.361‬‬ ‫‪0.357‬‬ ‫‪0.358‬‬ ‫‪0.350‬‬ ‫‪0.323‬‬

‫‪0.432‬‬ ‫‪0.429‬‬ ‫‪0.424‬‬ ‫‪0.391‬‬ ‫‪0.389‬‬ ‫‪0.384‬‬ ‫‪0.384‬‬ ‫‪0.382‬‬ ‫‪0.371‬‬ ‫‪0.369‬‬ ‫‪0.366‬‬ ‫‪0.364‬‬ ‫‪0.361‬‬ ‫‪0.353‬‬ ‫‪0.329‬‬

‫ﺍﳌﺼﺎﺩﺭ‬

‫ﺟﻤﻴﻊ ﺍﻷﻋﻤﺪﺓ‪ :‬ﰎ ﺣﺴﺎﺑﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ‬ ‫ﺑﻴﺎﻧﺎﺕ ﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﻣﻦ ﺑﻴﺎﻧﺎﺕ‬ ‫ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻟﻌﺎﻡ ‪2007‬؛ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ‬ ‫ﻣﻌﺪﻻﺕ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ‬ ‫ﺍﻟﻜﺒﺎﺭ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ‬ ‫ﻟﻺﺣﺼﺎﺀ ‪ 2003‬ﻭ‪2008‬ﺃ؛ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻋﻦ ﺇﺟﻤﺎﻟﻲ ﻧﺴﺒﺔ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ‬ ‫‪1999‬ﻭ ‪2008‬ﺏ؛ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﻨﺎﰋ‬ ‫ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻠﻔﺮﺩ )ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ‪(2006‬‬ ‫ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ‪2008‬ﺝ‪.‬‬

‫‪32‬‬

‫‪10/20/2008 2:03:56 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:32‬‬

‫اﻟﺠﺪول‬

‫‪3‬‬

‫ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ اﻟﻤﺮﺗﺒﻂ ﺑﺎﻟﻨﻮع‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ ﻟﻌﺎﻡ ‪2006‬‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ )ﺑﺎﻟﺴﻨﻮﺍﺕ(‬ ‫ﻟﻌﺎﻡ ‪2006‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ ﺃ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪ 15‬ﻓﻤﺎ ﻓﻮﻕ(‬ ‫‪a‬‬

‫‪2006–1999‬‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ ﺏ ‪b‬‬ ‫)‪(%‬‬ ‫‪2006‬‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫‪83.2‬‬ ‫‪83.4‬‬ ‫‪82.3‬‬ ‫‪82.7‬‬ ‫‪81.1‬‬ ‫‪81.6‬‬ ‫‪82.8‬‬ ‫‪85.8‬‬ ‫‪81.5‬‬ ‫‪83.9‬‬ ‫‪83.8‬‬ ‫‪82.2‬‬ ‫‪80.3‬‬ ‫‪82.4‬‬ ‫‪80.6‬‬ ‫‪82.0‬‬ ‫‪84.0‬‬ ‫‪81.3‬‬ ‫‪83.3‬‬ ‫‪82.0‬‬ ‫‪81.3‬‬ ‫‪85.0‬‬ ‫‪82.0‬‬ ‫‪82.5‬‬ ‫‪81.8‬‬ ‫‪81.3‬‬ ‫‪79.5‬‬ ‫‪81.6‬‬ ‫‪81.5‬‬ ‫‪79.7‬‬ ‫‪77.2‬‬ ‫‪81.0‬‬ ‫‪76.1‬‬ ‫‪79.3‬‬ ‫‪81.2‬‬ ‫‪81.2‬‬ ‫‪79.5‬‬ ‫‪77.2‬‬ ‫‪79.5‬‬ ‫‪81.4‬‬ ‫‪78.3‬‬ ‫‪76.8‬‬ ‫‪78.2‬‬ ‫‪77.5‬‬ ‫‪75.5‬‬ ‫‪78.9‬‬ ‫‪78.8‬‬ ‫‪79.6‬‬ ‫‪80.0‬‬ ‫‪81.1‬‬ ‫‪78.3‬‬ ‫‪77.0‬‬ ‫‪74.9‬‬ ‫‪77.5‬‬ ‫‪76.5‬‬ ‫‪76.5‬‬ ‫‪74.3‬‬ ‫‪78.0‬‬

‫‪80.0‬‬ ‫‪78.7‬‬ ‫‪77.5‬‬ ‫‪78.0‬‬ ‫‪76.2‬‬ ‫‪77.2‬‬ ‫‪78.4‬‬ ‫‪78.8‬‬ ‫‪75.5‬‬ ‫‪78.7‬‬ ‫‪76.8‬‬ ‫‪75.8‬‬ ‫‪75.7‬‬ ‫‪76.7‬‬ ‫‪75.4‬‬ ‫‪76.1‬‬ ‫‪77.4‬‬ ‫‪76.9‬‬ ‫‪77.4‬‬ ‫‪77.9‬‬ ‫‪76.9‬‬ ‫‪79.2‬‬ ‫‪76.4‬‬ ‫‪78.3‬‬ ‫‪74.6‬‬ ‫‪73.8‬‬ ‫‪74.8‬‬ ‫‪77.7‬‬ ‫‪76.6‬‬ ‫‪75.8‬‬ ‫‪74.0‬‬ ‫‪74.7‬‬ ‫‪74.9‬‬ ‫‪73.0‬‬ ‫‪77.0‬‬ ‫‪77.0‬‬ ‫‪73.9‬‬ ‫‪69.0‬‬ ‫‪71.1‬‬ ‫‪75.4‬‬ ‫‪70.5‬‬ ‫‪65.7‬‬ ‫‪67.1‬‬ ‫‪66.9‬‬ ‫‪70.1‬‬ ‫‪72.0‬‬ ‫‪71.3‬‬ ‫‪72.4‬‬ ‫‪76.0‬‬ ‫‪76.3‬‬ ‫‪73.4‬‬ ‫‪73.9‬‬ ‫‪70.5‬‬ ‫‪67.5‬‬ ‫‪69.3‬‬ ‫‪71.3‬‬ ‫‪69.6‬‬ ‫‪72.8‬‬

‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪96.3 j‬‬ ‫‪95.8 j‬‬ ‫‪98.5 f,j‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪91.4‬‬ ‫‪.. e‬‬ ‫‪..‬‬ ‫‪.. e‬‬ ‫‪98.9 f,j‬‬ ‫‪92.7 j‬‬ ‫‪91.2 j‬‬ ‫‪96.3 j‬‬ ‫‪90.8‬‬ ‫‪85.8 j‬‬ ‫‪92.9 j‬‬ ‫‪89.9 j‬‬ ‫‪.. e‬‬ ‫‪88.7 j‬‬ ‫‪93.0 j‬‬ ‫‪99.0 f,k‬‬ ‫‪98.7 f,j‬‬ ‫‪98.4 f,j‬‬ ‫‪96.4 j‬‬ ‫‪.. e‬‬ ‫‪99.0 f,j‬‬ ‫‪99.0 f,j‬‬ ‫‪99.0 f,j‬‬ ‫‪96.7‬‬ ‫‪97.5 f,j‬‬ ‫‪97.6 j‬‬ ‫‪98.1‬‬ ‫‪99.0 f,j‬‬ ‫‪96.0 j‬‬ ‫‪89.8‬‬ ‫‪76.5 j‬‬ ‫‪78.4 j‬‬ ‫‪92.3‬‬ ‫‪97.9 j‬‬ ‫‪77.6 j‬‬ ‫‪..‬‬ ‫‪92.6 j‬‬

‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪98.5 j‬‬ ‫‪98.2 j‬‬ ‫‪99.0 f,j‬‬ ‫‪.. e‬‬ ‫‪.. e‬‬ ‫‪97.3‬‬ ‫‪.. e‬‬ ‫‪..‬‬ ‫‪.. e‬‬ ‫‪99.0 f,j‬‬ ‫‪96.3 j‬‬ ‫‪97.2 j‬‬ ‫‪98.9 j‬‬ ‫‪94.5‬‬ ‫‪90.0 j‬‬ ‫‪96.3 j‬‬ ‫‪89.8 j‬‬ ‫‪.. e‬‬ ‫‪90.3 j‬‬ ‫‪89.7 j‬‬ ‫‪98.9 f,k‬‬ ‫‪99.0 f,j‬‬ ‫‪99.0 f,j‬‬ ‫‪96.5 j‬‬ ‫‪.. e‬‬ ‫‪99.0 f,j‬‬ ‫‪99.0 f,j‬‬ ‫‪99.0 f,j‬‬ ‫‪95.0‬‬ ‫‪99.0 f,j‬‬ ‫‪97.5 j‬‬ ‫‪97.4‬‬ ‫‪99.0 f,j‬‬ ‫‪95.6 j‬‬ ‫‪93.9‬‬ ‫‪88.9 j‬‬ ‫‪88.6 j‬‬ ‫‪91.4‬‬ ‫‪98.7 j‬‬ ‫‪94.1 j‬‬ ‫‪..‬‬ ‫‪93.9 j‬‬

‫‪100.0 f‬‬ ‫‪100.0 f‬‬ ‫‪100.0 f‬‬ ‫‪100.0 f,g‬‬ ‫‪99.1‬‬ ‫‪97.1‬‬ ‫‪99.0‬‬ ‫‪85.4‬‬ ‫‪95.4 i‬‬ ‫‪81.4‬‬ ‫‪97.4‬‬ ‫‪100.0 f‬‬ ‫‪100.0 f‬‬ ‫‪92.1‬‬ ‫‪96.9‬‬ ‫‪95.9‬‬ ‫‪99.9‬‬ ‫‪100.0 f‬‬ ‫‪94.7‬‬ ‫‪100.0 f‬‬ ‫‪92.8‬‬ ‫‪72.9‬‬ ‫‪87.5‬‬ ‫‪92.1‬‬ ‫‪89.2 f‬‬ ‫‪98.1‬‬ ‫‪79.9‬‬ ‫‪64.1‬‬ ‫‪77.8‬‬ ‫‪77.8‬‬ ‫‪95.3‬‬ ‫‪91.6‬‬ ‫‪85.0‬‬ ‫‪85.1‬‬ ‫‪72.3 g‬‬ ‫‪81.7 g‬‬ ‫‪88.6 g‬‬ ‫‪94.0‬‬ ‫‪91.4‬‬ ‫‪82.0‬‬ ‫‪82.3‬‬ ‫‪98.2‬‬ ‫‪97.6‬‬ ‫‪97.5‬‬ ‫‪72.2‬‬ ‫‪79.4‬‬ ‫‪93.3‬‬ ‫‪96.3‬‬ ‫‪100.0 f‬‬ ‫‪74.4 g‬‬ ‫‪79.0‬‬ ‫‪68.2‬‬ ‫‪..‬‬ ‫‪83.6 g‬‬ ‫‪83.4‬‬ ‫‪..‬‬ ‫‪74.1 g‬‬ ‫‪83.8‬‬

‫‪88.2 f‬‬ ‫‪97.5 f‬‬ ‫‪92.2 f‬‬ ‫‪96.7 f,g‬‬ ‫‪96.2‬‬ ‫‪97.9‬‬ ‫‪89.8‬‬ ‫‪87.7‬‬ ‫‪93.6 i‬‬ ‫‪84.0‬‬ ‫‪93.5‬‬ ‫‪93.2 f‬‬ ‫‪92.6 f‬‬ ‫‪89.0‬‬ ‫‪88.1‬‬ ‫‪92.8‬‬ ‫‪93.3‬‬ ‫‪97.0 f‬‬ ‫‪89.1‬‬ ‫‪90.0 f‬‬ ‫‪85.9‬‬ ‫‪74.8‬‬ ‫‪88.6‬‬ ‫‪87.8‬‬ ‫‪100.0 f‬‬ ‫‪87.7‬‬ ‫‪77.1‬‬ ‫‪64.7‬‬ ‫‪77.3‬‬ ‫‪67.8‬‬ ‫‪85.8‬‬ ‫‪86.2‬‬ ‫‪71.3‬‬ ‫‪81.9‬‬ ‫‪60.1 g‬‬ ‫‪81.0 g‬‬ ‫‪79.3 g‬‬ ‫‪86.6‬‬ ‫‪84.2‬‬ ‫‪83.0‬‬ ‫‪77.2‬‬ ‫‪84.6‬‬ ‫‪87.2‬‬ ‫‪83.2‬‬ ‫‪71.4‬‬ ‫‪75.2‬‬ ‫‪84.0‬‬ ‫‪85.6‬‬ ‫‪87.5 f‬‬ ‫‪71.6 g‬‬ ‫‪81.5‬‬ ‫‪69.1‬‬ ‫‪..‬‬ ‫‪80.9 g‬‬ ‫‪82.1‬‬ ‫‪..‬‬ ‫‪72.1 g‬‬ ‫‪76.4‬‬

‫ﺗﻘﺪﻳﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺝ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‬ ‫‪2006‬‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫‪c‬‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬ ‫ﻓﻲ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪d‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬ ‫‪56‬‬ ‫‪57‬‬ ‫‪58‬‬

‫ﺁﻳﺴﻠﻨﺪﺍ‬

‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪12‬‬ ‫‪7‬‬ ‫‪4‬‬ ‫‪11‬‬ ‫‪19‬‬ ‫‪10‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪23‬‬ ‫‪21‬‬ ‫‪17‬‬ ‫‪13‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪18‬‬ ‫‪14‬‬ ‫‪22‬‬ ‫‪20‬‬

‫ﺍﺳﺘﺮﺍﻟﻴﺎ‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬ ‫ﻛﻨﺪﺍ‬

‫ﺍﻳﺮﻟﻨﺪﺍ‬

‫ﻫﻮﻟﻨﺪﺍ‬

‫ﺍﻟﺴﻮﻳﺪ‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬

‫ﻟﻜﺴﻤﺒﺮﻍ‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫ﻓﺮﻧﺴﺎ‬

‫ﻓﻨﻠﻨﺪﺍ‬

‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫ﺍﻟﻨﻤﺴﺎ‬

‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺑﻠﺠﻴﻜﺎ‬

‫ﺍﺳﺒﺎﻧﻴﺎ‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬

‫ﺍﻳﻄﺎﻟﻴﺎ‬

‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬

‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬

‫ﻣﻨﻄﻘﺔ ﻫﻮﱋ ﻛﻮﱋ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ‬ ‫ﺃﳌﺎﻧﻴﺎ‬

‫ﺇﺳﺮﺍﺋﻴﻞ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ‬

‫ﺳﻠﻮﻓﻴﻨﻴﺎ‬

‫ﺑﺮﻭﻧﺎﻱ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫ﻗﺒﺮﺹ‬

‫ﺍﻟﻜﻮﻳﺖ‬

‫ﺍﻟﺒﺤﺮﻳﻦ‬

‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫ﻗﻄﺮ‬

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﺔ‬

‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻣﺎﻟﻄﺎ‬

‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫ﺍ‪‬ﺮ‬

‫ﺑﻮﻟﻨﺪﺍ‬

‫ﺷﻴﻠﻲ‬

‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫ﺍﺳﺘﻮﻧﻴﺎ‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬

‫ﻻﺗﻔﻴﺎ‬

‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫ﻛﺮﻭﺍﺗﻴﺎ‬

‫ﺍﻷﺭﺟﻨﺘﲔ‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬ ‫ﻛﻮﺑﺎ‬

‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫ﺍﳌﻜﺴﻴﻚ‬ ‫ﻋﻤﺎﻥ‬

‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﺳﻴﺸﻴﻞ‬ ‫ﺑﻠﻐﺎﺭﻳﺎ‬

‫ﺍﳉﻤﺎﻫﻴﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‬ ‫ﺳﺎﻧﺖ ﻛﻴﺘﺲ ﻭﻧﻴﻔﻴﺲ‬ ‫ﺑﻨﻤﺎ‬

‫‪..‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪29‬‬ ‫‪27‬‬ ‫‪26‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪28‬‬ ‫‪38‬‬ ‫‪30‬‬ ‫‪35‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪42‬‬ ‫‪40‬‬ ‫‪39‬‬ ‫‪41‬‬ ‫‪44‬‬ ‫‪43‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪58‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪51‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪52‬‬

‫‪0.963‬‬ ‫‪0.965‬‬ ‫‪0.958‬‬ ‫‪0.958‬‬ ‫‪0.944‬‬ ‫‪0.951‬‬ ‫‪0.958‬‬ ‫‪0.944‬‬ ‫‪0.938‬‬ ‫‪0.946‬‬ ‫‪0.952‬‬ ‫‪0.949‬‬ ‫‪0.946‬‬ ‫‪0.929‬‬ ‫‪0.937‬‬ ‫‪0.939‬‬ ‫‪0.944‬‬ ‫‪0.940‬‬ ‫‪0.940‬‬ ‫‪0.938‬‬ ‫‪0.941‬‬ ‫‪0.935‬‬ ‫‪0.937‬‬ ‫‪..‬‬ ‫‪0.919‬‬ ‫‪0.919‬‬ ‫‪0.895‬‬ ‫‪0.899‬‬ ‫‪0.910‬‬ ‫‪0.891‬‬ ‫‪0.889‬‬ ‫‪0.897‬‬ ‫‪0.870‬‬ ‫‪0.895‬‬ ‫‪0.876‬‬ ‫‪0.889‬‬ ‫‪0.882‬‬ ‫‪0.875‬‬ ‫‪0.872‬‬ ‫‪0.866‬‬ ‫‪0.868‬‬ ‫‪0.869‬‬ ‫‪0.868‬‬ ‫‪0.862‬‬ ‫‪0.862‬‬ ‫‪0.859‬‬ ‫‪0.856‬‬ ‫‪0.856‬‬ ‫‪0.847‬‬ ‫‪0.843‬‬ ‫‪0.835‬‬ ‫‪0.816‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.833‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.826‬‬

‫‪40,000 f 29,283 f‬‬ ‫‪40,000‬‬ ‫‪29,216‬‬ ‫‪40,000 f 31,663 f‬‬ ‫‪40,000 f,h 26,055 f‬‬ ‫‪40,000 f,h 23,295 f,h‬‬ ‫‪40,000 f 26,207 f‬‬ ‫‪37,230‬‬ ‫‪31,112‬‬ ‫‪40,000 f 18,334 f‬‬ ‫‪40,000 f,h 21,837 h‬‬ ‫‪40,000 f 26,278 f‬‬ ‫‪39,684 f 24,500 f‬‬ ‫‪38,401‬‬ ‫‪27,767‬‬ ‫‪40,000 f 29,796 f‬‬ ‫‪40,000 f 16,047 f‬‬ ‫‪40,000 f,h 25,613 f,h‬‬ ‫‪40,000 f 20,683 f‬‬ ‫‪37,552 h 19,790 h‬‬ ‫‪40,000 f,h 21,181 f,h‬‬ ‫‪39,116 h 19,286 h‬‬ ‫‪29,691‬‬ ‫‪21,396‬‬ ‫‪39,078‬‬ ‫‪27,199‬‬ ‫‪40,000 f 31,232 f‬‬ ‫‪40,000 f,h 24,382 f‬‬ ‫‪28,824 h 19,386 h‬‬ ‫‪30,147 h 15,783 h‬‬ ‫‪30,183 h 18,733 h‬‬ ‫‪40,000 f,h 16,701 f‬‬ ‫‪40,000 f 20,775 f‬‬ ‫‪32,557‬‬ ‫‪19,436‬‬ ‫‪40,000 f,g,h 16,071 f,g,h‬‬ ‫‪40,000 f,g 17,342 f,g‬‬ ‫‪25,996‬‬ ‫‪15,802‬‬ ‫‪40,000 f,g,h 9,935 f,g,h‬‬ ‫‪27,731 h 16,691 h‬‬ ‫‪40,000 f,g,h 10,177 f,g,h‬‬ ‫‪28,328‬‬ ‫‪15,086‬‬ ‫‪20,139 g,h 12,894 g,h‬‬ ‫‪22,091‬‬ ‫‪14,751‬‬ ‫‪18,669 h 11,206 h‬‬ ‫‪18,547 h‬‬ ‫‪7,576 h‬‬ ‫‪h‬‬ ‫‪22,448‬‬ ‫‪13,231 h‬‬ ‫‪23,605 h 14,961 h‬‬ ‫‪18,533‬‬ ‫‪13,265‬‬ ‫‪18,653‬‬ ‫‪12,496‬‬ ‫‪27,715 g,h 20,016 g,h‬‬ ‫‪17,025‬‬ ‫‪11,753‬‬ ‫‪15,485 h‬‬ ‫‪8,595 h‬‬ ‫‪13,097 h‬‬ ‫‪7,456 h‬‬ ‫‪9,467 g,h,l 4,284 g,l‬‬ ‫‪12,177‬‬ ‫‪6,840‬‬ ‫‪17,238‬‬ ‫‪7,312‬‬ ‫‪32,361 g,h 6,466 g,h‬‬ ‫‪35,524 h‬‬ ‫‪6,004 h‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪12,434‬‬ ‫‪8,202‬‬ ‫‪17,336 h‬‬ ‫‪5,456 h‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪11,397‬‬ ‫‪7,057‬‬

‫‪-1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪-1‬‬ ‫‪-7‬‬ ‫‪-1‬‬ ‫‪3‬‬ ‫‪-3‬‬ ‫‪-10‬‬ ‫‪0‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪-9‬‬ ‫‪-6‬‬ ‫‪-1‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪7‬‬ ‫‪0‬‬ ‫‪3‬‬ ‫‪..‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪-3‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪-2‬‬ ‫‪-2‬‬ ‫‪3‬‬ ‫‪-6‬‬ ‫‪3‬‬ ‫‪-1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪-3‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪-7‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪1‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪1‬‬

‫‪33‬‬

‫‪10/20/2008 2:03:56 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:33‬‬

‫اﻟﺠﺪول‬

‫‪3‬‬

‫ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ اﻟﻤﺮﺗﺒﻂ ﺑﺎﻟﻨﻮع‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪ 59‬ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‬ ‫‪ 60‬ﺍﻧﺘﻴﻐﻮﺍ ﻭﺑﺮﺑﻮﺩﺍ‬ ‫‪ 61‬ﺭﻭﻣﺎﻧﻴﺎ‬

‫‪ 62‬ﺳﺎﻧﺖ ﻟﻮﺳﻴﺎ‬ ‫‪ 63‬ﻣﺎﻟﻴﺰﻳﺎ‬

‫‪ 64‬ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬ ‫‪ 65‬ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬ ‫‪ 66‬ﺻﺮﺑﻴﺎ‬

‫‪ 67‬ﺑﻴﻼﺭﻭﺱ‬ ‫‪ 68‬ﻣﻘﺪﻭﻧﻴﺎ)ﺍﳉﻤﻬﻮﺭﻳﺔﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔﺍﻟﺴﺎﺑﻘﺔ(‬

‫‪ 69‬ﺃﻟﺒﺎﻧﻴﺎ‬

‫‪ 70‬ﺍﻟﺒﺮﺍﺯﻳﻞ‬ ‫‪ 71‬ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫‪ 72‬ﺩﻭﻣﻴﻨﻴﻜﺎ‬ ‫‪ 73‬ﺍﻹﻛﻮﺍﺩﻭﺭ‬

‫‪74‬‬

‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬

‫‪ 75‬ﻣﻮﺭﻳﺸﻴﻮﺱ‬ ‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﺘﻮﺳﻄﺔ‬

‫‪ 76‬ﺍﻟﺒﻮﺳﻨﺔ ﻭﺍﻟﻬﺮﺳﻚ‬ ‫‪ 77‬ﻟﺒﻨﺎﻥ‬ ‫‪ 78‬ﺗﻮﻧﻐﺎ‬

‫‪ 79‬ﻏﺮﻳﻨﺎﺩﺍ‬ ‫‪ 80‬ﺑﻴﺮﻭ‬

‫‪ 81‬ﻛﻮﻟﻮﻣﺒﻴﺎ‬ ‫‪ 82‬ﺗﺎﻳﻠﻨﺪ‬ ‫‪ 83‬ﺃﻭﻛﺮﺍﻧﻴﺎ‬

‫‪ 84‬ﺟﺎﻣﺎﻳﻜﺎ‬ ‫‪ 85‬ﺗﺮﻛﻴﺎ‬ ‫‪ 86‬ﺑﻠﻴﺰ‬

‫‪ 87‬ﺃﺭﻣﻴﻨﻴﺎ‬ ‫‪ 88‬ﺳﺎﻣﻮﺍ‬

‫‪ 89‬ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫‪ 90‬ﺳﻮﺭﻳﻨﺎﻡ‬ ‫‪ 91‬ﺍﻷﺭﺩﻥ‬

‫‪ 92‬ﺳﺎﻧﺖ ﻓﻨﺴﻨﺖ ﻭﻏﺮﻳﻨﺎﺩﻳﻦ‬ ‫‪ 93‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫‪ 94‬ﺟﻮﺭﺟﻴﺎ‬ ‫‪ 95‬ﺍﻟﺼﲔ‬

‫‪ 96‬ﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‬ ‫‪ 97‬ﺗﻮﻧﺲ‬ ‫‪ 98‬ﺃﺫﺭﺑﻴﺠﺎﻥ‬ ‫‪ 99‬ﺑﺎﺭﺍﻏﻮﺍﻱ‬

‫‪ 100‬ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬ ‫‪ 101‬ﻣﺎﻟﺪﻳﻒ‬ ‫‪ 102‬ﺍﻟﻔﻠﺒﲔ‬ ‫‪ 103‬ﻓﻴﺠﻲ‬

‫‪ 104‬ﺳﺮﻱ ﻻﻧﻜﺎ‬ ‫‪ 105‬ﻏﻴﺎﻧﺎ‬ ‫‪ 106‬ﺍﳉﺰﺍﺋﺮ‬

‫‪ 107‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬ ‫‪ 108‬ﺍﻟﻐﺎﺑﻮﻥ‬

‫‪ 109‬ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫‪ 110‬ﺗﺮﻛﻤﺎﻧﺴﺘﺎﻥ‬ ‫‪ 111‬ﺑﻮﻟﻴﻔﻴﺎ‬ ‫‪ 112‬ﻣﻨﻐﻮﻟﻴﺎ‬

‫‪ 113‬ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫‪ 114‬ﻣﻮﻟﺪﻭﻓﺎ‬

‫‪ 115‬ﻏﻴﻨﻴﺎ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‬ ‫‪ 116‬ﻣﺼﺮ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ ﻟﻌﺎﻡ ‪2006‬‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ )ﺑﺎﻟﺴﻨﻮﺍﺕ(‬ ‫ﻟﻌﺎﻡ ‪2006‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ ﺃ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪ 15‬ﻓﻤﺎ ﻓﻮﻕ(‬ ‫‪a‬‬

‫‪2006–1999‬‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ ﺏ ‪b‬‬ ‫)‪(%‬‬ ‫‪2006‬‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫‪57‬‬ ‫‪..‬‬ ‫‪53‬‬ ‫‪..‬‬ ‫‪56‬‬ ‫‪60‬‬ ‫‪55‬‬ ‫‪54‬‬ ‫‪59‬‬ ‫‪65‬‬ ‫‪64‬‬ ‫‪63‬‬ ‫‪61‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪62‬‬ ‫‪66‬‬

‫‪0.817‬‬ ‫‪..‬‬ ‫‪0.825‬‬ ‫‪..‬‬ ‫‪0.817‬‬ ‫‪0.816‬‬ ‫‪0.817‬‬ ‫‪0.818‬‬ ‫‪0.816‬‬ ‫‪0.803‬‬ ‫‪0.804‬‬ ‫‪0.804‬‬ ‫‪0.805‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.804‬‬ ‫‪0.795‬‬

‫‪76.5‬‬ ‫‪74.5‬‬ ‫‪75.8‬‬ ‫‪75.2‬‬ ‫‪76.3‬‬ ‫‪71.4‬‬ ‫‪76.5‬‬ ‫‪76.1‬‬ ‫‪75.0‬‬ ‫‪76.4‬‬ ‫‪79.7‬‬ ‫‪75.8‬‬ ‫‪71.8‬‬ ‫‪80.0‬‬ ‫‪77.9‬‬ ‫‪72.3‬‬ ‫‪76.0‬‬

‫‪70.6‬‬ ‫‪69.6‬‬ ‫‪68.7‬‬ ‫‪71.5‬‬ ‫‪71.7‬‬ ‫‪67.4‬‬ ‫‪72.1‬‬ ‫‪71.5‬‬ ‫‪62.9‬‬ ‫‪71.6‬‬ ‫‪73.3‬‬ ‫‪68.4‬‬ ‫‪61.0‬‬ ‫‪73.3‬‬ ‫‪71.9‬‬ ‫‪58.7‬‬ ‫‪69.3‬‬

‫‪92.7‬‬ ‫‪..‬‬ ‫‪96.8 j‬‬ ‫‪..‬‬ ‫‪89.1 j‬‬ ‫‪98.2 f,j‬‬ ‫‪94.1 m‬‬ ‫‪94.1 m‬‬ ‫‪98.8 f,j‬‬ ‫‪95.2 j‬‬ ‫‪98.4 f,j‬‬ ‫‪89.9‬‬ ‫‪98.7 f,j‬‬ ‫‪..‬‬ ‫‪91.3 j‬‬ ‫‪98.6 f‬‬ ‫‪84.1 j‬‬

‫‪93.3‬‬ ‫‪..‬‬ ‫‪98.4 j‬‬ ‫‪..‬‬ ‫‪93.9 j‬‬ ‫‪99.0 f,j‬‬ ‫‪98.9 m‬‬ ‫‪98.9 m‬‬ ‫‪99.0 f,j‬‬ ‫‪98.5 j‬‬ ‫‪99.0 f,j‬‬ ‫‪89.4‬‬ ‫‪99.0 f,j‬‬ ‫‪..‬‬ ‫‪93.5 j‬‬ ‫‪99.0 f‬‬ ‫‪89.9 j‬‬

‫‪75.7 g‬‬ ‫‪..‬‬ ‫‪81.7‬‬ ‫‪83.4‬‬ ‫‪73.1 g‬‬ ‫‪62.2‬‬ ‫‪75.5 g,m,n‬‬ ‫‪75.5 g,m,n‬‬ ‫‪92.3‬‬ ‫‪71.1 g‬‬ ‫‪67.6‬‬ ‫‪89.4 g‬‬ ‫‪95.1‬‬ ‫‪82.7‬‬ ‫‪..‬‬ ‫‪86.1‬‬ ‫‪75.7‬‬

‫‪72.7 g‬‬ ‫‪..‬‬ ‫‪76.7‬‬ ‫‪75.2‬‬ ‫‪69.8 g‬‬ ‫‪59.9‬‬ ‫‪73.6 g,m,n‬‬ ‫‪73.6 g,m,n‬‬ ‫‪86.8‬‬ ‫‪69.1 g‬‬ ‫‪68.0‬‬ ‫‪85.1 g‬‬ ‫‪88.5‬‬ ‫‪74.5‬‬ ‫‪..‬‬ ‫‪78.0‬‬ ‫‪78.0‬‬

‫‪..‬‬ ‫‪72‬‬ ‫‪67‬‬ ‫‪..‬‬ ‫‪70‬‬ ‫‪69‬‬ ‫‪68‬‬ ‫‪71‬‬ ‫‪73‬‬ ‫‪78‬‬ ‫‪..‬‬ ‫‪74‬‬ ‫‪76‬‬ ‫‪75‬‬ ‫‪77‬‬ ‫‪82‬‬ ‫‪..‬‬ ‫‪80‬‬ ‫‪..‬‬ ‫‪79‬‬ ‫‪98‬‬ ‫‪84‬‬ ‫‪81‬‬ ‫‪83‬‬ ‫‪85‬‬ ‫‪86‬‬ ‫‪87‬‬ ‫‪88‬‬ ‫‪90‬‬ ‫‪89‬‬ ‫‪91‬‬ ‫‪92‬‬ ‫‪..‬‬ ‫‪94‬‬ ‫‪..‬‬ ‫‪93‬‬ ‫‪95‬‬ ‫‪96‬‬ ‫‪97‬‬ ‫‪99‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪0.783‬‬ ‫‪0.789‬‬ ‫‪..‬‬ ‫‪0.784‬‬ ‫‪0.785‬‬ ‫‪0.785‬‬ ‫‪0.783‬‬ ‫‪0.776‬‬ ‫‪0.763‬‬ ‫‪..‬‬ ‫‪0.773‬‬ ‫‪0.768‬‬ ‫‪0.768‬‬ ‫‪0.767‬‬ ‫‪0.754‬‬ ‫‪..‬‬ ‫‪0.759‬‬ ‫‪..‬‬ ‫‪0.760‬‬ ‫‪0.714‬‬ ‫‪0.746‬‬ ‫‪0.756‬‬ ‫‪0.749‬‬ ‫‪0.745‬‬ ‫‪0.745‬‬ ‫‪0.742‬‬ ‫‪0.737‬‬ ‫‪0.733‬‬ ‫‪0.735‬‬ ‫‪0.726‬‬ ‫‪0.723‬‬ ‫‪..‬‬ ‫‪0.718‬‬ ‫‪..‬‬ ‫‪0.719‬‬ ‫‪0.718‬‬ ‫‪0.718‬‬ ‫‪0.715‬‬ ‫‪0.708‬‬ ‫‪..‬‬

‫‪77.2‬‬ ‫‪73.9‬‬ ‫‪74.0‬‬ ‫‪70.0‬‬ ‫‪73.6‬‬ ‫‪76.3‬‬ ‫‪74.7‬‬ ‫‪73.7‬‬ ‫‪75.0‬‬ ‫‪74.1‬‬ ‫‪79.2‬‬ ‫‪75.0‬‬ ‫‪74.5‬‬ ‫‪72.1‬‬ ‫‪73.2‬‬ ‫‪74.1‬‬ ‫‪73.4‬‬ ‫‪75.1‬‬ ‫‪74.6‬‬ ‫‪74.5‬‬ ‫‪74.7‬‬ ‫‪75.8‬‬ ‫‪70.9‬‬ ‫‪73.6‬‬ ‫‪74.6‬‬ ‫‪68.3‬‬ ‫‪73.5‬‬ ‫‪70.8‬‬ ‫‪75.8‬‬ ‫‪68.8‬‬ ‫‪73.3‬‬ ‫‪75.8‬‬ ‫‪56.8‬‬ ‫‪72.0‬‬ ‫‪67.2‬‬ ‫‪67.2‬‬ ‫‪69.5‬‬ ‫‪75.9‬‬ ‫‪72.2‬‬ ‫‪52.0‬‬ ‫‪73.3‬‬

‫‪71.9‬‬ ‫‪69.6‬‬ ‫‪72.0‬‬ ‫‪66.7‬‬ ‫‪68.5‬‬ ‫‪68.9‬‬ ‫‪65.6‬‬ ‫‪62.0‬‬ ‫‪69.7‬‬ ‫‪69.2‬‬ ‫‪73.2‬‬ ‫‪68.3‬‬ ‫‪68.1‬‬ ‫‪69.0‬‬ ‫‪66.6‬‬ ‫‪70.5‬‬ ‫‪69.2‬‬ ‫‪68.8‬‬ ‫‪66.8‬‬ ‫‪71.1‬‬ ‫‪71.5‬‬ ‫‪71.7‬‬ ‫‪63.6‬‬ ‫‪69.4‬‬ ‫‪68.4‬‬ ‫‪67.0‬‬ ‫‪69.1‬‬ ‫‪66.3‬‬ ‫‪68.2‬‬ ‫‪63.1‬‬ ‫‪70.6‬‬ ‫‪72.0‬‬ ‫‪55.8‬‬ ‫‪68.2‬‬ ‫‪58.7‬‬ ‫‪62.9‬‬ ‫‪63.2‬‬ ‫‪72.1‬‬ ‫‪64.9‬‬ ‫‪49.6‬‬ ‫‪68.8‬‬

‫‪94.3 f,p‬‬ ‫‪83.4 k‬‬ ‫‪99.0 f,j‬‬ ‫‪..‬‬ ‫‪83.5‬‬ ‫‪92.2‬‬ ‫‪92.3 j‬‬ ‫‪98.8 f‬‬ ‫‪90.7 j‬‬ ‫‪80.4‬‬ ‫‪..‬‬ ‫‪98.6 f,j‬‬ ‫‪98.2 j‬‬ ‫‪78.4 j‬‬ ‫‪87.8‬‬ ‫‪87.8 j‬‬ ‫‪..‬‬ ‫‪89.2 j‬‬ ‫‪..‬‬ ‫‪89.5 j‬‬ ‫‪87.9 j‬‬ ‫‪68.0 j‬‬ ‫‪98.3 f,j‬‬ ‫‪92.8 j‬‬ ‫‪81.0‬‬ ‫‪97.0 j‬‬ ‫‪93.5 j‬‬ ‫‪92.1 k‬‬ ‫‪89.1‬‬ ‫‪98.5 f,k‬‬ ‫‪65.3 j‬‬ ‫‪75.7 j‬‬ ‫‪81.3 j‬‬ ‫‪87.4 j‬‬ ‫‪98.6 f,j‬‬ ‫‪84.7 j‬‬ ‫‪97.7 j‬‬ ‫‪86.9‬‬ ‫‪98.2 f,j‬‬ ‫‪80.5 p‬‬ ‫‪58.7 j‬‬

‫‪99.0 f,p‬‬ ‫‪93.6 k‬‬ ‫‪98.9 f,j‬‬ ‫‪..‬‬ ‫‪94.2‬‬ ‫‪92.4‬‬ ‫‪95.7 j‬‬ ‫‪99.0 f‬‬ ‫‪80.0 j‬‬ ‫‪96.0‬‬ ‫‪..‬‬ ‫‪99.0 f,j‬‬ ‫‪98.9 j‬‬ ‫‪89.4 j‬‬ ‫‪92.5‬‬ ‫‪96.3 j‬‬ ‫‪..‬‬ ‫‪88.5 j‬‬ ‫‪..‬‬ ‫‪96.3 j‬‬ ‫‪96.7 j‬‬ ‫‪85.8 j‬‬ ‫‪99.0 f,j‬‬ ‫‪94.3 j‬‬ ‫‪86.7‬‬ ‫‪96.9 j‬‬ ‫‪93.1 j‬‬ ‫‪95.9 k‬‬ ‫‪92.7‬‬ ‫‪99.0 f,k‬‬ ‫‪83.7 j‬‬ ‫‪89.3 j‬‬ ‫‪89.6 j‬‬ ‫‪94.7 j‬‬ ‫‪99.0 f,j‬‬ ‫‪95.0 j‬‬ ‫‪97.0 j‬‬ ‫‪93.9‬‬ ‫‪99.0 f,j‬‬ ‫‪93.4 p‬‬ ‫‪82.9 j‬‬

‫‪..‬‬ ‫‪78.5‬‬ ‫‪78.8‬‬ ‫‪73.8 g‬‬ ‫‪89.9‬‬ ‫‪79.3‬‬ ‫‪79.6‬‬ ‫‪91.5‬‬ ‫‪82.0 g‬‬ ‫‪66.3‬‬ ‫‪79.2‬‬ ‫‪75.6‬‬ ‫‪76.3 g‬‬ ‫‪73.0 g‬‬ ‫‪79.3‬‬ ‫‪79.9‬‬ ‫‪70.3 g‬‬ ‫‪76.7 g‬‬ ‫‪77.3‬‬ ‫‪68.5‬‬ ‫‪83.1‬‬ ‫‪78.9‬‬ ‫‪65.3‬‬ ‫‪72.2 g‬‬ ‫‪72.2‬‬ ‫‪71.4‬‬ ‫‪80.7‬‬ ‫‪73.2‬‬ ‫‪71.9 g‬‬ ‫‪87.0 g‬‬ ‫‪74.5‬‬ ‫‪63.9‬‬ ‫‪..‬‬ ‫‪66.2‬‬ ‫‪..‬‬ ‫‪83.6 g‬‬ ‫‪84.8‬‬ ‫‪60.6 g‬‬ ‫‪75.0‬‬ ‫‪55.8 g‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪75.0‬‬ ‫‪77.2‬‬ ‫‪72.4 g‬‬ ‫‪86.4‬‬ ‫‪76.1‬‬ ‫‪76.6‬‬ ‫‪86.3‬‬ ‫‪74.3 g‬‬ ‫‪75.7‬‬ ‫‪77.4‬‬ ‫‪70.0‬‬ ‫‪72.0 g‬‬ ‫‪73.4 g‬‬ ‫‪69.4‬‬ ‫‪77.5‬‬ ‫‪67.6 g‬‬ ‫‪70.4 g‬‬ ‫‪72.1‬‬ ‫‪68.9‬‬ ‫‪78.1‬‬ ‫‪73.6‬‬ ‫‪67.2‬‬ ‫‪72.1 g‬‬ ‫‪72.4‬‬ ‫‪71.3‬‬ ‫‪77.1‬‬ ‫‪70.0‬‬ ‫‪69.2 g‬‬ ‫‪85.2 g‬‬ ‫‪72.8‬‬ ‫‪67.5‬‬ ‫‪..‬‬ ‫‪69.1‬‬ ‫‪..‬‬ ‫‪89.7 g‬‬ ‫‪73.4‬‬ ‫‪66.1 g‬‬ ‫‪68.9‬‬ ‫‪68.2 g‬‬ ‫‪..‬‬

‫ﺗﻘﺪﻳﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺝ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‬ ‫‪2006‬‬

‫ﺇﻧﺎﺙ‬ ‫‪7,743 h‬‬ ‫‪..‬‬ ‫‪8,648‬‬ ‫‪6,882 h‬‬ ‫‪7,596 h‬‬ ‫‪11,316 h‬‬ ‫‪6,360 h,o‬‬ ‫‪6,752 h,o‬‬ ‫‪7,718‬‬ ‫‪5,138 h‬‬ ‫‪4,172 h‬‬ ‫‪6,426 h‬‬ ‫‪8,038 h‬‬ ‫‪..‬‬ ‫‪5,189 h‬‬ ‫‪10,290 h‬‬ ‫‪6,228 h‬‬

‫ﺫﻛﻮﺭ‬ ‫‪14,326 h‬‬ ‫‪..‬‬ ‫‪12,286‬‬ ‫‪13,173 h‬‬ ‫‪17,301 h‬‬ ‫‪24,283 h‬‬ ‫‪11,815 h,o‬‬ ‫‪12,133 h,o‬‬ ‫‪12,022‬‬ ‫‪10,547 h‬‬ ‫‪7,602 h‬‬ ‫‪11,521 h‬‬ ‫‪11,782 h‬‬ ‫‪..‬‬ ‫‪9,075 h‬‬ ‫‪16,363 h‬‬ ‫‪14,949 h‬‬

‫‪7,800 h‬‬ ‫‪5,238 h‬‬ ‫‪14,860 h‬‬ ‫‪4,792 h‬‬ ‫‪7,270 h‬‬ ‫‪3,460 h‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪9,101 h‬‬ ‫‪5,062 h‬‬ ‫‪7,898‬‬ ‫‪4,895‬‬ ‫‪9,425 h‬‬ ‫‪5,849 h‬‬ ‫‪8,030‬‬ ‫‪4,639‬‬ ‫‪9,671 h‬‬ ‫‪5,491 h‬‬ ‫‪13,126 h‬‬ ‫‪3,619 h‬‬ ‫‪11,131 h‬‬ ‫‪4,483 h‬‬ ‫‪6,420‬‬ ‫‪3,524‬‬ ‫‪7,303 h‬‬ ‫‪2,802 h‬‬ ‫‪13,974 h‬‬ ‫‪5,705 h‬‬ ‫‪11,211 h‬‬ ‫‪4,555 h‬‬ ‫‪6,949‬‬ ‫‪2,162‬‬ ‫‪9,180 g,h 4,845 g,h‬‬ ‫‪8,143 h‬‬ ‫‪3,554 h‬‬ ‫‪6,186‬‬ ‫‪2,045‬‬ ‫‪5,600 h‬‬ ‫‪3,615 h‬‬ ‫‪6,353 h‬‬ ‫‪751 h‬‬ ‫‪10,512 h‬‬ ‫‪3,132 h‬‬ ‫‪7,626 h‬‬ ‫‪5,001 h‬‬ ‫‪5,021 h‬‬ ‫‪3,019 h‬‬ ‫‪h‬‬ ‫‪7,729‬‬ ‫‪3,863 h‬‬ ‫‪6,528 h‬‬ ‫‪3,404 h‬‬ ‫‪3,899‬‬ ‫‪2,394‬‬ ‫‪6,079 h‬‬ ‫‪2,967 h‬‬ ‫‪5,420‬‬ ‫‪2,102‬‬ ‫‪4,786 h‬‬ ‫‪2,234 h‬‬ ‫‪9,379 h‬‬ ‫‪3,246 h‬‬ ‫‪6,261 h‬‬ ‫‪2,143 h‬‬ ‫‪18,024 h 10,374 h‬‬ ‫‪4,728 h‬‬ ‫‪2,178 h‬‬ ‫‪5,420 g,h 3,461 g,h‬‬ ‫‪4,992 h‬‬ ‫‪2,886 h‬‬ ‫‪3,603‬‬ ‫‪2,172‬‬ ‫‪2,761 h‬‬ ‫‪1,962 h‬‬ ‫‪2,945 h‬‬ ‫‪1,851 h‬‬ ‫‪38,142 h 16,378 h‬‬ ‫‪7,924‬‬ ‫‪1,963‬‬

‫‪c‬‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬ ‫ﻓﻲ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪d‬‬

‫‪-3‬‬ ‫‪..‬‬ ‫‪2‬‬ ‫‪..‬‬ ‫‪0‬‬ ‫‪-3‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪1‬‬ ‫‪-4‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪3‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪3‬‬ ‫‪0‬‬ ‫‪..‬‬ ‫‪-5‬‬ ‫‪1‬‬ ‫‪..‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪-4‬‬ ‫‪..‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪-3‬‬ ‫‪..‬‬ ‫‪0‬‬ ‫‪..‬‬ ‫‪2‬‬ ‫‪-16‬‬ ‫‪-1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪..‬‬ ‫‪0‬‬ ‫‪..‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪..‬‬

‫‪34‬‬

‫‪10/20/2008 2:03:56 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:34‬‬

‫اﻟﺠﺪول‬

‫‪3‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪ 117‬ﻫﻨﺪﻭﺭﺍﺱ‬

‫‪ 118‬ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‬ ‫‪ 119‬ﻏﻮﺍﺗﻴﻤﺎﻻ‬

‫‪ 120‬ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‬ ‫‪ 121‬ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬ ‫‪ 122‬ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫‪ 123‬ﻓﺎﻧﻮﺍﺗﻮ‬

‫‪ 124‬ﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬

‫‪ 125‬ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫‪ 126‬ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫‪ 127‬ﺍﳌﻐﺮﺏ‬

‫‪ 128‬ﺳﺎﻥ ﺗﻮﻣﻲ ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‬ ‫‪ 129‬ﻧﺎﻣﻴﺒﻴﺎ‬

‫‪ 130‬ﺍﻟﻜﻮﻧﻐﻮ‬ ‫‪ 131‬ﺑﻮﺗﺎﻥ‬ ‫‪ 132‬ﺍﻟﻬﻨﺪ‬

‫‪ 133‬ﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬ ‫‪ 134‬ﺟﺰﺭ ﺳﻠﻴﻤﺎﻥ‬ ‫‪ 135‬ﻣﻴﺎﳕﺎﺭ‬

‫‪ 136‬ﻛﻤﺒﻮﺩﻳﺎ‬ ‫‪ 137‬ﺟﺰﺭ ﺍﻟﻘﻤﺮ‬

‫‪ 138‬ﺍﻟﻴﻤﻦ‬

‫‪ 139‬ﺑﺎﻛﺴﺘﺎﻥ‬ ‫‪ 140‬ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‬

‫‪ 141‬ﺗﻴﻤﻮﺭ ‪ -‬ﻟﻴﺸﺘﻲ‬ ‫‪ 142‬ﺳﻮﺍﺯﻳﻼﻧﺪ‬

‫‪ 143‬ﻛﻴﻨﻴﺎ‬ ‫‪ 144‬ﻏﺎﻧﺎ‬

‫‪ 145‬ﻣﺪﻏﺸﻘﺮ‬ ‫‪ 146‬ﻧﻴﺒﺎﻝ‬ ‫‪ 147‬ﺍﻟﺴﻮﺩﺍﻥ‬ ‫‪ 148‬ﻫﺎﻳﺘﻲ‬

‫‪ 149‬ﺑﻨﻐﻼﺩﻳﺶ‬

‫‪ 150‬ﺍﻟﻜﺎﻣﻴﺮﻭﻥ‬ ‫‪ 151‬ﺟﻴﺒﻮﺗﻲ‬

‫‪ 152‬ﺑﺎﺑﻮﺍ ﻏﻴﻨﻴﺎ ﺍﳉﺪﻳﺪﺓ‬ ‫‪ 153‬ﺍﻟﺴﻨﻐﺎﻝ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﻨﺨﻔﻀﺔ‬

‫‪ 154‬ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬ ‫‪ 155‬ﻟﻴﺴﻮﺗﻮ‬ ‫‪ 156‬ﺃﻭﻏﻨﺪﺍ‬

‫‪ 157‬ﻧﻴﺠﻴﺮﻳﺎ‬ ‫‪ 158‬ﺃﻧﻐﻮﻻ‬ ‫‪ 159‬ﺗﻮﻏﻮ‬

‫‪ 160‬ﻏﺎﻣﺒﻴﺎ‬ ‫‪ 161‬ﺑﻨﲔ‬ ‫‪ 162‬ﺇﺭﻳﺘﺮﻳﺎ‬

‫‪ 163‬ﻣﻼﻭﻱ‬ ‫‪ 164‬ﺯﺍﻣﺒﻴﺎ‬

‫‪ 165‬ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ‬ ‫‪ 166‬ﺭﻭﺍﻧﺪﺍ‬ ‫‪ 167‬ﻏﻴﻨﻴﺎ‬ ‫‪ 168‬ﻣﺎﻟﻲ‬ ‫‪ 169‬ﺗﺸﺎﺩ‬

‫‪ 170‬ﻏﻴﻨﻴﺎ ‪ -‬ﺑﻴﺴﺎﻭ‬ ‫‪ 171‬ﺇﺛﻴﻮﺑﻴﺎ‬

‫‪ 172‬ﺑﻮﺭﻭﻧﺪﻱ‬ ‫‪ 173‬ﺍﻟﻨﻴﺠﺮ‬

‫‪ 174‬ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ ﻟﻌﺎﻡ ‪2006‬‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ ﺃ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪ 15‬ﻓﻤﺎ ﻓﻮﻕ(‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ )ﺑﺎﻟﺴﻨﻮﺍﺕ(‬ ‫ﻟﻌﺎﻡ ‪2006‬‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ ﺏ ‪b‬‬ ‫)‪(%‬‬ ‫‪2006‬‬

‫‪a‬‬

‫‪2006–1999‬‬

‫ﺇﻧﺎﺙ‬ ‫‪j‬‬

‫ﺫﻛﻮﺭ‬ ‫‪j‬‬

‫ﺇﻧﺎﺙ‬ ‫‪g‬‬

‫ﺗﻘﺪﻳﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺝ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‬ ‫‪2006‬‬

‫ﺫﻛﻮﺭ‬ ‫‪g‬‬

‫ﺇﻧﺎﺙ‬ ‫‪h‬‬

‫ﺫﻛﻮﺭ‬

‫‪c‬‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬ ‫ﻓﻲ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪d‬‬

‫‪h‬‬

‫‪100‬‬ ‫‪103‬‬ ‫‪102‬‬ ‫‪106‬‬ ‫‪101‬‬ ‫‪104‬‬ ‫‪105‬‬ ‫‪107‬‬ ‫‪108‬‬ ‫‪109‬‬ ‫‪112‬‬ ‫‪111‬‬ ‫‪110‬‬ ‫‪113‬‬ ‫‪114‬‬ ‫‪116‬‬ ‫‪115‬‬ ‫‪..‬‬ ‫‪117‬‬ ‫‪118‬‬ ‫‪119‬‬ ‫‪122‬‬ ‫‪121‬‬ ‫‪120‬‬ ‫‪..‬‬ ‫‪126‬‬ ‫‪123‬‬ ‫‪125‬‬ ‫‪124‬‬ ‫‪127‬‬ ‫‪131‬‬ ‫‪..‬‬ ‫‪128‬‬ ‫‪129‬‬ ‫‪130‬‬ ‫‪..‬‬ ‫‪132‬‬

‫‪0.707‬‬ ‫‪0.692‬‬ ‫‪0.692‬‬ ‫‪0.689‬‬ ‫‪0.698‬‬ ‫‪0.690‬‬ ‫‪0.690‬‬ ‫‪0.680‬‬ ‫‪0.664‬‬ ‫‪0.659‬‬ ‫‪0.620‬‬ ‫‪0.625‬‬ ‫‪0.628‬‬ ‫‪0.611‬‬ ‫‪0.604‬‬ ‫‪0.591‬‬ ‫‪0.601‬‬ ‫‪..‬‬ ‫‪0.581‬‬ ‫‪0.571‬‬ ‫‪0.565‬‬ ‫‪0.534‬‬ ‫‪0.537‬‬ ‫‪0.550‬‬ ‫‪..‬‬ ‫‪0.528‬‬ ‫‪0.533‬‬ ‫‪0.530‬‬ ‫‪0.530‬‬ ‫‪0.517‬‬ ‫‪0.503‬‬ ‫‪..‬‬ ‫‪0.516‬‬ ‫‪0.507‬‬ ‫‪0.504‬‬ ‫‪..‬‬ ‫‪0.493‬‬

‫‪73.4‬‬ ‫‪75.4‬‬ ‫‪73.5‬‬ ‫‪74.1‬‬ ‫‪70.1‬‬ ‫‪69.7‬‬ ‫‪71.6‬‬ ‫‪69.2‬‬ ‫‪51.0‬‬ ‫‪49.0‬‬ ‫‪73.0‬‬ ‫‪67.0‬‬ ‫‪52.3‬‬ ‫‪55.7‬‬ ‫‪67.0‬‬ ‫‪65.7‬‬ ‫‪65.0‬‬ ‫‪64.1‬‬ ‫‪64.6‬‬ ‫‪61.1‬‬ ‫‪66.7‬‬ ‫‪63.6‬‬ ‫‪65.2‬‬ ‫‪65.4‬‬ ‫‪61.0‬‬ ‫‪40.4‬‬ ‫‪53.7‬‬ ‫‪59.8‬‬ ‫‪60.6‬‬ ‫‪63.4‬‬ ‫‪59.3‬‬ ‫‪61.9‬‬ ‫‪64.4‬‬ ‫‪50.3‬‬ ‫‪55.5‬‬ ‫‪60.2‬‬ ‫‪64.7‬‬

‫‪66.2‬‬ ‫‪69.4‬‬ ‫‪66.5‬‬ ‫‪67.8‬‬ ‫‪63.7‬‬ ‫‪61.8‬‬ ‫‪67.8‬‬ ‫‪63.9‬‬ ‫‪49.1‬‬ ‫‪48.6‬‬ ‫‪68.6‬‬ ‫‪63.2‬‬ ‫‪51.3‬‬ ‫‪53.2‬‬ ‫‪63.6‬‬ ‫‪62.7‬‬ ‫‪62.3‬‬ ‫‪62.4‬‬ ‫‪58.1‬‬ ‫‪55.9‬‬ ‫‪62.4‬‬ ‫‪60.4‬‬ ‫‪64.7‬‬ ‫‪61.8‬‬ ‫‪59.4‬‬ ‫‪39.9‬‬ ‫‪51.7‬‬ ‫‪59.0‬‬ ‫‪57.1‬‬ ‫‪62.5‬‬ ‫‪56.4‬‬ ‫‪58.2‬‬ ‫‪62.6‬‬ ‫‪49.6‬‬ ‫‪53.0‬‬ ‫‪54.4‬‬ ‫‪60.7‬‬

‫‪83.2‬‬ ‫‪80.8 j‬‬ ‫‪67.2 j‬‬ ‫‪77.8 j‬‬ ‫‪95.8 p‬‬ ‫‪98.5 f,j‬‬ ‫‪75.2 j‬‬ ‫‪98.7 j‬‬ ‫‪86.7 j‬‬ ‫‪82.2 j‬‬ ‫‪42.2 j‬‬ ‫‪81.9 j‬‬ ‫‪86.9 j‬‬ ‫‪80.7 j‬‬ ‫‪40.5 j‬‬ ‫‪53.4 j‬‬ ‫‪65.7 j‬‬ ‫‪..‬‬ ‫‪86.4 p‬‬ ‫‪66.7 j‬‬ ‫‪68.8 j‬‬ ‫‪38.6 j‬‬ ‫‪39.6‬‬ ‫‪47.5 j‬‬ ‫‪..‬‬ ‫‪78.3 p‬‬ ‫‪70.2 p‬‬ ‫‪57.2 j‬‬ ‫‪65.3 p‬‬ ‫‪42.0 j‬‬ ‫‪51.8 p,q‬‬ ‫‪62.8 j‬‬ ‫‪46.8 j‬‬ ‫‪59.8‬‬ ‫‪61.4 k‬‬ ‫‪52.6 j‬‬ ‫‪31.5 j‬‬

‫‪82.0‬‬ ‫‪79.3 j‬‬ ‫‪78.4 j‬‬ ‫‪88.9 j‬‬ ‫‪98.0 p‬‬ ‫‪99.0 f,j‬‬ ‫‪79.3 j‬‬ ‫‪99.0 j‬‬ ‫‪88.5 j‬‬ ‫‪82.1 j‬‬ ‫‪68.0 j‬‬ ‫‪93.3 j‬‬ ‫‪88.4 j‬‬ ‫‪91.6 j‬‬ ‫‪66.2 j‬‬ ‫‪76.4 j‬‬ ‫‪79.6 j‬‬ ‫‪..‬‬ ‫‪93.9 p‬‬ ‫‪85.5 j‬‬ ‫‪79.6 j‬‬ ‫‪75.9 j‬‬ ‫‪67.7‬‬ ‫‪62.9 j‬‬ ‫‪..‬‬ ‫‪80.9 p‬‬ ‫‪77.7 p‬‬ ‫‪71.2 j‬‬ ‫‪76.5 p‬‬ ‫‪69.3 j‬‬ ‫‪71.1 p,q‬‬ ‫‪59.1 j‬‬ ‫‪57.9 j‬‬ ‫‪77.0‬‬ ‫‪79.9 k‬‬ ‫‪62.0 j‬‬ ‫‪52.7 j‬‬

‫‪78.3‬‬ ‫‪72.7‬‬ ‫‪64.4‬‬ ‫‪71.3‬‬ ‫‪71.7‬‬ ‫‪79.8‬‬ ‫‪60.3 g‬‬ ‫‪64.3‬‬ ‫‪78.0 g‬‬ ‫‪71.3 g‬‬ ‫‪55.1‬‬ ‫‪66.2‬‬ ‫‪66.6‬‬ ‫‪55.2 g‬‬ ‫‪56.7‬‬ ‫‪58.2 g‬‬ ‫‪54.3‬‬ ‫‪47.8 g‬‬ ‫‪57.5‬‬ ‫‪54.8‬‬ ‫‪42.3 g‬‬ ‫‪42.0‬‬ ‫‪34.4‬‬ ‫‪50.5‬‬ ‫‪62.1 g‬‬ ‫‪58.8 g‬‬ ‫‪58.2‬‬ ‫‪50.8‬‬ ‫‪58.7‬‬ ‫‪58.1‬‬ ‫‪37.6‬‬ ‫‪..‬‬ ‫‪52.5‬‬ ‫‪45.8‬‬ ‫‪21.9‬‬ ‫‪..‬‬ ‫‪39.0‬‬

‫‪71.3‬‬ ‫‪71.5‬‬ ‫‪70.8‬‬ ‫‪68.7‬‬ ‫‪74.7‬‬ ‫‪75.6‬‬ ‫‪64.2 g‬‬ ‫‪77.4‬‬ ‫‪77.7 g‬‬ ‫‪70.0 g‬‬ ‫‪64.0‬‬ ‫‪66.9‬‬ ‫‪64.7‬‬ ‫‪62.0 g‬‬ ‫‪57.8‬‬ ‫‪64.6 g‬‬ ‫‪64.8‬‬ ‫‪51.4 g‬‬ ‫‪55.2‬‬ ‫‪62.5‬‬ ‫‪50.4 g‬‬ ‫‪65.6‬‬ ‫‪43.9‬‬ ‫‪50.7‬‬ ‫‪64.2 g‬‬ ‫‪62.4 g‬‬ ‫‪61.0‬‬ ‫‪54.9‬‬ ‫‪61.4‬‬ ‫‪63.4‬‬ ‫‪42.2‬‬ ‫‪..‬‬ ‫‪51.8‬‬ ‫‪55.6‬‬ ‫‪29.0‬‬ ‫‪..‬‬ ‫‪43.3‬‬

‫‪2,247‬‬ ‫‪1,350 h‬‬ ‫‪2,593 h‬‬ ‫‪1,440 h‬‬ ‫‪1,651 h‬‬ ‫‪1,333 h‬‬ ‫‪3,063 h‬‬ ‫‪1,183 h‬‬ ‫‪5,647 h‬‬ ‫‪10,085‬‬ ‫‪1,578 h‬‬ ‫‪716 h‬‬ ‫‪3,487 h‬‬ ‫‪2,321 h‬‬ ‫‪2,664 h‬‬ ‫‪1,176 h‬‬ ‫‪1,341 h‬‬ ‫‪1,222 h‬‬ ‫‪655 g,h‬‬ ‫‪1,392 h‬‬ ‫‪766 h‬‬ ‫‪1,039 h‬‬ ‫‪1,076 h‬‬ ‫‪1,290 h‬‬ ‫‪1,370 h‬‬ ‫‪2,406 h‬‬ ‫‪1,323‬‬ ‫‪1,033‬‬ ‫‪723‬‬ ‫‪671 h‬‬ ‫‪774 h‬‬ ‫‪850 h‬‬ ‫‪722 h‬‬ ‫‪1,390 h‬‬ ‫‪1,283 h‬‬ ‫‪1,493 h‬‬ ‫‪1,129 h‬‬

‫‪4,849‬‬ ‫‪4,230 h‬‬ ‫‪7,872 h‬‬ ‫‪4,052 h‬‬ ‫‪2,736 h‬‬ ‫‪2,306 h‬‬ ‫‪4,442 h‬‬ ‫‪2,042 h‬‬ ‫‪12,637 h‬‬ ‫‪14,958‬‬ ‫‪6,319 h‬‬ ‫‪2,340 h‬‬ ‫‪6,186 h‬‬ ‫‪4,672 h‬‬ ‫‪5,215 h‬‬ ‫‪3,668 h‬‬ ‫‪2,622 h‬‬ ‫‪2,411 h‬‬ ‫‪1,078 g,h‬‬ ‫‪1,858 h‬‬ ‫‪1,519 h‬‬ ‫‪3,458 h‬‬ ‫‪3,569 h‬‬ ‫‪2,474 h‬‬ ‫‪2,887 h‬‬ ‫‪7,088 h‬‬ ‫‪1,611‬‬ ‫‪1,451 h‬‬ ‫‪1,034‬‬ ‫‪1,331 h‬‬ ‫‪3,069 h‬‬ ‫‪1,605 h‬‬ ‫‪1,567 h‬‬ ‫‪2,787 h‬‬ ‫‪2,650 h‬‬ ‫‪2,130 h‬‬ ‫‪2,043 h‬‬

‫‪133‬‬ ‫‪135‬‬ ‫‪134‬‬ ‫‪136‬‬ ‫‪..‬‬ ‫‪138‬‬ ‫‪137‬‬ ‫‪142‬‬ ‫‪140‬‬ ‫‪139‬‬ ‫‪141‬‬ ‫‪145‬‬ ‫‪143‬‬ ‫‪144‬‬ ‫‪146‬‬ ‫‪148‬‬ ‫‪150‬‬ ‫‪149‬‬ ‫‪147‬‬ ‫‪154‬‬ ‫‪151‬‬

‫‪0.493‬‬ ‫‪0.487‬‬ ‫‪0.490‬‬ ‫‪0.476‬‬ ‫‪..‬‬ ‫‪0.458‬‬ ‫‪0.464‬‬ ‫‪0.442‬‬ ‫‪0.444‬‬ ‫‪0.453‬‬ ‫‪0.443‬‬ ‫‪0.413‬‬ ‫‪0.427‬‬ ‫‪0.414‬‬ ‫‪0.382‬‬ ‫‪0.372‬‬ ‫‪0.371‬‬ ‫‪0.371‬‬ ‫‪0.378‬‬ ‫‪0.351‬‬ ‫‪0.363‬‬

‫‪52.6‬‬ ‫‪42.4‬‬ ‫‪51.0‬‬ ‫‪47.2‬‬ ‫‪43.7‬‬ ‫‪59.8‬‬ ‫‪60.1‬‬ ‫‪57.0‬‬ ‫‪59.5‬‬ ‫‪47.2‬‬ ‫‪41.2‬‬ ‫‪48.6‬‬ ‫‪47.3‬‬ ‫‪56.9‬‬ ‫‪55.8‬‬ ‫‪51.8‬‬ ‫‪47.7‬‬ ‫‪53.5‬‬ ‫‪50.2‬‬ ‫‪55.4‬‬ ‫‪53.2‬‬

‫‪50.5‬‬ ‫‪42.1‬‬ ‫‪49.8‬‬ ‫‪46.1‬‬ ‫‪40.5‬‬ ‫‪56.2‬‬ ‫‪58.0‬‬ ‫‪54.6‬‬ ‫‪54.6‬‬ ‫‪46.7‬‬ ‫‪41.0‬‬ ‫‪46.9‬‬ ‫‪44.2‬‬ ‫‪53.7‬‬ ‫‪51.3‬‬ ‫‪49.1‬‬ ‫‪44.5‬‬ ‫‪50.9‬‬ ‫‪47.5‬‬ ‫‪57.1‬‬ ‫‪50.1‬‬

‫‪65.2 j‬‬ ‫‪90.3‬‬ ‫‪64.1 j‬‬ ‫‪62.8 j‬‬ ‫‪54.2 p‬‬ ‫‪38.5 p‬‬ ‫‪35.4 k‬‬ ‫‪27.1 j‬‬ ‫‪49.7 k‬‬ ‫‪63.3 j‬‬ ‫‪59.8 p‬‬ ‫‪38.6 p‬‬ ‫‪59.8 p‬‬ ‫‪18.1 p‬‬ ‫‪15.6 j‬‬ ‫‪12.8 p‬‬ ‫‪52.4 j‬‬ ‫‪22.8‬‬ ‫‪52.2 p‬‬ ‫‪15.8 j‬‬ ‫‪16.6‬‬

‫‪78.9 j‬‬ ‫‪73.7‬‬ ‫‪81.2 j‬‬ ‫‪79.4 j‬‬ ‫‪82.9 p‬‬ ‫‪68.7 p‬‬ ‫‪49.9 k‬‬ ‫‪52.4 j‬‬ ‫‪71.5 k‬‬ ‫‪78.7 j‬‬ ‫‪76.3 p‬‬ ‫‪60.8 p‬‬ ‫‪71.4 p‬‬ ‫‪42.6 p‬‬ ‫‪31.1 j‬‬ ‫‪40.8 p‬‬ ‫‪73.8 j‬‬ ‫‪50.0‬‬ ‫‪67.3 p‬‬ ‫‪43.8 j‬‬ ‫‪31.4‬‬

‫‪53.1‬‬ ‫‪62.3‬‬ ‫‪61.6‬‬ ‫‪46.2 g‬‬ ‫‪..‬‬ ‫‪47.9‬‬ ‫‪47.2‬‬ ‫‪44.5‬‬ ‫‪27.6‬‬ ‫‪61.7‬‬ ‫‪60.7 g‬‬ ‫‪31.3‬‬ ‫‪52.4‬‬ ‫‪41.5‬‬ ‫‪37.5‬‬ ‫‪27.5 g‬‬ ‫‪28.8 g‬‬ ‫‪39.9‬‬ ‫‪42.1‬‬ ‫‪21.1‬‬ ‫‪26.5‬‬

‫‪55.4‬‬ ‫‪60.6‬‬ ‫‪62.9‬‬ ‫‪57.7 g‬‬ ‫‪..‬‬ ‫‪65.3‬‬ ‫‪46.4‬‬ ‫‪60.1‬‬ ‫‪39.1‬‬ ‫‪62.1‬‬ ‫‪66.0 g‬‬ ‫‪43.7‬‬ ‫‪52.0‬‬ ‫‪56.9‬‬ ‫‪51.0‬‬ ‫‪45.5 g‬‬ ‫‪44.5 g‬‬ ‫‪50.2‬‬ ‫‪48.0‬‬ ‫‪31.5‬‬ ‫‪33.7‬‬

‫‪837 h‬‬ ‫‪1,016 h‬‬ ‫‪738 h‬‬ ‫‪917 h‬‬ ‫‪3,393 h‬‬ ‫‪468 h‬‬ ‫‪789 h‬‬ ‫‪808 h‬‬ ‫‪459 h‬‬ ‫‪594 h‬‬ ‫‪888 h‬‬ ‫‪796 h‬‬ ‫‪627 h‬‬ ‫‪918 h‬‬ ‫‪842 h‬‬ ‫‪1,175 h‬‬ ‫‪323 h‬‬ ‫‪481 h‬‬ ‫‪291 h‬‬ ‫‪449 h‬‬ ‫‪897 h‬‬

‫‪1,155 h‬‬ ‫‪1,915 h‬‬ ‫‪1,047 h‬‬ ‫‪2,305 h‬‬ ‫‪5,504 h‬‬ ‫‪1,089 h‬‬ ‫‪1,470 h‬‬ ‫‪1,711 h‬‬ ‫‪914 h‬‬ ‫‪807 h‬‬ ‫‪1,633 h‬‬ ‫‪2,476 h‬‬ ‫‪858 h‬‬ ‫‪1,375 h‬‬ ‫‪1,284 h‬‬ ‫‪1,785 h‬‬ ‫‪636 h‬‬ ‫‪793 h‬‬ ‫‪377 h‬‬ ‫‪803 h‬‬ ‫‪1,362 h‬‬

‫‪0‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪-3‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪..‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪..‬‬ ‫‪-3‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪0‬‬ ‫‪-3‬‬ ‫‪..‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪..‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪..‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪-3‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪-2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪-1‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪3‬‬ ‫‪-3‬‬ ‫‪1‬‬

‫‪35‬‬

‫‪10/20/2008 2:03:56 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:35‬‬

‫اﻟﺠﺪول‬

‫‪3‬‬

‫ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ اﻟﻤﺮﺗﺒﻂ ﺑﺎﻟﻨﻮع‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ ﻟﻌﺎﻡ ‪2006‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫‪ 175‬ﻣﻮﺯﻣﺒﻴﻖ‬ ‫‪ 176‬ﻟﻴﺒﺮﻳﺎ‬

‫‪ 177‬ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬ ‫‪ 178‬ﺟﻤﻬﻮﺭﻳﺔ ﺍﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ‬

‫‪ 179‬ﺳﻴﺮﺍﻟﻴﻮﻥ‬

‫ﺑﺎﻗﻲ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺃﻓﻐﺎﻧﺴﺘﺎﻥ‬ ‫ﺇﻣﺎﺭﺓ ﺃﻧﺪﻭﺭﺍ‬

‫ﺍﻟﻌﺮﺍﻕ‬

‫ﻛﻴﺮﻳﺒﺎﺱ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫ﻟﻴﺨﺘﻨﺸﺘﺎﻳﻦ‬ ‫ﺟﺰﺭ ﻣﺎﺭﺷﺎﻝ‬

‫ﻭﻻﻳﺎﺕ ﻣﻴﻜﺮﻭﻧﻴﺰﻳﺎ ﺍﳌﻮﺣﺪﺓ‬

‫ﻣﻮﻧﺎﻛﻮ‬ ‫ﻧﺎﻭﺭﻭ‬

‫ﺑﺎﻻﻭ‬

‫ﺳﺎﻥ ﻣﺎﺭﻳﻨﻮ‬ ‫ﺍﻟﺼﻮﻣﺎﻝ‬ ‫ﺗﻮﻓﺎﻟﻮ‬

‫ﺯﳝﺒﺎﺑﻮﻱ‬ ‫ﻣﻼﺣﻈﺎﺕ‬

‫‪ .a‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻘﻮﻣﻴﺔ ﳌﻌﺪﻻﺕ‬ ‫ﺍﻷﻣﻴﺔ ﻣﻦ ﺍﻟﺘﻌﺪﺍﺩﺍﺕ ﺃﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺃﺟﺮﻳﺖ ﺑﲔ ﻋﺎﻣﻲ ‪ 1999‬ﻭ‪ ،2006‬ﻣﺎ ﻟﻢ ﻳﺤﺪﺩ ﺧﻼﻑ‬ ‫ﺫﻟﻚ‪ .‬ﻭﻧﻈﺮﺍ ﻟﻼﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﳌﻨﻬﺠﻴﺔ ﻭﺗﻮﻗﻴﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳌﺘﻀﻤﻨﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻌﻘﺪ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﺤﺬﺭ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﻭﺑﲔ ﺍﻷﻭﻗﺎﺕ ﺍ‪‬ﺘﻠﻔﺔ‪ .‬ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺃﻧﻈﺮ‪:‬‬ ‫‪./http://www.uis.unesco.org‬‬ ‫‪ .b‬ﺭﲟﺎ ﺗﺸﻴﺮ ﺑﻴﺎﻧﺎﺕ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺇﻟﻰ ﺗﻘﺪﻳﺮﺍﺕ ﻣﻌﻬﺪ‬ ‫ﻗﻮﻣﻲ ﺃﻭ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ‪ .‬ﻟﻠﺘﻔﺎﺻﻴﻞ‪ ،‬ﺍﻧﻈﺮ‪:‬‬ ‫‪./http://www.uis.unesco.org‬‬

‫‪ .c‬ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺗﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﺪﺧﻞ ﻣﺼﻨﻔﺔ ﺣﺴﺐ‬ ‫ﺍﻟﻨﻮﻉ‪ ،‬ﰎ ﺗﻘﺪﻳﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﻟﻺﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﺗﻘﺮﻳﺒﻴﺎ‬ ‫ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻨﺴﺒﺔ ﺍﻷﺟﺮ ﻟﻺﻧﺎﺙ‬ ‫ﺍﻟﻌﺎﻣﻼﺕ ﻓﻲ ﻏﻴﺮ ﺍ‪‬ﺎﻝ ﺍﻟﺰﺭﺍﻋﻲ ﻣﻘﺎﺭﻧﺔ ﺑﺪﺧﻞ ﺍﻟﺮﺟﺎﻝ‬ ‫ﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﻏﻴﺮ ﺍ‪‬ﺎﻝ ﺍﻟﺰﺭﺍﻋﻲ‪ ،‬ﻭﻧﺴﺒﺔ ﺍﻹﻧﺎﺙ ﺇﻟﻰ‬ ‫ﺍﻟﺬﻛﻮﺭ ﻓﻲ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺫﻭﻱ ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﻋﺪﺩ‬ ‫ﺍﻟﺴﻜﺎﻥ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻠﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‪ ،‬ﻭﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺑﺘﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ )ﺍﻧﻈﺮ ﺍﳌﻼﺣﻈﺔ ﺍﻟﻔﻨﻴﺔ ﺭﻗﻢ ‪ .(1‬ﺗﻌﺘﻤﺪ ﻧﺴﺐ‬ ‫ﺍﻷﺟﻮﺭ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻲ ﻫﺬﺍ ﺍﳊﺴﺎﺏ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ‬ ‫ﺃﺣﺪﺙ ﺳﻨﺔ ﻣﺘﺎﺣﺔ ﺑﲔ ﻋﺎﻣﻲ ‪ 1997‬ﻭ‪.2006‬‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ )ﺑﺎﻟﺴﻨﻮﺍﺕ(‬ ‫ﻟﻌﺎﻡ ‪2006‬‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ ﺃ‬ ‫)‪ %‬ﻣﻦ ﺳﻦ ‪ 15‬ﻓﻤﺎ ﻓﻮﻕ(‬ ‫‪a‬‬

‫‪2006–1999‬‬

‫ﺇﻧﺎﺙ‬

‫ﺫﻛﻮﺭ‬

‫‪152‬‬ ‫‪153‬‬ ‫‪155‬‬ ‫‪156‬‬ ‫‪157‬‬

‫‪0.358‬‬ ‫‪0.351‬‬ ‫‪0.345‬‬ ‫‪0.337‬‬ ‫‪0.311‬‬

‫‪43.1‬‬ ‫‪46.0‬‬ ‫‪47.4‬‬ ‫‪45.3‬‬ ‫‪43.7‬‬

‫‪41.8‬‬ ‫‪44.2‬‬ ‫‪44.8‬‬ ‫‪42.6‬‬ ‫‪40.5‬‬

‫‪32.0 j‬‬ ‫‪49.2 j‬‬ ‫‪54.1 p‬‬ ‫‪33.5 p‬‬ ‫‪25.7 j‬‬

‫‪50.257.0 j‬‬ ‫‪48.6 g59.6 j‬‬ ‫‪28.1 g80.9 p‬‬ ‫‪22.964.8 p‬‬ ‫‪37.6 g49.0 j‬‬

‫‪59.4‬‬ ‫‪66.5 g‬‬ ‫‪38.7 g‬‬ ‫‪34.4‬‬ ‫‪51.8 g‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪43.2‬‬ ‫‪84.2‬‬ ‫‪60.4‬‬ ‫‪69.4‬‬ ‫‪68.9‬‬ ‫‪82.2‬‬ ‫‪72.3‬‬ ‫‪69.0‬‬ ‫‪85.0‬‬ ‫‪83.0‬‬ ‫‪72.3‬‬ ‫‪84.4‬‬ ‫‪48.7‬‬ ‫‪67.1‬‬ ‫‪40.9‬‬

‫‪43.3‬‬ ‫‪77.4‬‬ ‫‪56.4‬‬ ‫‪63.8‬‬ ‫‪64.7‬‬ ‫‪75.9‬‬ ‫‪68.3‬‬ ‫‪67.5‬‬ ‫‪78.2‬‬ ‫‪75.2‬‬ ‫‪68.2‬‬ ‫‪77.6‬‬ ‫‪46.3‬‬ ‫‪63.6‬‬ ‫‪42.3‬‬

‫‪12.6 p‬‬ ‫‪..‬‬ ‫‪64.2 p‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪87.6 j‬‬

‫‪35.4 g43.1 p‬‬ ‫‪66.3..‬‬ ‫‪52.1 g84.1 p‬‬ ‫‪77.9 g..‬‬ ‫‪....‬‬ ‫‪79.3 g..‬‬ ‫‪71.2 g..‬‬ ‫‪....‬‬ ‫‪....‬‬ ‫‪56.1..‬‬ ‫‪....‬‬ ‫‪....‬‬ ‫‪....‬‬ ‫‪70.8 g..‬‬ ‫‪53.493.7 j‬‬

‫‪63.6 g‬‬ ‫‪64.0‬‬ ‫‪68.5 g‬‬ ‫‪73.8 g‬‬ ‫‪..‬‬ ‫‪93.2 g‬‬ ‫‪71.1 g‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪54.0‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪67.8 g‬‬ ‫‪55.5‬‬

‫‪ .d‬ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﻫﺬﻩ ﺍﳊﺴﺎﺑﺎﺕ‬ ‫ﻣﺤﺴﻮﺏ ﻟﻠﺪﻭﻝ ﺍﻟﺘﻲ ﻟﻬﺎ ﻗﻴﻤﺔ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪ .‬ﻳﺸﻴﺮ ﺍﻟﺮﻗﻢ ﺍﳌﻮﺟﺐ ﺇﻟﻰ ﺃﻥ‬ ‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﺃﻋﻠﻰ ﻣﻦ‬ ‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﺸﻴﺮ ﺍﻟﺮﻗﻢ ﺍﻟﺴﺎﻟﺐ‬ ‫ﺇﻟﻰ ﺍﻟﻌﻜﺲ‪.‬‬ ‫‪ .e‬ﰎ ﺗﻄﺒﻴﻖ ﻗﻴﻤﺔ ‪ ،99.0%‬ﻷﻏﺮﺍﺽ ﺣﺴﺎﺏ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪.‬‬ ‫‪ .f‬ﻷﻏﺮﺍﺽ ﺣﺴﺎﺏ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﻨﻮﻉ‪ ،‬ﰎ ﺗﺮﺗﻴﺐ ﺍﻟﻘﻴﻢ ﺍﳌﺬﻛﻮﺭﺓ ﻓﻲ ﻫﺬﺍ ﺍﳉﺪﻭﻝ‬ ‫ﻟﻠﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﺗﺮﺗﻴﺒﺎ ﺗﻨﺎﺯﻟﻴﺎ ﻟﺘﻌﻜﺲ ﺃﻗﺼﻰ ﺍﻟﻘﻴﻢ‬ ‫ﳌﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ )‪ ،(99%‬ﻭ ﻧﺴﺒﺔ‬ ‫ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻴﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ )‪ ،(100٪‬ﻭﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻻﺟﻤﺎﻟﻲ ﲟﺎ ﻳﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫‪ 40000‬ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‪ .‬ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ‪ ،‬ﺍﻧﻈﺮ‬ ‫ﺍﳌﻼﺣﻈﺔ ﺍﻟﻔﻨﻴﺔ ﺭﻗﻢ ‪.1‬‬ ‫‪ .g‬ﺑﻴﺎﻧﺎﺕ ﺗﺸﻴﺮ ﺇﻟﻰ ﻋﺎﻡ ﺳﺎﺑﻖ ﻟﻠﻌﺎﻡ ﺍﳌﻮﺿﺢ‪.‬‬

‫‪ .h‬ﻻ ﺗﺘﻮﻓﺮ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻷﺟﻮﺭ‪ .‬ﻷﻏﺮﺍﺽ ﺣﺴﺎﺏ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺍﻟﺘﻘﺪﻳﺮﻱ ﻟﻠﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‪ ،‬ﰎ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻗﻴﻤﺔ ‪ 0.75‬ﻟﻨﺴﺒﺔ ﺍﻷﺟﺮ ﻟﻺﻧﺎﺙ ﺍﻟﻌﺎﻣﻼﺕ ﻓﻲ ﻏﻴﺮ‬ ‫ﺍ‪‬ﺎﻝ ﺍﻟﺰﺭﺍﻋﻲ ﻣﻘﺎﺭﻧﺔ ﺑﺪﺧﻞ ﺍﻟﺮﺟﺎﻝ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﻏﻴﺮ‬ ‫ﺍ‪‬ﺎﻝ ﺍﻟﺰﺭﺍﻋﻲ‪.‬‬

‫ﺇﻧﺎﺙ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ ﺏ ‪b‬‬ ‫)‪(%‬‬ ‫‪2006‬‬

‫ﺫﻛﻮﺭ‬

‫ﺇﻧﺎﺙ‬

‫ﺗﻘﺪﻳﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺝ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‬ ‫‪2006‬‬

‫ﺫﻛﻮﺭ‬

‫‪.i‬ﺇﺣﺼﺎﺋﻴﺎﺕ ‪ .2004‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺍﳌﻮﺍﻃﻨﲔ‬ ‫ﺍﳌﻘﻴﺪﻳﻦ ﺳﻮﺍﺀ ﻓﻲ ﺍﻟﺪﻭﻟﺔ ﻧﻔﺴﻬﺎ ﺃﻭ ﺑﺎﳋﺎﺭﺝ ﻭﻣﻦ ﺛﻢ‬ ‫ﺗﺨﺘﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬ ‫‪ .j‬ﺗﻘﺪﻳﺮﺍﺕ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ﻣﺒﻨﻴﺔ ﻋﻠﻰ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ ﺍﳋﺎﺹ ﺑﻪ ﻟﻠﺘﻮﻗﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﳌﻌﺪﻻﺕ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﶈﺪﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻌﻤﺮ ﻓﻲ ﺃﺑﺮﻳﻞ‬ ‫ﻋﺎﻡ ‪2008‬‬ ‫‪ . .k‬ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺗﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ ﺣﺪﻳﺜﺔ‪ ،‬ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻘﺪﻳﺮﺍﺕ‬ ‫ﻟﻌﺎﻡ ‪ 2003‬ﻣﻦ ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ‪ ،‬ﻭﻫﻲ‬ ‫ﻣﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﺗﻌﺪﺍﺩ ﺃﻭ ﻣﺴﺢ ﻣﻌﻠﻮﻣﺎﺕ ﻗﺪﱘ‬ ‫ﻭﻋﻠﻴﻪ ﺗﻮﺧﻲ ﺍﳊﺬﺭ ﻓﻲ ﺗﻔﺴﻴﺮﻫﺎ‪.‬‬

‫‪ .l‬ﻫﻴﺴﺘﻮﻥ‪ ،‬ﻭﺳﻤﺮﺯ‪ ،‬ﻭﺃﺗﲔ‪ .2006 ،‬ﺗﺨﺘﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ‬ ‫ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬

‫‪ .m‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺻﺮﺑﻴﺎ ﻭﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ ﻗﺒﻞ‬ ‫ﺍﻧﻔﺼﺎﻟﻬﻤﺎ ﺇﻟﻰ ﺩﻭﻟﺘﲔ ﻣﺴﺘﻘﻠﺘﲔ ﻓﻲ ﻳﻮﻧﻴﻮ ﻣﻦ ﻋﺎﻡ‬ ‫‪ .2006‬ﻻ ﺗﺘﻀﻤﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻛﻮﺳﻮﻓﻮ‪.‬‬ ‫‪ .n‬ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ‪.2007‬‬

‫‪ .o‬ﰎ ﺗﻘﺪﻳﺮ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﳌﻌﺪﻻﺕ ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﻟﺼﺮﺑﻴﺎ ﻭﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ ﻗﺒﻞ ﺍﻧﻔﺼﺎﻟﻬﻤﺎ ﺇﻟﻰ ﺩﻭﻟﺘﲔ‬ ‫ﻣﺴﺘﻘﻠﺘﲔ ﻓﻲ ﻳﻮﻧﻴﻮ ﻣﻦ ﻋﺎﻡ ‪.2006‬‬

‫ﺫﻛﻮﺭ‬

‫ﺇﻧﺎﺙ‬ ‫‪663 h‬‬ ‫‪222 h‬‬ ‫‪191 h‬‬ ‫‪526 h‬‬ ‫‪395 h‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪c‬‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﺪﻭﻟﺔ‬ ‫ﻓﻲ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪d‬‬

‫‪819 h‬‬ ‫‪446 h‬‬ ‫‪372 h‬‬ ‫‪863 h‬‬ ‫‪870 h‬‬

‫‪1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪ .p‬ﺃﺧﺬﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻴﻮﻧﻴﺴﻴﻒ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ‬ ‫ﺍﻟﻌﻨﻘﻮﺩﻳﺔ ﻣﺘﻌﺪﺩﺓ ﺍﳌﺆﺷﺮﺍﺕ‪.‬‬ ‫‪ .q‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺟﻨﻮﺏ ﺍﻟﺴﻮﺩﺍﻥ ﻓﻘﻂ‪.‬‬ ‫ﺍﳌﺼﺎﺩﺭ‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ : 1‬ﰎ ﲢﺪﻳﺪﻩ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﻴﻢ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪.2‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ : 2‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ‬ ‫ﺍﻷﻋﻤﺪﺓ ‪.10-3‬‬ ‫ﺍﻟﻌﻤﻮﺩﻳﻦ ﺭﻗﻢ ‪ 3‬ﻭ ‪ : 4‬ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻋﺎﻡ ‪.2007‬‬ ‫ﺍﻟﻌﻤﻮﺩﻳﻦ ﺭﻗﻢ ‪ 5‬ﻭ ‪ : 6‬ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ‬ ‫‪2008‬ﺃ‪.‬‬ ‫ﺍﻷﻋﻤﺪﺓ ﺭﻗﻢ ‪ 7‬ﻭ ‪ : 8‬ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ‬ ‫‪2008‬ﺏ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩﻳﻦ ﺭﻗﻢ ‪ 9‬ﻭ ‪ : 10‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺑﻴﺎﻧﺎﺕ‬ ‫ﻋﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ )ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﻯ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ( ﻭﺗﻌﺪﺍﺩ ﺍﻟﺴﻜﺎﻥ ﻣﻦ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ‪2008‬ﺏ‬ ‫ﻭﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻷﺟﻮﺭ ﻣﻦ ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻌﺎﻡ‬ ‫‪ ،2008‬ﻭﺍﻟﺴﻜﺎﻥ ﺫﻭﻱ ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﻦ ﻣﻨﻈﻤﺔ‬ ‫ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ﻋﺎﻡ ‪.2007‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ : 11‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺬﻱ ﰎ ﺇﻋﺎﺩﺓ ﺣﺴﺎﺑﻪ ﻭﺗﺮﺗﻴﺐ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪.1‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ ﻝ‪ 157‬ﺩﻭﻟﺔ ﻭﻣﻨﻄﻘﺔ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬

‫ﺃﺳﺘﺮﺍﻟﻴﺎ‬ ‫ﺃﻳﺴﻠﻨﺪﺍ‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬ ‫ﺍﻟﺴﻮﻳﺪ‬ ‫ﻛﻨﺪﺍ‬ ‫ﻓﺮﻧﺴﺎ‬ ‫ﻫﻮﻟﻨﺪﺍ‬ ‫ﻓﻨﻠﻨﺪﺍ‬ ‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫ﺃﻳﺮﻟﻨﺪﺍ‬ ‫ﺃﺳﺒﺎﻧﻴﺎ‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫ﺇﻳﻄﺎﻟﻴﺎ‬ ‫ﺑﻠﺠﻴﻜﺎ‬ ‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬ ‫ﻟﻜﺴﻤﺒﺮﻍ‬ ‫ﺃﳌﺎﻧﻴﺎ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻣﻨﻄﻘﺔ ﻫﻮﻧﻎ ﻛﻮﻧﻎ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻟﻨﻤﺴﺎ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ‬ ‫ﺳﻠﻮﻓﻴﻨﻴﺎ‬ ‫ﻗﺒﺮﺹ‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬

‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬

‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫ﺑﺮﻭﻧﺎﻱ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﺔ‬ ‫ﺍﻟﻜﻮﻳﺖ‬ ‫ﺍﻟﺒﺤﺮﻳﻦ‬ ‫ﻣﺎﻟﻄﺎ‬ ‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺍ‪‬ﺮ‬ ‫ﺑﻮﻟﻨﺪﺍ‬ ‫ﻗﻄﺮ‬ ‫ﺃﺳﺘﻮﻧﻴﺎ‬ ‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬ ‫ﺷﻴﻠﻲ‬ ‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫ﻻﺗﻔﻴﺎ‬ ‫ﻛﺮﻭﺍﺗﻴﺎ‬ ‫ﺍﻷﺭﺟﻨﺘﲔ‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬ ‫ﻛﻮﺑﺎ‬ ‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫ﺍﳌﻜﺴﻴﻚ‬ ‫ﺑﻠﻐﺎﺭﻳﺎ‬ ‫ﺑﻨﻤﺎ‬ ‫ﺭﻭﻣﺎﻧﻴﺎ‬ ‫ﺻﺮﺑﻴﺎ‬ ‫ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬

‫‪56‬‬ ‫‪57‬‬ ‫‪58‬‬ ‫‪59‬‬ ‫‪60‬‬ ‫‪61‬‬ ‫‪62‬‬ ‫‪63‬‬ ‫‪64‬‬ ‫‪65‬‬ ‫‪66‬‬ ‫‪67‬‬ ‫‪68‬‬ ‫‪69‬‬ ‫‪70‬‬ ‫‪71‬‬ ‫‪72‬‬ ‫‪73‬‬ ‫‪74‬‬ ‫‪75‬‬ ‫‪76‬‬ ‫‪77‬‬ ‫‪78‬‬ ‫‪79‬‬ ‫‪80‬‬ ‫‪81‬‬ ‫‪82‬‬

‫ﻣﺎﻟﻴﺰﻳﺎ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‬ ‫ﻋﻤﺎﻥ‬ ‫ﺑﻴﻼﺭﻭﺱ‬ ‫ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬ ‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬ ‫ﺍﻟﺒﺮﺍﺯﻳﻞ‬ ‫ﺃﻟﺒﺎﻧﻴﺎ‬ ‫ﻣﻘﺪﻭﻧﻴﺎ )ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔ‬ ‫ﺍﻟﺴﺎﺑﻘﺔ(‬ ‫ﻣﻮﺭﻳﺸﻴﻮﺱ‬ ‫ﺗﻮﻧﻐﺎ‬ ‫ﺗﺎﻳﻠﻨﺪ‬ ‫ﻛﻮﻟﻮﻣﺒﻴﺎ‬ ‫ﺑﻴﺮﻭ‬ ‫ﺃﻭﻛﺮﺍﻧﻴﺎ‬ ‫ﻟﺒﻨﺎﻥ‬ ‫ﺟﺎﻣﺎﻳﻜﺎ‬ ‫ﺃﺭﻣﻴﻨﻴﺎ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺳﺎﻣﻮﺍ‬ ‫ﺳﻮﺭﻳﻨﺎﻡ‬ ‫ﺗﺮﻛﻴﺎ‬ ‫ﺍﻟﺼﲔ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫ﺃﺫﺭﺑﻴﺠﺎﻥ‬ ‫ﺍﻷﺭﺩﻥ‬

‫‪83‬‬ ‫‪84‬‬ ‫‪85‬‬ ‫‪86‬‬ ‫‪87‬‬ ‫‪88‬‬ ‫‪89‬‬ ‫‪90‬‬ ‫‪91‬‬ ‫‪92‬‬ ‫‪93‬‬ ‫‪94‬‬ ‫‪95‬‬ ‫‪96‬‬ ‫‪97‬‬ ‫‪98‬‬ ‫‪99‬‬ ‫‪100‬‬ ‫‪101‬‬ ‫‪102‬‬ ‫‪103‬‬ ‫‪104‬‬ ‫‪105‬‬ ‫‪106‬‬ ‫‪107‬‬ ‫‪108‬‬ ‫‪109‬‬ ‫‪110‬‬

‫ﺑﺎﺭﺍﻏﻮﺍﻱ‬ ‫ﺗﻮﻧﺲ‬ ‫ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬ ‫ﻣﻠﺪﻳﻒ‬ ‫ﺍﻟﻔﻠﺒﲔ‬ ‫ﻓﻴﺠﻲ‬ ‫ﻏﻴﺎﻧﺎ‬ ‫ﺳﺮﻱ ﻻﻧﻜﺎ‬ ‫ﺍﳉﺰﺍﺋﺮ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬ ‫ﺑﻮﻟﻴﻔﻴﺎ‬ ‫ﺍﻧﺪﻭﻧﻴﺴﻴﺎ‬ ‫ﻣﻨﻐﻮﻟﻴﺎ‬ ‫ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫ﻣﻮﻟﺪﻭﻓﺎ‬ ‫ﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‬ ‫ﻏﻴﻨﻴﺎ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‬ ‫ﻫﻨﺪﻭﺭﺍﺱ‬ ‫ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬ ‫ﻏﻮﺍﺗﻴﻤﺎﻻ‬ ‫ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‬ ‫ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫ﻓﺎﻧﻮﺍﺗﻮ‬ ‫ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‬ ‫ﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬ ‫ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬ ‫ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫ﻧﺎﻣﻴﺒﻴﺎ‬

‫‪111‬‬ ‫‪112‬‬ ‫‪113‬‬ ‫‪114‬‬ ‫‪115‬‬ ‫‪116‬‬ ‫‪117‬‬ ‫‪118‬‬ ‫‪119‬‬ ‫‪120‬‬ ‫‪121‬‬ ‫‪122‬‬ ‫‪123‬‬ ‫‪124‬‬ ‫‪125‬‬ ‫‪126‬‬ ‫‪127‬‬ ‫‪128‬‬ ‫‪129‬‬ ‫‪130‬‬ ‫‪131‬‬ ‫‪132‬‬ ‫‪133‬‬ ‫‪134‬‬ ‫‪135‬‬ ‫‪136‬‬ ‫‪137‬‬

‫ﺳﺎﻥ ﺗﻮﻣﻲ ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‬ ‫ﺍﳌﻐﺮﺏ‬ ‫ﺍﻟﻜﻮﻧﻐﻮ‬ ‫ﺑﻮﺗﺎﻥ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬ ‫ﺍﻟﺸﻌﺒﻴﺔ‬ ‫ﺍﻟﻬﻨﺪ‬ ‫ﻣﻴﺎﳕﺎﺭ‬ ‫ﻛﻤﺒﻮﺩﻳﺎ‬ ‫ﺟﺰﺭ ﺍﻟﻘﻤﺮ‬ ‫ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‬ ‫ﺑﺎﻛﺴﺘﺎﻥ‬ ‫ﺍﻟﻴﻤﻦ‬ ‫ﻛﻴﻨﻴﺎ‬ ‫ﻣﺪﻏﺸﻘﺮ‬ ‫ﻏﺎﻧﺎ‬ ‫ﺳﻮﺍﺯﻳﻼﻧﺪ‬ ‫ﻧﻴﺒﺎﻝ‬ ‫ﺑﻨﻐﻼﺩﻳﺶ‬ ‫ﺍﻟﻜﺎﻣﻴﺮﻭﻥ‬ ‫ﺟﻴﺒﻮﺗﻲ‬ ‫ﺍﻟﺴﻮﺩﺍﻥ‬ ‫ﺍﻟﺴﻨﻐﺎﻝ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺃﻭﻏﻨﺪﺍ‬ ‫ﻟﻴﺴﻮﺗﻮ‬ ‫ﻧﻴﺠﻴﺮﻳﺎ‬ ‫ﻏﺎﻣﺒﻴﺎ‬

‫‪138‬‬ ‫‪139‬‬ ‫‪140‬‬ ‫‪141‬‬ ‫‪142‬‬ ‫‪143‬‬ ‫‪144‬‬ ‫‪145‬‬ ‫‪146‬‬ ‫‪147‬‬ ‫‪148‬‬ ‫‪149‬‬ ‫‪150‬‬ ‫‪151‬‬ ‫‪152‬‬ ‫‪153‬‬ ‫‪154‬‬ ‫‪155‬‬ ‫‪156‬‬ ‫‪157‬‬

‫ﺗﻮﻏﻮ‬ ‫ﻣﻼﻭﻱ‬ ‫ﺍﺭﻳﺘﺮﻳﺎ‬ ‫ﺯﺍﻣﺒﻴﺎ‬ ‫ﺑﻨﲔ‬ ‫ﺭﻭﺍﻧﺪﺍ‬ ‫ﻏﻴﻨﻴﺎ‬ ‫ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ‬ ‫ﻣﺎﻟﻲ‬ ‫ﺑﻮﺭﻭﻧﺪﻱ‬ ‫ﺗﺸﺎﺩ‬ ‫ﺇﺛﻴﻮﺑﻴﺎ‬ ‫ﻏﻴﻨﻴﺎ ‪ -‬ﺑﻴﺴﺎﻭ‬ ‫ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ‬ ‫ﻣﻮﺯﻣﺒﻴﻖ‬ ‫ﻟﻴﺒﺮﻳﺎ‬ ‫ﺍﻟﻨﻴﺠﺮ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪t‬‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﺃﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ‬ ‫ﺳﻴﺮﺍﻟﻴﻮﻥ‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:36‬‬

‫اﻟﺠﺪول‬

‫‪4‬‬

‫ﻣﻘﻴﺎس ﺗﻤﻜﻴﻦ اﻟﻤﺮأة‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬

‫ﺃﻳﺴﻠﻨﺪﺍ‬

‫ﺃﺳﺘﺮﺍﻟﻴﺎ‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬

‫ﻛﻨﺪﺍ‬

‫ﺃﻳﺮﻟﻨﺪﺍ‬

‫ﻫﻮﻟﻨﺪﺍ‬

‫ﺍﻟﺴﻮﻳﺪ‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬

‫ﻟﻜﺴﻤﺒﺮﻍ‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫ﻓﺮﻧﺴﺎ‬

‫ﻓﻨﻠﻨﺪﺍ‬

‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫ﺍﻟﻨﻤﺴﺎ‬

‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺑﻠﺠﻴﻜﺎ‬

‫ﺃﺳﺒﺎﻧﻴﺎ‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬

‫ﺇﻳﻄﺎﻟﻴﺎ‬

‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬

‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬

‫ﻣﻨﻄﻘﺔ ﻫﻮﱋ ﻛﻮﱋ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ‬ ‫ﺃﳌﺎﻧﻴﺎ‬

‫ﺇﺳﺮﺍﺋﻴﻞ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ‬

‫ﺳﻠﻮﻓﻴﻨﻴﺎ‬

‫ﺑﺮﻭﻧﺎﻱ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫ﻗﺒﺮﺹ‬

‫ﺍﻟﻜﻮﻳﺖ‬

‫ﺍﻟﺒﺤﺮﻳﻦ‬

‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫ﻗﻄﺮ‬

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﺔ‬

‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻣﺎﻟﻄﺎ‬

‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫ﺍ‪‬ﺮ‬

‫ﺑﻮﻟﻨﺪﺍ‬

‫ﺷﻴﻠﻲ‬

‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫ﺍﺳﺘﻮﻧﻴﺎ‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬

‫ﻻﺗﻔﻴﺎ‬

‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫ﻛﺮﻭﺍﺗﻴﺎ‬

‫ﺍﻷﺭﺟﻨﺘﲔ‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬

‫ﻛﻮﺑﺎ‬

‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫ﺍﳌﻜﺴﻴﻚ‬ ‫ﻋﻤﺎﻥ‬

‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﺳﻴﺸﻴﻞ‬

‫ﺑﻠﻐﺎﺭﻳﺎ‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫‪5‬‬ ‫‪6‬‬ ‫‪2‬‬ ‫‪12‬‬ ‫‪22‬‬ ‫‪7‬‬ ‫‪1‬‬ ‫‪55‬‬ ‫‪..‬‬ ‫‪10‬‬ ‫‪18‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪9‬‬ ‫‪13‬‬ ‫‪25‬‬ ‫‪23‬‬ ‫‪11‬‬ ‫‪14‬‬ ‫‪..‬‬ ‫‪8‬‬ ‫‪28‬‬ ‫‪61‬‬ ‫‪42‬‬ ‫‪..‬‬ ‫‪15‬‬ ‫‪41‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪21‬‬ ‫‪92‬‬ ‫‪34‬‬ ‫‪27‬‬ ‫‪68‬‬ ‫‪32‬‬ ‫‪53‬‬ ‫‪39‬‬ ‫‪72‬‬ ‫‪35‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪33‬‬ ‫‪19‬‬ ‫‪38‬‬ ‫‪24‬‬ ‫‪65‬‬ ‫‪29‬‬ ‫‪26‬‬ ‫‪45‬‬ ‫‪84‬‬ ‫‪101‬‬ ‫‪..‬‬ ‫‪44‬‬

‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫‪0.881‬‬ ‫‪0.879‬‬ ‫‪0.915‬‬ ‫‪0.825‬‬ ‫‪0.727‬‬ ‫‪0.869‬‬ ‫‪0.926‬‬ ‫‪0.575‬‬ ‫‪..‬‬ ‫‪0.829‬‬ ‫‪0.766‬‬ ‫‪0.893‬‬ ‫‪0.887‬‬ ‫‪0.772‬‬ ‫‪0.768‬‬ ‫‪0.841‬‬ ‫‪0.808‬‬ ‫‪0.691‬‬ ‫‪0.701‬‬ ‫‪0.825‬‬ ‫‪0.789‬‬ ‫‪..‬‬ ‫‪0.854‬‬ ‫‪0.655‬‬ ‫‪0.547‬‬ ‫‪0.611‬‬ ‫‪..‬‬ ‫‪0.782‬‬ ‫‪0.615‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.741‬‬ ‫‪0.385‬‬ ‫‪0.641‬‬ ‫‪0.681‬‬ ‫‪0.535‬‬ ‫‪0.649‬‬ ‫‪0.587‬‬ ‫‪0.621‬‬ ‫‪0.522‬‬ ‫‪0.637‬‬ ‫‪0.653‬‬ ‫‪0.653‬‬ ‫‪0.643‬‬ ‫‪0.759‬‬ ‫‪0.622‬‬ ‫‪0.692‬‬ ‫‪0.542‬‬ ‫‪0.654‬‬ ‫‪0.687‬‬ ‫‪0.603‬‬ ‫‪0.434‬‬ ‫‪0.298‬‬ ‫‪..‬‬ ‫‪0.605‬‬

‫ﺍﳌﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ‬ ‫ﻧﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ ‪a‬‬

‫ﺍﳌﺸﺮﻋﲔ ﻭﻛﺒﺎﺭ‬ ‫ﺍﳌﺴﺌﻮﻟﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﻣﻦ ﺍﻟﻨﺴﺎﺀ ‪b‬‬

‫‪33.3‬‬ ‫‪29.6‬‬ ‫‪36.1‬‬ ‫‪24.4‬‬ ‫‪15.5‬‬ ‫‪37.8‬‬ ‫‪47.0‬‬ ‫‪12.3‬‬ ‫‪23.3‬‬ ‫‪27.2‬‬ ‫‪18.2‬‬ ‫‪41.5‬‬ ‫‪38.0‬‬ ‫‪30.7‬‬ ‫‪16.6‬‬ ‫‪36.2‬‬ ‫‪30.9‬‬ ‫‪14.7‬‬ ‫‪16.2‬‬ ‫‪33.1‬‬ ‫‪19.6‬‬ ‫‪..‬‬ ‫‪30.6‬‬ ‫‪14.2‬‬ ‫‪14.4‬‬ ‫‪9.2‬‬ ‫‪..‬‬ ‫‪24.5‬‬ ‫‪14.3‬‬ ‫‪e 1.5‬‬ ‫‪13.8‬‬ ‫‪28.3‬‬ ‫‪0.0‬‬ ‫‪14.9‬‬ ‫‪22.5‬‬ ‫‪9.2‬‬ ‫‪17.6‬‬ ‫‪11.1‬‬ ‫‪18.2‬‬ ‫‪12.7‬‬ ‫‪19.3‬‬ ‫‪20.8‬‬ ‫‪22.7‬‬ ‫‪20.0‬‬ ‫‪25.0‬‬ ‫‪20.9‬‬ ‫‪39.8‬‬ ‫‪12.3‬‬ ‫‪36.0‬‬ ‫‪36.8‬‬ ‫‪22.1‬‬ ‫‪9.1‬‬ ‫‪0.0‬‬ ‫‪23.5‬‬ ‫‪21.7‬‬

‫‪29‬‬ ‫‪38‬‬ ‫‪33‬‬ ‫‪36‬‬ ‫‪31‬‬ ‫‪26‬‬ ‫‪32‬‬ ‫‪10 d‬‬ ‫‪..‬‬ ‫‪31‬‬ ‫‪37‬‬ ‫‪30‬‬ ‫‪25‬‬ ‫‪29‬‬ ‫‪42‬‬ ‫‪32‬‬ ‫‪32‬‬ ‫‪27‬‬ ‫‪33‬‬ ‫‪40‬‬ ‫‪34‬‬ ‫‪29‬‬ ‫‪38‬‬ ‫‪29‬‬ ‫‪8‬‬ ‫‪33‬‬ ‫‪35 d‬‬ ‫‪31‬‬ ‫‪16‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪33‬‬ ‫‪8‬‬ ‫‪29‬‬ ‫‪8‬‬ ‫‪18‬‬ ‫‪43‬‬ ‫‪37‬‬ ‫‪35‬‬ ‫‪24 d‬‬ ‫‪28‬‬ ‫‪34‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪26‬‬ ‫‪23‬‬ ‫‪40‬‬ ‫‪29 d‬‬ ‫‪30‬‬ ‫‪27‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪..‬‬ ‫‪32‬‬

‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﺍﻟﻌﺎﻣﻼﺕ ﺍﻟﻔﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺏ‪b‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫‪56‬‬ ‫‪56‬‬ ‫‪50‬‬ ‫‪56‬‬ ‫‪52‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪47 d‬‬ ‫‪..‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪55‬‬ ‫‪53‬‬ ‫‪48‬‬ ‫‪57‬‬ ‫‪49‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪47‬‬ ‫‪52‬‬ ‫‪47‬‬ ‫‪42‬‬ ‫‪50‬‬ ‫‪54‬‬ ‫‪40‬‬ ‫‪56‬‬ ‫‪37 d‬‬ ‫‪44‬‬ ‫‪46‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪51‬‬ ‫‪24‬‬ ‫‪53‬‬ ‫‪25‬‬ ‫‪41‬‬ ‫‪52‬‬ ‫‪61‬‬ ‫‪61‬‬ ‫‪50 d‬‬ ‫‪58‬‬ ‫‪68‬‬ ‫‪71‬‬ ‫‪64‬‬ ‫‪62‬‬ ‫‪51‬‬ ‫‪54‬‬ ‫‪53‬‬ ‫‪60 d‬‬ ‫‪42‬‬ ‫‪42‬‬ ‫‪33‬‬ ‫‪31‬‬ ‫‪..‬‬ ‫‪62‬‬

‫ﻧﺴﺒﺔ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭﺓ ﺑﲔ‬ ‫ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ‪c‬‬

‫‪0.73‬‬ ‫‪0.73‬‬ ‫‪0.79‬‬ ‫‪0.65‬‬ ‫‪0.58‬‬ ‫‪0.66‬‬ ‫‪0.84‬‬ ‫‪0.46‬‬ ‫‪0.55‬‬ ‫‪0.66‬‬ ‫‪0.62‬‬ ‫‪0.72‬‬ ‫‪0.74‬‬ ‫‪0.40‬‬ ‫‪0.64‬‬ ‫‪0.52‬‬ ‫‪0.53‬‬ ‫‪0.53‬‬ ‫‪0.49‬‬ ‫‪0.72‬‬ ‫‪0.70‬‬ ‫‪0.78‬‬ ‫‪0.61‬‬ ‫‪0.67‬‬ ‫‪0.52‬‬ ‫‪0.62‬‬ ‫‪0.42‬‬ ‫‪0.52‬‬ ‫‪0.60‬‬ ‫‪0.40‬‬ ‫‪0.43‬‬ ‫‪0.61‬‬ ‫‪0.25‬‬ ‫‪0.60‬‬ ‫‪0.25‬‬ ‫‪0.53‬‬ ‫‪0.64‬‬ ‫‪0.67‬‬ ‫‪0.60‬‬ ‫‪0.41‬‬ ‫‪0.59‬‬ ‫‪0.63‬‬ ‫‪0.72‬‬ ‫‪0.67‬‬ ‫‪0.72‬‬ ‫‪0.69‬‬ ‫‪0.56‬‬ ‫‪0.57‬‬ ‫‪0.45‬‬ ‫‪0.56‬‬ ‫‪0.42‬‬ ‫‪0.20‬‬ ‫‪0.17‬‬ ‫‪..‬‬ ‫‪0.66‬‬

‫‪37‬‬

‫‪10/20/2008 2:03:57 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:37‬‬

‫اﻟﺠﺪول‬

‫‪4‬‬

‫ﻣﻘﻴﺎس ﺗﻤﻜﻴﻦ اﻟﻤﺮأة‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪ 56‬ﺍﳉﻤﺎﻫﻴﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‬ ‫‪ 57‬ﺳﺎﻧﺖ ﻛﻴﺘﺲ ﻭﻧﻴﻔﻴﺲ‬

‫‪ 58‬ﺑﻨﻤﺎ‬

‫‪ 59‬ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‬ ‫‪ 60‬ﺍﻧﺘﻴﻐﻮﺍ ﻭﺑﺮﺑﻮﺩﺍ‬

‫‪ 61‬ﺭﻭﻣﺎﻧﻴﺎ‬

‫‪ 62‬ﺳﺎﻧﺖ ﻟﻮﺳﻴﺎ‬ ‫‪ 63‬ﻣﺎﻟﻴﺰﻳﺎ‬

‫‪ 64‬ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬

‫‪ 65‬ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬ ‫‪ 66‬ﺻﺮﺑﻴﺎ‬

‫‪ 67‬ﺑﻴﻼﺭﻭﺱ‬

‫‪ 68‬ﻣﻘﺪﻭﻧﻴﺎ )ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ(‬

‫‪ 69‬ﺃﻟﺒﺎﻧﻴﺎ‬

‫‪ 70‬ﺍﻟﺒﺮﺍﺯﻳﻞ‬

‫‪ 71‬ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫‪ 72‬ﺩﻭﻣﻴﻨﻴﻜﺎ‬ ‫‪ 73‬ﺍﻹﻛﻮﺍﺩﻭﺭ‬

‫‪74‬‬

‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬

‫‪ 75‬ﻣﻮﺭﻳﺸﻴﻮﺱ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﺘﻮﺳﻄﺔ‬

‫‪ 76‬ﺍﻟﺒﻮﺳﻨﺔ ﻭﺍﻟﻬﺮﺳﻚ‬

‫‪ 77‬ﻟﺒﻨﺎﻥ‬

‫‪ 78‬ﺗﻮﻧﻐﺎ‬

‫‪ 79‬ﻏﺮﻳﻨﺎﺩﺍ‬ ‫‪ 80‬ﺑﻴﺮﻭ‬

‫‪ 81‬ﻛﻮﻟﻮﻣﺒﻴﺎ‬ ‫‪ 82‬ﺗﺎﻳﻠﻨﺪ‬

‫‪ 83‬ﺃﻭﻛﺮﺍﻧﻴﺎ‬

‫‪ 84‬ﺟﺎﻣﺎﻳﻜﺎ‬

‫‪ 85‬ﺗﺮﻛﻴﺎ‬

‫‪ 86‬ﺑﻠﻴﺰ‬

‫‪ 87‬ﺃﺭﻣﻴﻨﻴﺎ‬ ‫‪ 88‬ﺳﺎﻣﻮﺍ‬

‫‪ 89‬ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ ﺍﻹﺳﻼﻣﻴﺔ‬

‫‪ 90‬ﺳﻮﺭﻳﻨﺎﻡ‬ ‫‪ 91‬ﺍﻷﺭﺩﻥ‬

‫‪ 92‬ﺳﺎﻧﺖ ﻓﻨﺴﻨﺖ ﻭﻏﺮﻳﻨﺎﺩﻳﻦ‬

‫‪ 93‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬

‫‪ 94‬ﺟﻮﺭﺟﻴﺎ‬ ‫‪ 95‬ﺍﻟﺼﲔ‬

‫‪ 96‬ﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‬ ‫‪ 97‬ﺗﻮﻧﺲ‬

‫‪ 98‬ﺃﺫﺭﺑﻴﺠﺎﻥ‬

‫‪ 99‬ﺑﺎﺭﺍﻏﻮﺍﻱ‬

‫‪ 100‬ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬

‫‪ 101‬ﻣﺎﻟﺪﻳﻒ‬

‫‪ 102‬ﺍﻟﻔﻠﺒﲔ‬

‫‪ 103‬ﻓﻴﺠﻲ‬

‫‪ 104‬ﺳﺮﻱ ﻻﻧﻜﺎ‬

‫‪ 105‬ﻏﻴﺎﻧﺎ‬

‫‪ 106‬ﺍﳉﺰﺍﺋﺮ‬

‫‪ 107‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬ ‫‪ 108‬ﺍﻟﻐﺎﺑﻮﻥ‬

‫‪ 109‬ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫‪ 110‬ﺗﺮﻛﻤﺎﻧﺴﺘﺎﻥ‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﺍﳌﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ‬ ‫ﻧﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ ‪a‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﺍﳌﺸﺮﻋﲔ ﻭﻛﺒﺎﺭ‬ ‫ﺍﳌﺴﺌﻮﻟﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﻣﻦ ﺍﻟﻨﺴﺎﺀ ‪b‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﺍﻟﻌﺎﻣﻼﺕ ﺍﻟﻔﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺏ‪b‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﻧﺴﺒﺔ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭﺓ ﺑﲔ‬ ‫ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ‪c‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪49‬‬ ‫‪54‬‬ ‫‪..‬‬ ‫‪76‬‬ ‫‪47‬‬ ‫‪69‬‬ ‫‪20‬‬ ‫‪81‬‬ ‫‪56‬‬ ‫‪..‬‬ ‫‪36‬‬ ‫‪..‬‬ ‫‪77‬‬ ‫‪71‬‬ ‫‪..‬‬ ‫‪43‬‬ ‫‪63‬‬ ‫‪74‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.590‬‬ ‫‪0.576‬‬ ‫‪..‬‬ ‫‪0.500‬‬ ‫‪0.593‬‬ ‫‪0.531‬‬ ‫‪0.752‬‬ ‫‪0.461‬‬ ‫‪0.575‬‬ ‫‪..‬‬ ‫‪0.630‬‬ ‫‪..‬‬ ‫‪0.496‬‬ ‫‪0.524‬‬ ‫‪..‬‬ ‫‪0.605‬‬ ‫‪0.543‬‬ ‫‪0.509‬‬

‫‪7.7‬‬ ‫‪6.7‬‬ ‫‪16.7‬‬ ‫‪18.6‬‬ ‫‪16.7‬‬ ‫‪9.6‬‬ ‫‪17.2‬‬ ‫‪14.1‬‬ ‫‪33.3‬‬ ‫‪11.1‬‬ ‫‪20.4‬‬ ‫‪29.8‬‬ ‫‪29.2‬‬ ‫‪7.1‬‬ ‫‪9.4‬‬ ‫‪12.3‬‬ ‫‪16.1‬‬ ‫‪25.0‬‬ ‫‪11.5‬‬ ‫‪17.1‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪45‬‬ ‫‪27 d‬‬ ‫‪45‬‬ ‫‪30‬‬ ‫‪52‬‬ ‫‪23‬‬ ‫‪43‬‬ ‫‪20‬‬ ‫‪25‬‬ ‫‪..‬‬ ‫‪27‬‬ ‫‪..‬‬ ‫‪34‬‬ ‫‪38‬‬ ‫‪48‬‬ ‫‪28‬‬ ‫‪39‬‬ ‫‪15‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪49‬‬ ‫‪61 d‬‬ ‫‪55‬‬ ‫‪57‬‬ ‫‪56‬‬ ‫‪40‬‬ ‫‪53‬‬ ‫‪60‬‬ ‫‪56‬‬ ‫‪..‬‬ ‫‪51‬‬ ‫‪..‬‬ ‫‪52‬‬ ‫‪67‬‬ ‫‪55‬‬ ‫‪49‬‬ ‫‪64‬‬ ‫‪42‬‬

‫‪0.31‬‬ ‫‪..‬‬ ‫‪0.62‬‬ ‫‪0.54‬‬ ‫‪..‬‬ ‫‪0.70‬‬ ‫‪0.52‬‬ ‫‪0.44‬‬ ‫‪0.47‬‬ ‫‪0.54‬‬ ‫‪0.56‬‬ ‫‪0.64‬‬ ‫‪0.49‬‬ ‫‪0.55‬‬ ‫‪0.56‬‬ ‫‪0.68‬‬ ‫‪..‬‬ ‫‪0.57‬‬ ‫‪0.63‬‬ ‫‪0.42‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪94‬‬ ‫‪..‬‬ ‫‪37‬‬ ‫‪78‬‬ ‫‪79‬‬ ‫‪82‬‬ ‫‪67‬‬ ‫‪97‬‬ ‫‪66‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪96‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪64‬‬ ‫‪88‬‬ ‫‪73‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪70‬‬ ‫‪85‬‬ ‫‪58‬‬ ‫‪..‬‬ ‫‪95‬‬ ‫‪48‬‬ ‫‪100‬‬ ‫‪90‬‬ ‫‪..‬‬ ‫‪89‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪0.377‬‬ ‫‪..‬‬ ‫‪0.627‬‬ ‫‪0.488‬‬ ‫‪0.486‬‬ ‫‪0.453‬‬ ‫‪0.535‬‬ ‫‪0.353‬‬ ‫‪0.542‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.361‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.543‬‬ ‫‪0.418‬‬ ‫‪0.520‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.527‬‬ ‫‪0.430‬‬ ‫‪0.560‬‬ ‫‪..‬‬ ‫‪0.374‬‬ ‫‪0.592‬‬ ‫‪0.305‬‬ ‫‪0.411‬‬ ‫‪..‬‬ ‫‪0.414‬‬ ‫‪..‬‬

‫‪12.3‬‬ ‫‪4.7‬‬ ‫‪3.3‬‬ ‫‪28.6‬‬ ‫‪29.2‬‬ ‫‪9.7‬‬ ‫‪10.7‬‬ ‫‪8.2‬‬ ‫‪13.6‬‬ ‫‪9.1‬‬ ‫‪14.0‬‬ ‫‪9.2‬‬ ‫‪8.2‬‬ ‫‪4.1‬‬ ‫‪25.5‬‬ ‫‪8.5‬‬ ‫‪18.2‬‬ ‫‪17.1‬‬ ‫‪9.4‬‬ ‫‪20.6‬‬ ‫‪..‬‬ ‫‪20.0‬‬ ‫‪11.4‬‬ ‫‪11.2‬‬ ‫‪16.7‬‬ ‫‪12.0‬‬ ‫‪20.2‬‬ ‫‪g‬‬ ‫‪..‬‬ ‫‪5.8‬‬ ‫‪29.0‬‬ ‫‪6.5‬‬ ‫‪12.0‬‬ ‫‪16.1‬‬ ‫‪11.6‬‬ ‫‪16.0‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪27‬‬ ‫‪49‬‬ ‫‪28‬‬ ‫‪38 d‬‬ ‫‪29‬‬ ‫‪38‬‬ ‫‪59 f‬‬ ‫‪8‬‬ ‫‪41‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪16‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪32‬‬ ‫‪26‬‬ ‫‪17‬‬ ‫‪12‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪29‬‬ ‫‪14‬‬ ‫‪58‬‬ ‫‪51 d‬‬ ‫‪22‬‬ ‫‪25‬‬ ‫‪5‬‬ ‫‪15 d,h‬‬ ‫‪..‬‬ ‫‪15 d‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪43‬‬ ‫‪53‬‬ ‫‪42‬‬ ‫‪50 d‬‬ ‫‪55‬‬ ‫‪64‬‬ ‫‪..‬‬ ‫‪33‬‬ ‫‪50‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪34‬‬ ‫‪51 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪51‬‬ ‫‪62‬‬ ‫‪52‬‬ ‫‪34‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪62‬‬ ‫‪9d‬‬ ‫‪47‬‬ ‫‪59‬‬ ‫‪35‬‬ ‫‪40 d‬‬ ‫‪..‬‬ ‫‪51 d‬‬ ‫‪..‬‬

‫‪0.67‬‬ ‫‪0.32‬‬ ‫‪0.48‬‬ ‫‪..‬‬ ‫‪0.56‬‬ ‫‪0.62‬‬ ‫‪0.62‬‬ ‫‪0.58‬‬ ‫‪0.57‬‬ ‫‪0.28‬‬ ‫‪0.40‬‬ ‫‪0.55‬‬ ‫‪0.38‬‬ ‫‪0.41‬‬ ‫‪0.41‬‬ ‫‪0.31‬‬ ‫‪0.53‬‬ ‫‪0.44‬‬ ‫‪0.33‬‬ ‫‪0.65‬‬ ‫‪0.12‬‬ ‫‪0.30‬‬ ‫‪0.66‬‬ ‫‪0.60‬‬ ‫‪0.50‬‬ ‫‪0.52‬‬ ‫‪0.61‬‬ ‫‪0.49‬‬ ‫‪0.39‬‬ ‫‪0.47‬‬ ‫‪0.35‬‬ ‫‪0.34‬‬ ‫‪0.58‬‬ ‫‪0.46‬‬ ‫‪0.64‬‬

‫‪38‬‬

‫‪10/20/2008 2:03:57 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:38‬‬

‫اﻟﺠﺪول‬

‫‪4‬‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫‪ 111‬ﺑﻮﻟﻴﻔﻴﺎ‬

‫‪ 112‬ﻣﻨﻐﻮﻟﻴﺎ‬

‫‪ 113‬ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫‪ 114‬ﻣﻮﻟﺪﻭﻓﺎ‬

‫‪ 115‬ﻏﻴﻨﻴﺎ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‬

‫‪ 116‬ﻣﺼﺮ‬

‫‪ 117‬ﻫﻨﺪﻭﺭﺍﺱ‬

‫‪ 118‬ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‬ ‫‪ 119‬ﻏﻮﺍﺗﻴﻤﺎﻻ‬

‫‪ 120‬ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‬

‫‪ 121‬ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬

‫‪ 122‬ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬

‫‪ 123‬ﻓﺎﻧﻮﺍﺗﻮ‬

‫‪ 124‬ﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬

‫‪ 125‬ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬

‫‪ 126‬ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫‪ 127‬ﺍﳌﻐﺮﺏ‬

‫‪ 128‬ﺳﺎﻥ ﺗﻮﻣﻲ ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‬ ‫‪ 129‬ﻧﺎﻣﻴﺒﻴﺎ‬

‫‪ 130‬ﺍﻟﻜﻮﻧﻐﻮ‬

‫‪ 131‬ﺑﻮﺗﺎﻥ‬

‫‪ 132‬ﺍﻟﻬﻨﺪ‬

‫‪ 133‬ﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬ ‫‪ 134‬ﺟﺰﺭ ﺳﻠﻴﻤﺎﻥ‬ ‫‪ 135‬ﻣﻴﺎﳕﺎﺭ‬

‫‪ 136‬ﻛﻤﺒﻮﺩﻳﺎ‬

‫‪ 137‬ﺟﺰﺭ ﺍﻟﻘﻤﺮ‬ ‫‪ 138‬ﺍﻟﻴﻤﻦ‬

‫‪ 139‬ﺑﺎﻛﺴﺘﺎﻥ‬ ‫‪ 140‬ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‬

‫‪ 141‬ﺗﻴﻤﻮﺭ ‪ -‬ﻟﻴﺸﺘﻲ‬ ‫‪ 142‬ﺳﻮﺍﺯﻳﻼﻧﺪ‬ ‫‪ 143‬ﻛﻴﻨﻴﺎ‬ ‫‪ 144‬ﻏﺎﻧﺎ‬

‫‪ 145‬ﻣﺪﻏﺸﻘﺮ‬

‫‪ 146‬ﻧﻴﺒﺎﻝ‬

‫‪ 147‬ﺍﻟﺴﻮﺩﺍﻥ‬ ‫‪ 148‬ﻫﺎﻳﺘﻲ‬

‫‪ 149‬ﺑﻨﻐﻼﺩﻳﺶ‬

‫‪ 150‬ﺍﻟﻜﺎﻣﻴﺮﻭﻥ‬

‫‪ 151‬ﺟﻴﺒﻮﺗﻲ‬

‫‪ 152‬ﺑﺎﺑﻮﺍ ﻏﻴﻨﻴﺎ ﺍﳉﺪﻳﺪﺓ‬ ‫‪ 153‬ﺍﻟﺴﻨﻐﺎﻝ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﻨﺨﻔﻀﺔ‬

‫‪ 154‬ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬

‫‪ 155‬ﻟﻴﺴﻮﺗﻮ‬ ‫‪ 156‬ﺃﻭﻏﻨﺪﺍ‬

‫‪ 157‬ﻧﻴﺠﻴﺮﻳﺎ‬ ‫‪ 158‬ﺃﻧﻐﻮﻻ‬ ‫‪ 159‬ﺗﻮﻏﻮ‬

‫‪ 160‬ﻏﺎﻣﺒﻴﺎ‬

‫‪ 161‬ﺑﻨﲔ‬

‫‪ 162‬ﺇﺭﻳﺘﺮﻳﺎ‬

‫‪ 163‬ﻣﻼﻭﻱ‬

‫‪ 164‬ﺯﺍﻣﺒﻴﺎ‬

‫‪ 165‬ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﺍﳌﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ‬ ‫ﻧﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ ‪a‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﺍﳌﺸﺮﻋﲔ ﻭﻛﺒﺎﺭ‬ ‫ﺍﳌﺴﺌﻮﻟﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﻣﻦ ﺍﻟﻨﺴﺎﺀ ‪b‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﺍﻟﻌﺎﻣﻼﺕ ﺍﻟﻔﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺏ‪b‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﻧﺴﺒﺔ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭﺓ ﺑﲔ‬ ‫ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ‪c‬‬

‫‪75‬‬ ‫‪83‬‬ ‫‪59‬‬ ‫‪60‬‬ ‫‪..‬‬ ‫‪102‬‬ ‫‪51‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪57‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪62‬‬ ‫‪99‬‬ ‫‪..‬‬ ‫‪40‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪86‬‬ ‫‪..‬‬ ‫‪103‬‬ ‫‪93‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪91‬‬ ‫‪98‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.508‬‬ ‫‪0.436‬‬ ‫‪0.555‬‬ ‫‪0.552‬‬ ‫‪..‬‬ ‫‪0.278‬‬ ‫‪0.590‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.565‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.544‬‬ ‫‪0.316‬‬ ‫‪..‬‬ ‫‪0.616‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.429‬‬ ‫‪..‬‬ ‫‪0.136‬‬ ‫‪0.383‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.395‬‬ ‫‪0.347‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪14.6‬‬ ‫‪6.6‬‬ ‫‪25.8‬‬ ‫‪21.8‬‬ ‫‪18.0‬‬ ‫‪3.7‬‬ ‫‪23.4‬‬ ‫‪18.5‬‬ ‫‪12.0‬‬ ‫‪18.1‬‬ ‫‪16.4‬‬ ‫‪25.6‬‬ ‫‪3.8‬‬ ‫‪19.6‬‬ ‫‪i 33.9‬‬ ‫‪11.1‬‬ ‫‪6.2‬‬ ‫‪1.8‬‬ ‫‪26.9‬‬ ‫‪9.1‬‬ ‫‪4.2‬‬ ‫‪9.3‬‬ ‫‪25.2‬‬ ‫‪0.0‬‬ ‫‪j ..‬‬ ‫‪17.9‬‬ ‫‪3.0‬‬ ‫‪0.7‬‬ ‫‪20.1‬‬ ‫‪19.9‬‬ ‫‪29.2‬‬ ‫‪18.9‬‬ ‫‪k 7.2‬‬ ‫‪10.9‬‬ ‫‪9.2‬‬ ‫‪l 17.3‬‬ ‫‪16.8‬‬ ‫‪6.3‬‬ ‫‪m‬‬ ‫‪..‬‬ ‫‪13.9‬‬ ‫‪13.8‬‬ ‫‪0.9‬‬ ‫‪29.2‬‬

‫‪36‬‬ ‫‪50‬‬ ‫‪22‬‬ ‫‪39‬‬ ‫‪..‬‬ ‫‪10‬‬ ‫‪41 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪30‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪33‬‬ ‫‪12‬‬ ‫‪..‬‬ ‫‪36‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪14‬‬ ‫‪..‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪22‬‬ ‫‪8‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪23‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪40‬‬ ‫‪54‬‬ ‫‪51‬‬ ‫‪64‬‬ ‫‪..‬‬ ‫‪31‬‬ ‫‪52 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪60‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪51‬‬ ‫‪35‬‬ ‫‪..‬‬ ‫‪52‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪33‬‬ ‫‪..‬‬ ‫‪15‬‬ ‫‪26‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪43‬‬ ‫‪19‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪12‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.58‬‬ ‫‪0.60‬‬ ‫‪0.71‬‬ ‫‪0.63‬‬ ‫‪0.43‬‬ ‫‪0.25‬‬ ‫‪0.46‬‬ ‫‪0.32‬‬ ‫‪0.33‬‬ ‫‪0.36‬‬ ‫‪0.60‬‬ ‫‪0.58‬‬ ‫‪0.69‬‬ ‫‪0.58‬‬ ‫‪0.45‬‬ ‫‪0.67‬‬ ‫‪0.25‬‬ ‫‪0.31‬‬ ‫‪0.56‬‬ ‫‪0.50‬‬ ‫‪0.51‬‬ ‫‪0.32‬‬ ‫‪0.51‬‬ ‫‪0.51‬‬ ‫‪0.61‬‬ ‫‪0.75‬‬ ‫‪0.50‬‬ ‫‪0.30‬‬ ‫‪0.30‬‬ ‫‪0.52‬‬ ‫‪0.47‬‬ ‫‪0.34‬‬ ‫‪0.82‬‬ ‫‪0.71‬‬ ‫‪0.70‬‬ ‫‪0.50‬‬ ‫‪0.25‬‬ ‫‪0.53‬‬ ‫‪0.46‬‬ ‫‪0.50‬‬ ‫‪0.48‬‬ ‫‪0.70‬‬ ‫‪0.55‬‬

‫‪46‬‬ ‫‪52‬‬ ‫‪50‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪87‬‬ ‫‪..‬‬

‫‪0.599‬‬ ‫‪0.589‬‬ ‫‪0.590‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.425‬‬ ‫‪..‬‬

‫‪30.4‬‬ ‫‪25.8‬‬ ‫‪30.7‬‬ ‫‪7.3‬‬ ‫‪15.0‬‬ ‫‪11.1‬‬ ‫‪9.4‬‬ ‫‪10.8‬‬ ‫‪22.0‬‬ ‫‪13.0‬‬ ‫‪15.2‬‬ ‫‪8.9‬‬

‫‪49‬‬ ‫‪52‬‬ ‫‪33‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪19 d‬‬ ‫‪..‬‬

‫‪32‬‬ ‫‪58‬‬ ‫‪35‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪31 d‬‬ ‫‪..‬‬

‫‪0.72‬‬ ‫‪0.53‬‬ ‫‪0.71‬‬ ‫‪0.40‬‬ ‫‪0.62‬‬ ‫‪0.43‬‬ ‫‪0.54‬‬ ‫‪0.47‬‬ ‫‪0.50‬‬ ‫‪0.74‬‬ ‫‪0.54‬‬ ‫‪0.32‬‬

‫‪39‬‬

‫‪10/20/2008 2:03:57 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:39‬‬

‫اﻟﺠﺪول‬

‫‪4‬‬

‫ﻣﻘﻴﺎس ﺗﻤﻜﻴﻦ اﻟﻤﺮأة‬

‫ﺗﺮﺗﻴﺐ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﺮﺗﻴﺐ‬

‫‪ 166‬ﺭﻭﺍﻧﺪﺍ‬

‫‪ 167‬ﻏﻴﻨﻴﺎ‬

‫‪ 168‬ﻣﺎﻟﻲ‬ ‫‪ 169‬ﺗﺸﺎﺩ‬

‫‪ 170‬ﻏﻴﻨﻴﺎ ‪ -‬ﺑﻴﺴﺎﻭ‬ ‫‪ 171‬ﺇﺛﻴﻮﺑﻴﺎ‬

‫‪ 172‬ﺑﻮﺭﻭﻧﺪﻱ‬

‫‪ 173‬ﺍﻟﻨﻴﺠﺮ‬

‫‪ 174‬ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ‬

‫‪ 175‬ﻣﻮﺯﻣﺒﻴﻖ‬ ‫‪ 176‬ﻟﻴﺒﺮﻳﺎ‬

‫‪ 177‬ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬

‫‪ 178‬ﺟﻤﻬﻮﺭﻳﺔ ﺃﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ‬ ‫‪ 179‬ﺳﻴﺮﺍﻟﻴﻮﻥ‬

‫ﺑﺎﻗﻲ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺃﻓﻐﺎﻧﺴﺘﺎﻥ‬ ‫ﺇﻣﺎﺭﺓ ﺃﻧﺪﻭﺭﺍ‬

‫ﺍﻟﻌﺮﺍﻕ‬

‫ﻛﻴﺮﻳﺒﺎﺱ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫ﻟﻴﺨﺘﻨﺸﺘﺎﻳﻦ‬ ‫ﺟﺰﺭ ﻣﺎﺭﺷﺎﻝ‬

‫ﻭﻻﻳﺎﺕ ﻣﻴﻜﺮﻭﻧﻴﺰﻳﺎ ﺍﳌﻮﺣﺪﺓ‬

‫ﻣﻮﻧﺎﻛﻮ‬ ‫ﻧﺎﻭﺭﻭ‬ ‫ﺑﺎﻻﻭ‬

‫ﺳﺎﻥ ﻣﺎﺭﻳﻨﻮ‬ ‫ﺍﻟﺼﻮﻣﺎﻝ‬ ‫ﺗﻮﻓﺎﻟﻮ‬

‫ﺯﳝﺒﺎﺑﻮﻱ‬ ‫ﻣﻼﺣﻈﺎﺕ‬ ‫‪ .a‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﺘﻰ ‪ 31‬ﺩﻳﺴﻤﺒﺮ ‪ ،2007‬ﻣﺎ ﻟﻢ ﻳﺤﺪﺩ ﺧﻼﻑ‬ ‫ﺫﻟﻚ‪ .‬ﻓﻲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻣﺠﻠﺴﲔ ﺗﺸﺮﻳﻌﻴﲔ‪ ،‬ﺗﺸﻴﺮ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺍﳌﺘﻮﺳﻂ ﺍﳌﺮﺟﺢ ﻟﻨﺼﻴﺐ ﺍﳌﺮﺃﺓ ﻣﻦ ﻣﻘﺎﻋﺪ‬ ‫ﻛﻼ ﺍ‪‬ﻠﺴﲔ‪.‬‬ ‫‪ .b‬ﺗﺸﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﻟﻰ ﺃﺣﺪﺙ ﻋﺎﻡ ﻣﺘﺎﺡ ﺑﲔ ﻋﺎﻣﻲ ‪1997‬‬ ‫ﻭ‪ .2006‬ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﻧﻔﺬﺕ‬ ‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ )ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ ‪ (88 -‬ﻟﻴﺴﺖ ﻣﻄﺎﺑﻘﺔ ﲤﺎﻣﺎ ﻟﺘﻠﻚ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺴﺎﺑﻖ )ﺍﻟﺘﺼﻨﻴﻒ‬ ‫ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ ‪.(68 -‬‬ ‫‪ .c‬ﻳﺤﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﻌﻤﻮﺩﻳﻦ ‪ 9‬ﻭ ‪10‬‬ ‫ﻓﻲ ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﲟﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﻨﻮﻉ ﺍﳉﻨﺲ‪ .‬ﻭﺗﺴﺘﻨﺪ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺇﻟﻰ ﺑﻴﺎﻧﺎﺕ ﺃﺣﺪﺙ ﻋﺎﻡ‬ ‫ﻣﺘﻮﺍﻓﺮﺓ ﺑﲔ ﻋﺎﻣﻲ ‪ 1996‬ﻭ ‪ .2006‬ﺑﺎﻟﻨﻈﺮ ﻟﻠﻤﻨﻬﺞ‬ ‫ﺍﳌﻄﺒﻖ ﻓﻲ ﺣﺴﺎﺏ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ‬ ‫ﺑﻨﻮﻉ ﺍﳉﻨﺲ‪ ،‬ﰎ ﺗﺮﺗﻴﺐ ﻋﻨﺼﺮ ﺍﻟﺪﺧﻞ ﻓﻲ ﻣﻘﻴﺎﺱ ﲤﻜﲔ‬

‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ‬

‫ﺍﻟﻘﻴﻤﺔ‬

‫ﺍﳌﺸﺮﻋﲔ ﻭﻛﺒﺎﺭ‬ ‫ﺍﳌﺴﺌﻮﻟﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﻣﻦ ﺍﻟﻨﺴﺎﺀ ‪b‬‬

‫ﺍﳌﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ‬ ‫ﻧﺴﺎﺀ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ ‪a‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫ﺍﻟﻌﺎﻣﻼﺕ ﺍﻟﻔﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺏ‪b‬‬ ‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫)‪ %‬ﻣﻦ ﺍﻹﺟﻤﺎﻟﻲ(‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪80‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.463‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪45.3‬‬ ‫‪19.3‬‬ ‫‪10.2‬‬ ‫‪5.2‬‬ ‫‪14.0‬‬ ‫‪21.4‬‬ ‫‪31.7‬‬ ‫‪12.4‬‬ ‫‪15.3‬‬ ‫‪34.8‬‬ ‫‪13.8‬‬ ‫‪7.7‬‬ ‫‪10.5‬‬ ‫‪13.2‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪16‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪33‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪25.9‬‬ ‫‪25.0‬‬ ‫‪25.5‬‬ ‫‪4.3‬‬ ‫‪20.1‬‬ ‫‪24.0‬‬ ‫‪3.0‬‬ ‫‪0.0‬‬ ‫‪20.8‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪11.7‬‬ ‫‪8.2‬‬ ‫‪0.0‬‬ ‫‪22.2‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪27 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪19 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪18‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪44 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪36 d‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪51‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫ﺍﳌﺮﺃﺓ ﺗﺮﺗﻴﺒﺎ ﺗﻨﺎﺯﻟﻴﺎ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﻳﺘﺠﺎﻭﺯ ﺍﳊﺪ ﺍﻷﻗﺼﻰ‬ ‫ﻟﻨﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻗﻴﻤﺔ ‪40000‬‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪ .‬ﻟﻠﻤﺰﻳﺪ ﻣﻦ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ ‪ ،‬ﺍﻧﻈﺮ ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺭﻗﻢ ‪.1‬‬ ‫‪ .d‬ﺑﻴﺎﻧﺎﺕ ﺗﺘﺒﻊ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ ‪.68 -‬‬ ‫‪ .e‬ﻟﻢ ﺗﻨﺘﺨﺐ ﻣﺮﺷﺤﺔ ﻣﻦ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍﻧﺘﺨﺎﺑﺎﺕ ‪.2006‬‬ ‫ﺗﻀﻤﻦ ﻣﺠﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﳉﺪﻳﺪ ﺍﻟﺬﻱ ﺃﺩﻯ ﺍﻟﻴﻤﲔ‬ ‫ﺍﻟﺪﺳﺘﻮﺭﻳﺔ ﻓﻲ ﻣﺎﺭﺱ ‪ 2007‬ﺳﻴﺪﺗﲔ‪ ،‬ﺇﻻ ﺃﻥ ﺇﺣﺪﺍﻫﻤﺎ‬ ‫ﺍﺳﺘﻘﺎﻟﺖ ﻓﻴﻤﺎ ﺑﻌﺪ‪ .‬ﻭﻷﻥ ﺍﻟﻮﺯﺭﺍﺀ ﻟﻬﻢ ﺃﻳﻀﺎ ﻣﻘﺎﻋﺪ ﻓﻲ‬ ‫ﺍﻟﺒﺮﳌﺎﻥ‪ ،‬ﻛﺎﻥ ﻫﻨﺎﻙ ﺍﻣﺮﺃﺓ ﻭﺍﺣﺪﺓ ﻣﻦ ﻣﺠﻤﻮﻉ ‪ 65‬ﻋﻀﻮﺍ‬ ‫ﻟﻠﺒﺮﳌﺎﻥ ﻓﻲ ﺩﻳﺴﻤﺒﺮ ‪.2007‬‬ ‫‪ .f‬ﺗﺘﻀﻤﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺟﺎﻣﻴﻜﺎ ﺍﳌﺸﺮﻋﲔ ﻭﻛﺒﺎﺭ ﺍﳌﺴﺌﻮﻟﲔ‬ ‫ﻭﺍﳌﺪﻳﺮﻳﻦ ﻭﺍﻟﻔﻨﻴﲔ ﻭﺍﻟﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﲔ‪.‬‬ ‫‪ .g‬ﰎ ﺣﻞ ﺍﻟﺒﺮﳌﺎﻥ ﺑﻌﺪ ﺍﻧﻘﻼﺏ ﻋﺴﻜﺮﻱ‪.‬‬ ‫‪ .h‬ﺗﺘﻀﻤﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬ ‫ﺍﳌﺸﺮﻓﲔ ﻋﻠﻰ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻜﺘﺎﺑﻴﺔ‪.‬‬

‫‪ .i‬ﻻ ﺗﺘﻀﻤﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳋﺎﺻﺔ ﺑﺘﻮﺯﻳﻊ ﺍﳌﻘﺎﻋﺪ ﻓﻲ ﺍ‪‬ﻠﺲ‬ ‫ﺍﻟﺘﺸﺮﻳﻌﻲ ﺍﻷﻋﻠﻰ ﺍﻟﻨﻮﺍﺏ ﺍﻝ‪ 36‬ﺍﻟﺬﻳﻦ ﻳﺘﻢ ﺗﻌﻴﻴﻨﻬﻢ‬ ‫ﺑﺎﻟﺘﻨﺎﻭﺏ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﺨﺼﻴﺺ‪ .‬ﻭﻣﻦ ﺛﻢ ﻓﺈﻥ ﻛﻞ‬ ‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻣﺤﺴﻮﺑﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳌﻘﺎﻋﺪ ﳌﻘﺎﻋﺪ‬ ‫ﺍﻝ ‪ 54‬ﺍﻟﺪﺍﺋﻤﺔ ‪.‬‬ ‫‪ .j‬ﻟﻢ ﻳﺠﺘﻤﻊ ﺍﻟﺒﺮﳌﺎﻥ ﺍﳌﻨﺘﺨﺐ ﻓﻲ ‪ 1990‬ﺃﺑﺪﺍ ﺃﻭ ﻳﻌﻄﻰ‬ ‫ﺍﻹﺫﻥ ﺑﺎﻻﻧﻌﻘﺎﺩ‪ ،‬ﻛﻤﺎ ﰎ ﺍﻋﺘﻘﺎﻝ ﻭﻧﻔﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺃﻋﻀﺎﺋﻪ‪.‬‬ ‫‪ .k‬ﺃﻗﺮﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺒﺮﳌﺎﻧﻴﺔ ﺍﳌﻮﻗﻒ ﺍﻟﺬﻱ ﺣﺪﺙ ﻓﻲ ‪ 1‬ﻳﻨﺎﻳﺮ‬ ‫‪ 2008‬ﻟﻸﻋﻀﺎﺀ ﺍﳌﻨﺘﺨﺒﲔ ﺍﻧﺘﺨﺎﺑﺎ ﻣﺒﺎﺷﺮﺍ ‪ .‬ﻟﻢ ﻳﺘﻢ ﺇﻟﻰ‬ ‫ﺍﻵﻥ ﺷﻐﻞ ﺍﳌﻘﺎﻋﺪ ﺍﻹﺛﻨﻰ ﻋﺸﺮ ﺍﻹﺿﺎﻓﻴﺔ ﻭﺍﳌﻘﻌﺪﻳﻦ‬ ‫ﺍﻟﻠﺬﻳﻦ ﻳﺸﻐﻠﻬﻤﺎ ﻧﺎﺋﺒﺎﻥ ﺑﺤﻜﻢ ﻭﻇﻴﻔﺘﻴﻬﻤﺎ‪.‬‬ ‫‪ .l‬ﺍﻷﺭﻗﺎﻡ ﺧﺎﺻﺔ ﺑﺎ‪‬ﻠﺲ ﺍﻻﻧﺘﻘﺎﻟﻲ ﺍﳌﺆﺳﺲ ﻓﻲ ﻳﻨﺎﻳﺮ‬ ‫‪ .2007‬ﻋﻘﺪﺕ ﺍﻧﺘﺨﺎﺑﺎﺕ ﺍﳉﻤﻌﻴﺔ ﺍﻟﺘﺄﺳﻴﺴﻴﺔ ﻓﻴﻤﺎ‬ ‫ﺑﻌﺪ ﻓﻲ ﺃﺑﺮﻳﻞ ‪.2008‬‬

‫ﻧﺴﺒﺔ ﺍﻟﺪﺧﻞ‬ ‫ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭﺓ ﺑﲔ‬ ‫ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ‪c‬‬

‫‪0.73‬‬ ‫‪0.67‬‬ ‫‪0.66‬‬ ‫‪0.66‬‬ ‫‪0.51‬‬ ‫‪0.61‬‬ ‫‪0.77‬‬ ‫‪0.56‬‬ ‫‪0.66‬‬ ‫‪0.81‬‬ ‫‪0.50‬‬ ‫‪0.51‬‬ ‫‪0.61‬‬ ‫‪0.45‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪ .m‬ﰎ ﺣﻞ ﺍﻟﺒﺮﳌﺎﻥ ﻓﻲ ﺃﻛﺘﻮﺑﺮ ‪ ،2006‬ﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ‬ ‫ﺍﻻﻧﺘﺨﺎﺑﺎﺕ ﺍﻟﺘﻲ ﻟﻢ ﺗﺘﻢ‪ .‬ﺷﻐﻠﺖ ﺍﻟﻨﺴﺎﺀ ‪ 52‬ﻣﻦ ‪345‬‬ ‫ﻣﻘﻌﺪﺍ )‪ (15%‬ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ ﺍﳌﻨﺤﻞ‪.‬‬ ‫ﺍﳌﺼﺎﺩﺭ‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :1‬ﰎ ﲢﺪﻳﺪﻩ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﻴﻢ ﻣﻘﻴﺎﺱ ﲤﻜﲔ‬ ‫ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪.2‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :2‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻓﻲ ﺍﻷﻋﻤﺪﺓ ‪6-3‬؛ ﺍﻧﻈﺮ ﺍﳌﻼﺣﻈﺔ ﺍﻟﻔﻨﻴﺔ ﺭﻗﻢ ‪1‬‬ ‫ﻟﻠﺘﻔﺎﺻﻴﻞ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :3‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳌﻘﺎﻋﺪ ﺍﻟﺒﺮﳌﺎﻧﻴﺔ‬ ‫ﻣﻦ ﺍﻹﲢﺎﺩ ﺍﻟﺒﺮﳌﺎﻧﻲ ﺍﻟﺪﻭﻟﻲ ‪ 2008‬ﺃ ﻭ‪ 2008‬ﺏ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩﻳﻦ ﺭﻗﻢ ‪4‬ﻭ‪ :5‬ﰎ ﺣﺴﺎﺑﻬﻤﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳌﻬﻨﻴﺔ ﻣﻦ ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ‪.2008‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :6‬ﰎ ﺣﺴﺎﺑﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﻋﻤﻮﺩ‬ ‫‪ 9‬ﻭ‪ 10‬ﻣﻦ ﺟﺪﻭﻝ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﻨﻮﻉ‬ ‫ﺍﳉﻨﺲ‪.‬‬

‫ﺗﺮﺗﻴﺐ ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﳌﺮﺃﺓ ﻝ‪ 130‬ﺩﻭﻟﺔ ﻭﻣﻨﻄﻘﺔ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬

‫ﺍﻟﺴﻮﻳﺪ‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬ ‫ﻓﻨﻠﻨﺪﺍ‬ ‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫ﺁﻳﺴﻠﻨﺪﺍ‬ ‫ﺍﺳﺘﺮﺍﻟﻴﺎ‬ ‫ﻫﻮﻟﻨﺪﺍ‬ ‫ﺃﳌﺎﻧﻴﺎ‬ ‫ﺑﻠﺠﻴﻜﺎ‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬ ‫ﻛﻨﺪﺍ‬ ‫ﺍﺳﺒﺎﻧﻴﺎ‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫ﺍﻟﻨﻤﺴﺎ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻓﺮﻧﺴﺎ‬

‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬

‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬ ‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫ﺍﻳﺮﻟﻨﺪﺍ‬ ‫ﺍﻳﻄﺎﻟﻴﺎ‬ ‫ﺍﻷﺭﺟﻨﺘﲔ‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺇﺳﺮﺍﺋﻴﻞ‬ ‫ﻛﻮﺑﺎ‬ ‫ﺍﺳﺘﻮﻧﻴﺎ‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬ ‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫ﻻﺗﻔﻴﺎ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﺔ‬ ‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫ﻣﻘﺪﻭﻧﻴﺎ )ﺟﻤﻬﻮﺭﻳﺔ ﻳﻮﻏﻮﺳﻼﻓﻴﺔ‬ ‫ﺳﺎﺑﻘﺔ(‬

‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬

‫ﺻﺮﺑﻴﺎ‬ ‫ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫ﺍﻟﻔﻠﺒﲔ‬ ‫ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫ﻣﻮﻟﺪﻭﻓﺎ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ‬ ‫ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬ ‫ﺑﻠﻴﺰ‬ ‫ﺟﺎﻣﺎﻳﻜﺎ‬ ‫ﻣﺎﻟﻄﺎ‬ ‫ﻣﺎﻟﻴﺰﻳﺎ‬ ‫ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬ ‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫ﺷﻴﻠﻲ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﻪ‬

‫‪55‬‬ ‫‪56‬‬ ‫‪57‬‬ ‫‪58‬‬ ‫‪59‬‬ ‫‪60‬‬ ‫‪61‬‬ ‫‪62‬‬ ‫‪63‬‬ ‫‪64‬‬ ‫‪65‬‬ ‫‪66‬‬ ‫‪67‬‬ ‫‪68‬‬ ‫‪69‬‬ ‫‪70‬‬ ‫‪71‬‬ ‫‪72‬‬

‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫ﺻﺮﺑﻴﺎ‬ ‫ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬ ‫ﺍﻟﻔﻠﺒﲔ‬ ‫ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫ﻣﻮﻟﺪﻭﻓﺎ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ‬ ‫ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬ ‫ﺑﻠﻴﺰ‬ ‫ﺟﺎﻣﺎﻳﻜﺎ‬ ‫ﻣﺎﻟﻄﺎ‬ ‫ﻣﺎﻟﻴﺰﻳﺎ‬ ‫ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬ ‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫ﺷﻴﻠﻲ‬

‫‪73‬‬ ‫‪74‬‬ ‫‪75‬‬ ‫‪76‬‬ ‫‪77‬‬ ‫‪78‬‬ ‫‪79‬‬ ‫‪80‬‬ ‫‪81‬‬ ‫‪82‬‬ ‫‪83‬‬ ‫‪84‬‬ ‫‪85‬‬ ‫‪86‬‬ ‫‪87‬‬ ‫‪88‬‬ ‫‪89‬‬ ‫‪90‬‬

‫ﺍﻟﺼﲔ‬ ‫ﻣﻮﺭﻳﺸﻴﻮﺱ‬ ‫ﺑﻮﻟﻴﻔﻴﺎ‬ ‫ﺭﻭﻣﺎﻧﻴﺎ‬ ‫ﺍﻟﺒﺮﺍﺯﻳﻞ‬ ‫ﻛﻮﻟﻮﻣﺒﻴﺎ‬ ‫ﺗﺎﻳﻠﻨﺪ‬ ‫ﺇﺛﻴﻮﺑﻴﺎ‬ ‫ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬ ‫ﺃﻭﻛﺮﺍﻧﻴﺎ‬ ‫ﻣﻨﻐﻮﻟﻴﺎ‬ ‫ﻋﻤﺎﻥ‬ ‫ﻣﻠﺪﻳﻒ‬ ‫ﻛﻤﺒﻮﺩﻳﺎ‬ ‫ﺯﺍﻣﺒﻴﺎ‬ ‫ﺟﻮﺭﺟﻴﺎ‬ ‫ﺍﻧﺪﻭﻧﻴﺴﻴﺎ‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬

‫‪91‬‬ ‫‪92‬‬ ‫‪93‬‬ ‫‪94‬‬ ‫‪95‬‬ ‫‪96‬‬ ‫‪97‬‬ ‫‪98‬‬ ‫‪99‬‬ ‫‪100‬‬ ‫‪101‬‬ ‫‪102‬‬ ‫‪103‬‬

‫ﻣﺪﻏﺸﻘﺮ‬ ‫ﻗﻄﺮ‬ ‫ﺑﺎﻛﺴﺘﺎﻥ‬ ‫ﺗﻮﻧﻐﺎ‬ ‫ﺳﺮﻱ ﻻﻧﻜﺎ‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺗﺮﻛﻴﺎ‬ ‫ﻧﻴﺒﺎﻝ‬ ‫ﺍﳌﻐﺮﺏ‬ ‫ﺍﳉﺰﺍﺋﺮ‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﻣﺼﺮ‬ ‫ﺍﻟﻴﻤﻦ‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:40‬‬

‫اﻟﻤﻼﺣﻈﺔ اﻟﺘﻘﻨﻴﺔ‬

‫رﻗﻢ ‪1‬‬

‫ﺣﺴﺎب ﻣﺆﺷﺮات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻠﺨﺺ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺨﻤﺴﺔ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻢ‪ .‬ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻄﺮﻕ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺍﻟﺤﺴﺎﺏ ﺗﻮﺟﺪ ﻋﻠﻰ ﺍﻟﻤﻮﻗﻊ‬ ‫ﺍﻟﺘﺎﻟﻲ‪http://hdr.undp.org/technicalnote1 :‬‬

‫ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺒﻌﺪ‬ ‫ﺍﳌﺆﺷﺮ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺒﻌﺪ‬

‫ﻣﺆﺷﺮ اﻟﻔﻘﺮ اﻟﺒﺸﺮي ﻟﻠﺒﻠﺪان اﻟﻨﺎﻣﻴﺔ‬

‫ﺍﻟﺒﻌﺪ‬

‫ﻣﺆﺷﺮ اﻟﻔﻘﺮ اﻟﺒﺸﺮي ﻟﺒﻠﺪان ﻣﺨﺘﺎرة‬ ‫ﻣﻦ ﻫﻴﺌﺔ اﻟﺘﻌﺎون اﻟﺪوﻟﻲ واﻟﺘﻨﻤﻴﺔ‬

‫ﺍﻟﺒﻌﺪ‬

‫ﻣﺆﺷﺮ اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ اﻟﻤﺮﺗﺒﻂ ﺑﺎﻟﻨﻮع‬

‫ﺍﻟﺒﻌﺪ‬

‫ﺍﳌﺆﺷﺮ‬

‫ﺍﳊﻴﺎﺓ ﺍﳌﺪﻳﺪﺓ‬ ‫ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‬

‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻣﺆﺷﺮ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻌﻠﻴﻢ‬

‫ﻣﻌﺪﻝ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ‬

‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ‬ ‫ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬

‫ﻣﻌﺪﻝ ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﺑﺎﻟﺘﻌﻠﻴﻢ‬

‫ﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ‬ ‫ﻣﻨﺎﺳﺐ‬

‫ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﻟﻠﻔﺮﺩ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‬ ‫ﻣﺆﺷﺮ ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳊﻴﺎﺓ ﺍﳌﺪﻳﺪﺓ‬ ‫ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‬

‫ﺍﺣﺘﻤﺎﻝ ﻋﺪﻡ ﺍﻟﻌﻴﺶ ﻟﺒﻠﻮﻍ‬ ‫ﺳﻦ ﺍﻷﺭﺑﻌﲔ ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬

‫ﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ ﻣﻨﺎﺳﺐ‬

‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻣﻌﺪﻝ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﺴﻜﺎﻥ ﺍﻟﺬﻳﻦ‬ ‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻣﺼﺪﺭﺍ ﹰ‬ ‫ﻣﺤﺴﻨﺎ ﹰ ﻟﻠﻤﻴﺎﻩ‬

‫ﻧﺴﺒﺔ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﻘﻞ‬ ‫ﻭﺯﻧﻬﻢ ﻋﻦ ﺍﻟﻄﺒﻴﻌﻲ‬

‫ﺍﳊﺮﻣﺎﻥ ﻣﻦ ﻣﺴﺘﻮﻯ‬ ‫ﻣﻌﻴﺸﻲ ﻣﻨﺎﺳﺐ‬

‫ﺍﳌﺆﺷﺮ‬

‫ﺍﳌﺆﺷﺮ‬

‫ﺍﳊﻴﺎﺓ ﺍﳌﺪﻳﺪﺓ‬ ‫ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‬

‫ﺍﺣﺘﻤﺎﻝ ﻋﺪﻡ ﺍﻟﻌﻴﺶ ﻟﺒﻠﻮﻍ‬ ‫ﺳﻦ ﺍﻟﺴﺘﲔ ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻮﺯﻳﻊ‬ ‫ﺍﻟﻌﺎﺩﻝ ﺑﲔ‬ ‫ﺍﳉﻨﺴﲔ‬

‫ﻣﻘﻴﺎس اﻟﺘﻤﻜﻴﻦ ﺣﺴﺐ اﻟﻨﻮع‬

‫ﺍﻟﺒﻌﺪ‬

‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻣﻌﺪﻝ ﺍﻻﻓﺘﻘﺎﺭ ﺇﻟﻰ ﻣﻌﺮﻓﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ‬ ‫ﻟﻠﻜﺒﺎﺭ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﻋﻤﺮ ﺍﻹﻧﺎﺙ‬ ‫ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﻋﻤﺮ ﺍﻟﺬﻛﻮﺭ‬ ‫ﻋﻨﺪ ﺍﳌﻴﻼﺩ‬

‫ﻣﻌﺪﻝ ﻣﻌﺮﻓﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ‬ ‫ﻣﻦ ﺍﻹﻧﺎﺙ‬

‫ﻣﺆﺷﺮ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻋﻤﺮ ﺍﻟﺬﻛﻮﺭ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺎﺩﻝ ﳌﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺑﲔ ﺍﳉﻨﺴﲔ‬

‫ﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ‬ ‫ﻣﻨﺎﺳﺐ‬

‫ﻧﺴﺒﺔ ﺍﻟﺴﻜﺎﻥ ﺍﻟﺬﻳﻦ ﲢﺖ‬ ‫ﺧﻂ ﺍﻟﻔﻘﺮ‬

‫ﺍﻻﺳﺘﺒﻌﺎﺩ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬

‫ﻣﻌﺪﻝ ﺍﻟﺒﻄﺎﻟﺔ ﻃﻮﻳﻠﺔ‬ ‫ﺍﳌﺪﻯ‬

‫ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﻟﺒﻠﺪﺍﻥ ﻣﺨﺘﺎﺭﺓ‬ ‫ﻣﻦ ﻫﻴﺌﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﺪﻭﻟﻲ ﻭﺍﻟﺘﻨﻤﻴﺔ‬

‫ﺍﳊﻴﺎﺓ ﺍﳌﺪﻳﺪﺓ‬ ‫ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‬

‫ﻣﺆﺷﺮ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻋﻤﺮ ﺍﻹﻧﺎﺙ‬

‫ﻣﺆﺷﺮ ﺍﻟﺒﻌﺪ‬

‫ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ‬ ‫ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‬

‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻣﻌﺪﻝ‬ ‫ﻣﻌﺪﻝ ﻣﻌﺮﻓﺔ‬ ‫ﻣﻌﺪﻝ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺑﺎﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﻦ ﺍﻟﺬﻛﻮﺭ‬ ‫ﺑﺎﻟﺘﻌﻠﻴﻢ‬ ‫ﻟﻠﺬﻛﻮﺭ‬ ‫ﻟﻺﻧﺎﺙ‬

‫ﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ‬ ‫ﻣﻨﺎﺳﺐ‬

‫ﺍﻟﺪﺧﻞ ﺍﳌﻘﺪﺭ‬ ‫ﻟﻺﻧﺎﺙ‬

‫ﺍﻟﺪﺧﻞ ﺍﳌﻘﺪﺭ‬ ‫ﻟﻠﺬﻛﻮﺭ‬

‫ﻣﺆﺷﺮ ﺗﻌﻠﻴﻢ‬ ‫ﺍﻟﺬﻛﻮﺭ‬

‫ﻣﺆﺷﺮ ﺗﻌﻠﻴﻢ‬ ‫ﺍﻹﻧﺎﺙ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺎﺩﻝ‬ ‫ﻟﻠﺘﻌﻠﻴﻢ ﺑﲔ ﺍﳉﻨﺴﲔ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺎﺩﻝ ﻟﻠﺪﺧﻞ‬ ‫ﺑﲔ ﺍﳉﻨﺴﲔ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ‬ ‫ﻭﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫ﺍﳌﺆﺷﺮ‬

‫ﺣﺼﺺ ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﻣﻦ‬ ‫ﺍﳌﻘﺎﻋﺪ ﺍﻟﺒﺮﳌﺎﻧﻴﺔ‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬ ‫ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﻌﺎﺩﻝ‬ ‫ﺑﲔ ﺍﳉﻨﺴﲔ‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﺘﻮﺯﻳﻊ‬ ‫ﺍﻟﻌﺎﺩﻝ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﺮﳌﺎﻧﻲ ﺑﲔ‬ ‫ﺍﳉﻨﺴﲔ‬

‫ﺍﳌﺸﺎﺭﻛﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬ ‫ﻭﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫ﺣﺼﺺ ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﻣﻦ‬ ‫ﺍﳌﺸﺮﻋﲔ ﻭﻛﺒﺎﺭ‬ ‫ﻣﻨﺎﺻﺐ‬ ‫ﹼ‬ ‫ﺍﳌﻮﻇﻔﲔ ﺍﳌﺪﻳﺮﻳﻦ‬

‫ﺣﺼﺺ ﺍﻹﻧﺎﺙ‬ ‫ﻭﺍﻟﺬﻛﻮﺭ ﻣﻦ ﺍﳌﻨﺎﺻﺐ‬ ‫ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ﻟﻠﺘﻮﺯﻳﻊ‬ ‫ﺍﻟﻌﺎﺩﻝ ﻟﻠﻤﺸﺎﺭﻛﺔ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﲔ ﺍﳉﻨﺴﲔ‬

‫ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﳌﻮﺍﺭﺩ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬ ‫ﻣﺘﻮﺳﻂ ﺍﻟﺪﺧﻞ ﺍﻟﺬﻱ‬ ‫ﺗﻜﺴﺒﻪ ﺍﻷﻧﺜﻰ‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬ ‫ﻟﻠﺘﻮﺯﻳﻊ ﺍﻟﻌﺎﺩﻝ ﻟﻠﺪﺧﻞ‬ ‫ﺑﲔ ﺍﳉﻨﺴﲔ‬

‫ﻣﻘﻴﺎﺱ ﺍﻟﺘﻤﻜﲔ ﺣﺴﺐ ﺍﻟﻨﻮﻉ‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:41‬‬

‫اﻟﻤﻼﺣﻈﺔ اﻟﺘﻘﻨﻴﺔ‬

‫رﻗﻢ ‪2‬‬

‫ﺗﺴﻮﻳﺔ اﻻﺧﺘﻼﻓﺎت ﺑﻴﻦ ﻗﻴﻢ ﻣﺆﺷﺮي اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻣﻲ ‪ 2005‬و ‪2006‬‬

‫ﺑﲔ ﺍﻟﻄﺒﻌﺎﺕ ﺍﳌﺘﺘﺎﻟﻴﺔ ﻣﻦ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺆﺩﻱ‬ ‫ﻛﻞ ﻣﻦ ﺗﻌﺪﻳﻼﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ )ﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ(‬ ‫ﻭﲢﺪﻳﺜﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ )ﻟﺴﻨﺔ ﺃﺣﺪﺙ( ﺩﻭﺭﺍ ﻣﻬﻤﺎ ﻓﻲ ﺍﻟﺘﻐﻴﺮﺍﺕ‬ ‫ﻓﻲ ﻗﻴﻢ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻭﻳﻌﺮﺽ ﺍﳉﺪﻭﻝ ‪ A1‬ﺁﺛﺎﺭ ﻫﺬﻩ ﺍﻟﺘﻐﻴﺮﺍﺕ ﻋﻠﻰ ﻗﻴﻢ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻜﻞ ﺑﻠﺪ‪:‬‬ ‫•‬

‫ﺍﻟﻌﻤﻮﺩ ﺍﻷﻭﻝ ﻣﻦ ﺍﳉﺪﻭﻝ ﻫﻮ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪ 2005‬ﻭﻧﺸﺮ ﻓﻲ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪) 2008/2007‬ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺍﻹﳕﺎﺋﻲ ‪(2007‬؛‬

‫•‬

‫ﺍﻷﻋﻤﺪﺓ ﻣﻦ ‪ 5-2‬ﺗﻌﺮﺽ ﺁﺛﺎﺭ ﺗﻌﺪﻳﻼﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻜﻞ ﻭﺍﺣﺪ ﻣﻦ‬ ‫ﺍﳌﺆﺷﺮﺍﺕ ﺍﻷﺭﺑﻌﺔ ﻣﻨﺬ ﺃﻥ ﻧﺸﺮ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ؛‬

‫•‬

‫ﺍﻷﻋﻤﺪﺓ ‪ 9-6‬ﺗﻌﺮﺽ ﺁﺛﺎﺭ ﲢﺪﻳﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ -‬ﺃﻱ ﺍﳊﺮﻛﺔ ﺍﳊﻘﻴﻘﻴﺔ ﺑﲔ‬ ‫ﻋﺎﻣﻲ ‪ 2005‬ﻭ ‪ 2006-‬ﻓﻲ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﳌﺆﺷﺮﺍﺕ‬ ‫ﺍﻷﺭﺑﻌﺔ‪.‬‬

‫•‬

‫ﺍﻟﻌﻤﻮﺩ ‪ 10‬ﻫﻮ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻟﻌﺎﻡ ‪ 2006‬ﻭﺍﳌﻨﺸﻮﺭﺓ ﻓﻲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪ 1‬ﻣﻦ ﻫﺬﺍ‬ ‫ﺍﻟﺘﻘﺮﻳﺮ‪.‬‬

‫ﺟﻤﻊ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻷﻋﻤﺪﺓ ﻣﻦ ‪ 9-1‬ﻷﻱ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‬ ‫ﺳﻴﻨﺘﺞ ﺍﻟﻘﻴﻤﺔ ﻓﻲ ﺍﻟﻌﻤﻮﺩ ‪.10‬‬ ‫ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻳﻀﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳉﺪﻭﻝ ‪ A1‬ﻟﻌﺰﻝ‬ ‫ﺑﻌﺾ ﺍﻵﺛﺎﺭ ﺍﶈﺪﺩﺓ ﻣﺤﻞ ﺍﻻﻫﺘﻤﺎﻡ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪،‬‬ ‫ﺟﻤﻊ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻷﻋﻤﺪﺓ ‪ 5-2‬ﻳﻈﻬﺮ ﺍﻷﺛﺮ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﻟﺘﻌﺪﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻴﻨﻤﺎ ﺟﻤﻊ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻷﻋﻤﺪﺓ ‪9-6‬‬ ‫ﺳﻴﻈﻬﺮ ﺍﻟﺘﻘﺪﻡ ﺍﳊﻘﻴﻘﻲ ﺍﶈﻘﻖ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﲔ ﻋﺎﻣﻲ ‪ 2005‬ﻭ ‪ .2006‬ﺑﺎﻟﻨﺴﺒﺔ ﳌﻌﻈﻢ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﻓﻲ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﺬﺍ ﺍﻟﻌﺎﻡ‪ ،‬ﻓﺈﻥ ﺗﺄﺛﻴﺮ‬ ‫ﺗﻌﺪﻳﻼﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻛﺒﺮ ﺑﻜﺜﻴﺮ ﻣﻦ ﺗﺄﺛﻴﺮ ﺍﻟﺘﻘﺪﻡ ﺍﳊﻘﻴﻘﻲ‪.‬‬ ‫ﻭﻫﺬﺍ ﺩﺍﺋﻤﺎ ﺗﻘﺮﻳﺒﺎ ﻣﺎ ﻳﻜﻮﻥ ﺑﺴﺒﺐ ﺗﻌﺪﻳﻞ ﺳﻠﺴﻠﺔ‬ ‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬

‫ﺍﳌﺒﲔ ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺍﳌﺜﺎﻝ‪ ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻬﻨﺪ‪ ،‬ﻭﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻌﺎﻡ ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻟﻌﺎﻡ ‪ 2005‬ﻫﻮ ‪-0،020‬‬ ‫)= ‪ (0.025 -- 0،003 -- 0،008 + 0،000‬ﻓﻲ ﺣﲔ ﺃﻥ‬ ‫ﺍﻟﺘﻘﺪﻡ ﺍﳊﻘﻴﻘﻲ ﺍﻟﻔﺎﻋﻞ ﺑﲔ ﻋﺎﻣﻲ ‪ 2005‬ﻭ‪ 2006‬ﻫﻮ‬ ‫‪ .(0.006 + 0.000 + 0.002 + 0.002 = (0.010‬ﺇﻻ ﺃﻥ‬ ‫ﺍﻟﺘﺄﺛﻴﺮ ﺍﳌﺮﻛﺐ ﻟﻬﺬﻩ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻫﻮ ﺍﻧﺨﻔﺎﺽ ﻭﺍﺿﺢ ﻓﻲ‬ ‫ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ‪ 0،619‬ﺇﻟﻰ ‪.0،609‬‬ ‫ﻟﻜﻦ‪ ،‬ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻳﻔﺴﺮ ﻫﺬﺍ ﺍﻟﺘﻐﻴﻴﺮ ﺑﺘﻐﻴﻴﺮ‬ ‫ﺗﻌﺪﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﳌﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪2005‬‬ ‫ﻣﻦ ‪ 0،619‬ﺇﻟﻰ ‪ 0،599‬ﺛﻢ ﺯﻳﺎﺩﺓ ﺣﻘﻴﻘﻴﺔ ﲟﻘﺪﺍﺭ ‪0،010‬‬ ‫ﳑﺎ ﻧﺘﺞ ﻋﻨﻪ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪ 2006‬ﻭﻫﻮ‬ ‫‪.0،609‬‬ ‫ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻳﻀﺎ ﲢﻠﻴﻞ ﺁﺛﺎﺭ ﺍﻟﺘﻐﻴﺮﺍﺕ ﻓﻲ‬ ‫ﻛﻞ ﻣﺆﺷﺮ ﺃﻭ ﻋﻨﺼﺮ ﻋﻠﻰ ﺣﺪﺓ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪،‬‬ ‫ﺟﻤﻊ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻟﻌﻤﻮﺩﻳﻦ ‪ 2‬ﻭ ‪ 6‬ﻳﺒﲔ ﺍﻵﺛﺎﺭ ﺍﳌﺘﺮﺗﺒﺔ‬ ‫ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺘﻐﻴﺮﺍﺕ ﻓﻲ ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﺑﲔ ﺍﻟﺘﻘﺮﻳﺮﻳﻦ‪ .‬ﻭﺑﺎﳌﺜﻞ‪ ،‬ﺟﻤﻊ ﺍﻷﻋﻤﺪﺓ ‪3‬‬ ‫ﻭ ‪ 4‬ﻭ ‪ 7‬ﻭ ‪ 8‬ﻳﺪﻝ ﻋﻠﻰ ﺍﻷﺛﺮ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻠﺘﻐﻴﻴﺮﺍﺕ ﻓﻲ‬ ‫ﻋﻨﺼﺮ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻣﺮﺓ ﺃﺧﺮﻯ ﻧﺄﺧﺬ ﺍﻟﻬﻨﺪ ﻛﻤﺜﺎﻝ‪ ،‬ﺗﺄﺛﻴﺮ‬ ‫ﺗﻌﺪﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ‬ ‫ﺍﳌﺘﻮﻗﻊ ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﺯﻳﺎﺩﺓ ﻗﺪﺭﻫﺎ‬ ‫‪ .0،002‬ﻭﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻳﻀﺎ‪ ،‬ﺍﻟﺘﺄﺛﻴﺮ ﺍﻹﺟﻤﺎﻟﻲ ﻫﻮ ﺯﻳﺎﺩﺓ‬ ‫ﻗﺪﺭﻫﺎ ‪) 0.010 = (0.007‬ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ( ‪--‬‬ ‫‪) 0.003‬ﺍﻟﻘﻴﺪ((‪ .‬ﻭﻟﻜﻦ ﺣﺘﻰ ﺍﻵﻥ ﻛﺎﻥ ﺃﻛﺒﺮ ﺍﻵﺛﺎﺭ ﻋﻠﻰ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻬﻨﺪ ﻫﻮ ﻓﻲ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﺍﻟﺬﻱ ﺧﻔﺾ ﺍﳌﺆﺷﺮ ﲟﻘﺪﺍﺭ‬ ‫‪) -= 0.025) 0.019‬ﺗﻌﺪﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ( ‪) 0.006 +‬ﲢﺪﻳﺚ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ((‪.‬‬ ‫ﻻ ﻳﻨﺒﻐﻲ ﺍﻋﺘﺒﺎﺭ ﺗﺄﺛﻴﺮﺍﺕ ﺗﻌﺪﻳﻼﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺁﺛﺎﺭ‬ ‫ﺗﻐﻴﻴﺮﺍﺕ ﺣﻘﻴﻘﻴﺔ ﻓﻲ ﺗﻘﺪﻡ ﺍﻟﺒﻠﺪ‪ .‬ﻓﻨﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻠﻬﻨﺪ ﻟﻢ ﻳﻨﺨﻔﺾ ﺑﲔ ﻋﺎﻣﻲ‬ ‫‪ 2005‬ﻭ ‪.2006‬‬ ‫ﺗﻌﺪﻳﻼﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻲ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﺑﺄﻓﻀﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻓﻲ‬ ‫ﻭﻗﺖ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ‪.‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:42‬‬

‫اﻟﺠﺪول‬

‫‪A1‬‬

‫ﺗﺴﻮﻳﺔ اﻟﺘﻐﻴﺮات ﺑﻴﻦ ﻣﺆﺷﺮات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻣﻲ‬ ‫ﺗﺄﺛﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2005‬ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪a‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬

‫‪2005‬‬

‫و‬

‫‪2006‬‬

‫ﺗﺄﺛﻴﺮ ﻗﻴﻤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2006‬ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪b‬‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2005‬‬

‫‪2005‬‬

‫‪1995–2005 a‬‬

‫‪2005‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.003‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.009‬‬ ‫‪-0.003‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.003‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪-0.003‬‬ ‫‪0.000‬‬ ‫‪-0.025‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.007‬‬ ‫‪0.000‬‬ ‫‪-0.006‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪-0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪-0.002‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪-0.001‬‬ ‫‪0.003‬‬ ‫‪-0.001‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.003‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.012‬‬ ‫‪-0.002‬‬ ‫‪-0.001‬‬ ‫‪-0.003‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪-0.007‬‬ ‫‪-0.002‬‬ ‫‪0.001‬‬ ‫‪0.020‬‬ ‫‪0.017‬‬ ‫‪0.004‬‬ ‫‪0.023‬‬ ‫‪0.025‬‬ ‫‪-0.001‬‬ ‫‪0.021‬‬ ‫‪-0.001‬‬ ‫‪0.015‬‬ ‫‪0.004‬‬ ‫‪-0.005‬‬ ‫‪-0.003‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪-0.002‬‬ ‫‪-0.002‬‬ ‫‪0.013‬‬ ‫‪0.001‬‬ ‫‪-0.015‬‬ ‫‪-0.004‬‬ ‫‪0.000‬‬ ‫‪-0.009‬‬ ‫‪0.003‬‬ ‫‪0.015‬‬ ‫‪0.017‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪c‬‬

‫‪1999–2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬

‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪-0.004‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.008‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬

‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.005‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.005‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.003‬‬ ‫‪0.006‬‬ ‫‪0.008‬‬ ‫‪0.006‬‬ ‫‪0.008‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.006‬‬ ‫‪0.005‬‬ ‫‪0.008‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬

‫‪0.970‬‬ ‫‪0.969‬‬ ‫‪0.968‬‬ ‫‪0.967‬‬ ‫‪0.960‬‬ ‫‪0.959‬‬ ‫‪0.959‬‬ ‫‪0.956‬‬ ‫‪0.956‬‬ ‫‪0.955‬‬ ‫‪0.955‬‬ ‫‪0.954‬‬ ‫‪0.953‬‬ ‫‪0.952‬‬ ‫‪0.950‬‬ ‫‪0.949‬‬ ‫‪0.948‬‬ ‫‪0.947‬‬ ‫‪0.945‬‬ ‫‪0.945‬‬ ‫‪0.943‬‬ ‫‪0.941‬‬ ‫‪0.941‬‬ ‫‪0.929‬‬ ‫‪0.926‬‬ ‫‪0.921‬‬ ‫‪0.919‬‬ ‫‪0.918‬‬ ‫‪0.912‬‬ ‫‪0.912‬‬ ‫‪0.902‬‬ ‫‪0.900‬‬ ‫‪0.899‬‬ ‫‪0.897‬‬ ‫‪0.895‬‬ ‫‪0.894‬‬ ‫‪0.885‬‬ ‫‪0.877‬‬ ‫‪0.875‬‬ ‫‪0.874‬‬ ‫‪0.871‬‬ ‫‪0.870‬‬ ‫‪0.869‬‬ ‫‪0.863‬‬ ‫‪0.863‬‬ ‫‪0.862‬‬ ‫‪0.860‬‬ ‫‪0.859‬‬ ‫‪0.855‬‬ ‫‪0.846‬‬ ‫‪0.842‬‬ ‫‪0.839‬‬ ‫‪0.836‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬ ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬

‫ﺃﻳﺴﻠﻨﺪﺍ‬ ‫‪0.968‬‬ ‫ﺍﺳﺘﺮﺍﻟﻴﺎ‬ ‫‪0.962‬‬ ‫ﺍﻟﻨﺮﻭﻳﺞ‬ ‫‪0.968‬‬ ‫ﻛﻨﺪﺍ‬ ‫‪0.961‬‬ ‫ﺍﻳﺮﻟﻨﺪﺍ‬ ‫‪0.959‬‬ ‫ﻫﻮﻟﻨﺪﺍ‬ ‫‪0.953‬‬ ‫ﺍﻟﺴﻮﻳﺪ‬ ‫‪0.956‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬ ‫‪0.953‬‬ ‫ﻟﻜﺴﻤﺒﺮﻍ‬ ‫‪0.944‬‬ ‫ﺳﻮﻳﺴﺮﺍ‬ ‫‪0.955‬‬ ‫ﻓﺮﻧﺴﺎ‬ ‫‪0.952‬‬ ‫ﻓﻨﻠﻨﺪﺍ‬ ‫‪0.952‬‬ ‫ﺍﻟﺪﺍﳕﺮﻙ‬ ‫‪0.949‬‬ ‫ﺍﻟﻨﻤﺴﺎ‬ ‫‪0.948‬‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.951‬‬ ‫ﺑﻠﺠﻴﻜﺎ‬ ‫‪0.946‬‬ ‫ﺍﺳﺒﺎﻧﻴﺎ‬ ‫‪0.949‬‬ ‫ﺍﻟﻴﻮﻧﺎﻥ‬ ‫‪0.926‬‬ ‫ﺍﻳﻄﺎﻟﻴﺎ‬ ‫‪0.941‬‬ ‫ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‬ ‫‪0.943‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.946‬‬ ‫ﻣﻨﻄﻘﺔ ﻫﻮﱋ ﻛﻮﱋ ﺍﻟﺼﻴﻨﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ‪0.937‬‬ ‫ﺃﳌﺎﻧﻴﺎ‬ ‫‪0.935‬‬ ‫ﺇﺳﺮﺍﺋﻴﻞ‬ ‫‪0.932‬‬ ‫)ﺟﻤﻬﻮﺭﻳﺔ( ﻛﻮﺭﻳﺎ‬ ‫‪0.921‬‬ ‫ﺳﻠﻮﻓﻴﻨﻴﺎ‬ ‫‪0.917‬‬ ‫ﺑﺮﻭﻧﻲ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‬ ‫‪0.894‬‬ ‫ﺳﻨﻐﺎﻓﻮﺭﺓ‬ ‫‪0.922‬‬ ‫ﻗﺒﺮﺹ‬ ‫‪0.903‬‬ ‫ﺍﻟﻜﻮﻳﺖ‬ ‫‪0.891‬‬ ‫ﺍﻟﺒﺤﺮﻳﻦ‬ ‫‪0.866‬‬ ‫ﺍﻟﺒﺮﺗﻐﺎﻝ‬ ‫‪0.897‬‬ ‫ﻗﻄﺮ‬ ‫‪0.875‬‬ ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺘﺸﻴﻜﻴﺔ‬ ‫‪0.891‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬ ‫‪0.868‬‬ ‫ﻣﺎﻟﻄﺎ‬ ‫‪0.878‬‬ ‫ﺑﺮﺑﺎﺩﻭﺱ‬ ‫‪0.892‬‬ ‫ﺍ‪‬ﺮ‬ ‫‪0.874‬‬ ‫ﺑﻮﻟﻨﺪﺍ‬ ‫‪0.870‬‬ ‫ﺷﻴﻠﻲ‬ ‫‪0.867‬‬ ‫ﺳﻠﻮﻓﺎﻛﻴﺎ‬ ‫‪0.863‬‬ ‫ﺍﺳﺘﻮﻧﻴﺎ‬ ‫‪0.860‬‬ ‫ﻟﻴﺘﻮﺍﻧﻴﺎ‬ ‫‪0.862‬‬ ‫ﻻﺗﻔﻴﺎ‬ ‫‪0.855‬‬ ‫ﺟﺰﺭ ﺍﻟﺒﻬﺎﻣﺎ‬ ‫‪0.845‬‬ ‫ﻛﺮﻭﺍﺗﻴﺎ‬ ‫‪0.850‬‬ ‫ﺍﻷﺭﺟﻨﺘﲔ‬ ‫‪0.869‬‬ ‫ﺃﻭﺭﻭﻏﻮﺍﻱ‬ ‫‪0.852‬‬ ‫ﻛﻮﺑﺎ‬ ‫‪0.838‬‬ ‫ﻛﻮﺳﺘﺎﺭﻳﻜﺎ‬ ‫‪0.846‬‬ ‫ﺍﳌﻜﺴﻴﻚ‬ ‫‪0.829‬‬ ‫ﻋﻤﺎﻥ‬ ‫‪0.814‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫‪0.812‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.004‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.007‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬

‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬

‫‪43‬‬

‫‪10/20/2008 2:03:58 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:43‬‬

‫اﻟﺠﺪول‬

‫‪A1‬‬

‫ﺗﺴﻮﻳﺔ اﻟﺘﻐﻴﺮات ﺑﻴﻦ ﻣﺆﺷﺮات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻣﻲ‬ ‫ﺗﺄﺛﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2005‬ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪a‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬ ‫‪ 54‬ﺳﻴﺸﻴﻞ‬ ‫‪ 55‬ﺑﻠﻐﺎﺭﻳﺎ‬

‫‪ 56‬ﺍﳉﻤﺎﻫﻴﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‬ ‫‪ 57‬ﺳﺎﻧﺖ ﻛﻴﺘﺲ ﻭﻧﻴﻔﻴﺲ‬ ‫‪ 58‬ﺑﻨﻤﺎ‬

‫‪ 59‬ﺟﻤﻬﻮﺭﻳﺔ ﻓﻨﺰﻭﻳﻼ ﺍﻟﺒﻮﻟﻴﻔﺎﺭﻳﺔ‬ ‫‪ 60‬ﺃﻧﺘﻴﻐﻮﺍ ﻭﺑﺮﺑﻮﺩﺍ‬

‫‪ 61‬ﺭﻭﻣﺎﻧﻴﺎ‬

‫‪ 62‬ﺳﺎﻧﺖ ﻟﻮﺳﻴﺎ‬

‫‪ 63‬ﻣﺎﻟﻴﺰﻳﺎ‬

‫‪ 64‬ﺗﺮﻳﻨﻴﺪﺍﺩ ﻭﺗﻮﺑﺎﻏﻮ‬ ‫‪ 65‬ﺍﳉﺒﻞ ﺍﻷﺳﻮﺩ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2005‬‬

‫‪2005‬‬

‫‪1995–2005 a‬‬

‫‪2005‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪-0.004‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.007‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.009‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.005‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.005‬‬

‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪-0.003‬‬ ‫‪-0.004‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.003‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.008‬‬ ‫‪0.000‬‬

‫‪-0.007‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.006‬‬ ‫‪0.022‬‬ ‫‪0.009‬‬ ‫‪0.002‬‬ ‫‪0.018‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.004‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.006‬‬ ‫‪0.017‬‬ ‫‪0.024‬‬ ‫‪0.005‬‬ ‫‪-0.014‬‬

‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.011‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪-0.001‬‬ ‫‪0.004‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.006‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.008‬‬

‫‪0.000‬‬ ‫‪-0.009‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.008‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.004‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪-0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.008‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪0.009‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬

‫‪-0.009‬‬ ‫‪0.030‬‬ ‫‪-0.025‬‬ ‫‪0.009‬‬ ‫‪0.004‬‬ ‫‪-0.012‬‬ ‫‪-0.011‬‬ ‫‪-0.011‬‬ ‫‪0.029‬‬ ‫‪-0.004‬‬ ‫‪0.002‬‬ ‫‪-0.010‬‬ ‫‪-0.013‬‬ ‫‪0.009‬‬ ‫‪-0.003‬‬ ‫‪-0.013‬‬ ‫‪0.002‬‬ ‫‪-0.025‬‬ ‫‪0.003‬‬ ‫‪-0.028‬‬ ‫‪0.031‬‬ ‫‪-0.015‬‬ ‫‪-0.005‬‬ ‫‪-0.011‬‬ ‫‪0.002‬‬ ‫‪-0.015‬‬ ‫‪-0.031‬‬ ‫‪-0.019‬‬ ‫‪-0.016‬‬ ‫‪-0.018‬‬ ‫‪-0.008‬‬

‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬

‫‪ 66‬ﺻﺮﺑﻴﺎ‬

‫‪67‬‬ ‫‪68‬‬ ‫‪69‬‬ ‫‪70‬‬ ‫‪71‬‬ ‫‪72‬‬ ‫‪73‬‬ ‫‪74‬‬ ‫‪75‬‬

‫ﺑﻴﻼﺭﻭﺱ‬ ‫‪0.804‬‬ ‫ﻣﻘﺪﻭﻧﻴﺎ)ﺍﳉﻤﻬﻮﺭﻳﺔﺍﻟﻴﻮﻏﻮﺳﻼﻓﻴﺔﺍﻟﺴﺎﺑﻘﺔ( ‪0.801‬‬ ‫ﺃﻟﺒﺎﻧﻴﺎ‬ ‫‪0.801‬‬ ‫ﺍﻟﺒﺮﺍﺯﻳﻞ‬ ‫‪0.800‬‬ ‫ﻛﺎﺯﺍﺧﺴﺘﺎﻥ‬ ‫‪0.794‬‬ ‫ﺩﻭﻣﻴﻨﻴﻜﺎ‬ ‫‪0.798‬‬ ‫ﺍﻹﻛﻮﺍﺩﻭﺭ‬ ‫‪0.772‬‬ ‫ﺍﻻﲢﺎﺩ ﺍﻟﺮﻭﺳﻲ‬ ‫‪0.802‬‬ ‫ﻣﻮﺭﻳﺸﻴﻮﺱ‬ ‫‪0.804‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﺘﻮﺳﻄﺔ‬

‫‪ 76‬ﺍﻟﺒﻮﺳﻨﺔ ﻭﺍﻟﻬﺮﺳﻚ‬ ‫‪ 77‬ﻟﺒﻨﺎﻥ‬

‫‪ 78‬ﺗﻮﻧﻐﺎ‬

‫‪ 79‬ﻏﺮﻳﻨﺎﺩﺍ‬ ‫‪ 80‬ﺑﻴﺮﻭ‬

‫‪ 81‬ﻛﻮﻟﻮﻣﺒﻴﺎ‬

‫‪ 82‬ﺗﺎﻳﻠﻨﺪ‬

‫‪ 83‬ﺃﻭﻛﺮﺍﻧﻴﺎ‬

‫‪ 84‬ﺟﺎﻣﺎﻳﻜﺎ‬

‫‪ 85‬ﺗﺮﻛﻴﺎ‬ ‫‪ 86‬ﺑﻠﻴﺰ‬

‫‪ 87‬ﺃﺭﻣﻴﻨﻴﺎ‬

‫‪ 88‬ﺳﺎﻣﻮﺍ‬

‫‪ 89‬ﺟﻤﻬﻮﺭﻳﺔ ﺇﻳﺮﺍﻥ )ﺍﻹﺳﻼﻣﻴﺔ(‬ ‫‪ 90‬ﺳﻮﺭﻳﻨﺎﻡ‬

‫‪ 91‬ﺍﻷﺭﺩﻥ‬

‫‪ 92‬ﺳﺎﻧﺖ ﻓﻨﺴﻨﺖ ﻭﻏﺮﻳﻨﺎﺩﻳﻦ‬ ‫‪ 93‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻴﺔ‬

‫‪ 94‬ﺟﻮﺭﺟﻴﺎ‬

‫‪ 95‬ﺍﻟﺼﲔ‬

‫‪ 96‬ﺍﻷﺭﺍﺿﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﶈﺘﻠﺔ‬

‫‪ 97‬ﺗﻮﻧﺲ‬

‫‪ 98‬ﺃﺫﺭﺑﻴﺠﺎﻥ‬ ‫‪ 99‬ﺑﺎﺭﺍﻏﻮﺍﻱ‬

‫‪ 100‬ﺍﻟﺴﻠﻔﺎﺩﻭﺭ‬

‫‪ 101‬ﻣﺎﻟﺪﻳﻒ‬ ‫‪ 102‬ﺍﻟﻔﻠﺒﲔ‬

‫‪ 103‬ﻓﻴﺠﻲ‬

‫‪ 104‬ﺳﺮﻱ ﻻﻧﻜﺎ‬ ‫‪ 105‬ﻏﻴﺎﻧﺎ‬

‫‪ 106‬ﺍﳉﺰﺍﺋﺮ‬

‫ﺗﺄﺛﻴﺮ ﻗﻴﻤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2006‬ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪b‬‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫‪0.843‬‬ ‫‪0.824‬‬ ‫‪0.818‬‬ ‫‪0.821‬‬ ‫‪0.812‬‬ ‫‪0.792‬‬ ‫‪0.815‬‬ ‫‪0.813‬‬ ‫‪0.795‬‬ ‫‪0.811‬‬ ‫‪0.814‬‬

‫‪0.803‬‬ ‫‪0.772‬‬ ‫‪0.819‬‬ ‫‪0.777‬‬ ‫‪0.773‬‬ ‫‪0.791‬‬ ‫‪0.781‬‬ ‫‪0.788‬‬ ‫‪0.736‬‬ ‫‪0.775‬‬ ‫‪0.778‬‬ ‫‪0.775‬‬ ‫‪0.785‬‬ ‫‪0.759‬‬ ‫‪0.774‬‬ ‫‪0.773‬‬ ‫‪0.761‬‬ ‫‪0.779‬‬ ‫‪0.754‬‬ ‫‪0.777‬‬ ‫‪0.731‬‬ ‫‪0.766‬‬ ‫‪0.746‬‬ ‫‪0.755‬‬ ‫‪0.735‬‬ ‫‪0.741‬‬ ‫‪0.771‬‬ ‫‪0.762‬‬ ‫‪0.743‬‬ ‫‪0.750‬‬ ‫‪0.733‬‬

‫‪..‬‬ ‫‪..‬‬

‫‪2005‬‬

‫و‬

‫‪2006‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪c‬‬

‫‪1999–2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬

‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.005‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪-0.002‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬

‫‪0.003‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.006‬‬ ‫‪0.007‬‬ ‫‪0.006‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.008‬‬ ‫‪0.011‬‬ ‫‪0.005‬‬ ‫‪0.007‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.007‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.006‬‬ ‫‪0.003‬‬

‫‪0.836‬‬ ‫‪0.834‬‬ ‫‪0.833‬‬ ‫‪0.831‬‬ ‫‪0.827‬‬ ‫‪0.826‬‬ ‫‪0.826‬‬ ‫‪0.825‬‬ ‫‪0.824‬‬ ‫‪0.823‬‬ ‫‪0.822‬‬ ‫‪0.821‬‬ ‫‪0.821‬‬ ‫‪0.817‬‬ ‫‪0.808‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.807‬‬ ‫‪0.805‬‬ ‫‪0.802‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪-0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.005‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.005‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.006‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.009‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.007‬‬ ‫‪0.007‬‬ ‫‪0.007‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.018‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.013‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬

‫‪0.799‬‬ ‫‪0.796‬‬ ‫‪0.795‬‬ ‫‪0.789‬‬ ‫‪0.788‬‬ ‫‪0.787‬‬ ‫‪0.786‬‬ ‫‪0.786‬‬ ‫‪0.780‬‬ ‫‪0.780‬‬ ‫‪0.780‬‬ ‫‪0.777‬‬ ‫‪0.777‬‬ ‫‪0.776‬‬ ‫‪0.775‬‬ ‫‪0.768‬‬ ‫‪0.766‬‬ ‫‪0.766‬‬ ‫‪0.763‬‬ ‫‪0.762‬‬ ‫‪0.762‬‬ ‫‪0.761‬‬ ‫‪0.759‬‬ ‫‪0.752‬‬ ‫‪0.750‬‬ ‫‪0.749‬‬ ‫‪0.746‬‬ ‫‪0.743‬‬ ‫‪0.742‬‬ ‫‪0.741‬‬ ‫‪0.739‬‬

‫‪44‬‬

‫‪10/20/2008 2:03:58 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:44‬‬

‫اﻟﺠﺪول‬

‫‪A1‬‬

‫ﺗﺄﺛﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2005‬ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪a‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬ ‫‪ 107‬ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬ ‫‪ 108‬ﺍﻟﻐﺎﺑﻮﻥ‬

‫‪ 109‬ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫‪ 110‬ﺗﺮﻛﻤﺎﻧﺴﺘﺎﻥ‬

‫‪ 111‬ﺑﻮﻟﻴﻔﻴﺎ‬

‫‪ 112‬ﻣﻨﻐﻮﻟﻴﺎ‬

‫‪ 113‬ﻓﻴﻴﺖ ﻧﺎﻡ‬ ‫‪ 114‬ﻣﻮﻟﺪﻭﻓﺎ‬

‫‪ 115‬ﻏﻴﻨﻴﺎ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ‬

‫‪ 116‬ﻣﺼﺮ‬

‫‪ 117‬ﻫﻨﺪﻭﺭﺍﺱ‬

‫‪ 118‬ﻧﻴﻜﺎﺭﺍﺟﻮﺍ‬

‫‪ 119‬ﻏﻮﺍﺗﻴﻤﺎﻻ‬

‫‪ 120‬ﺍﻟﺮﺃﺱ ﺍﻷﺧﻀﺮ‬ ‫‪ 121‬ﺃﻭﺯﺑﻜﺴﺘﺎﻥ‬

‫‪ 122‬ﻗﺮﻏﻴﺰﺳﺘﺎﻥ‬

‫‪ 123‬ﻓﺎﻧﻮﺍﺗﻮ‬

‫‪ 124‬ﻃﺎﺟﻴﻜﺴﺘﺎﻥ‬

‫‪ 125‬ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬

‫‪ 126‬ﺑﻮﺗﺴﻮﺍﻧﺎ‬ ‫‪ 127‬ﺍﳌﻐﺮﺏ‬

‫‪ 128‬ﺳﺎﻥ ﺗﻮﻣﻲ ﻭﺑﺮﻳﻨﺴﻴﺒﻲ‬

‫‪ 129‬ﻧﺎﻣﻴﺒﻴﺎ‬

‫‪ 130‬ﺍﻟﻜﻮﻧﻐﻮ‬ ‫‪ 131‬ﺑﻮﺗﺎﻥ‬

‫‪ 132‬ﺍﻟﻬﻨﺪ‬

‫‪ 133‬ﺟﻤﻬﻮﺭﻳﺔ ﻻﻭﺱ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫‪ 134‬ﺟﺰﺭ ﺳﻠﻴﻤﺎﻥ‬ ‫‪ 135‬ﻣﻴﺎﳕﺎﺭ‬

‫‪ 136‬ﻛﻤﺒﻮﺩﻳﺎ‬

‫‪ 137‬ﺟﺰﺭ ﺍﻟﻘﻤﺮ‬ ‫‪ 138‬ﺍﻟﻴﻤﻦ‬

‫‪ 139‬ﺑﺎﻛﺴﺘﺎﻥ‬ ‫‪ 140‬ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‬

‫‪ 141‬ﺗﻴﻤﻮﺭ ‪ -‬ﻟﻴﺸﺘﻲ‬ ‫‪ 142‬ﺳﻮﺍﺯﻳﻼﻧﺪ‬ ‫‪ 143‬ﻛﻴﻨﻴﺎ‬ ‫‪ 144‬ﻏﺎﻧﺎ‬

‫‪ 145‬ﻣﺪﻏﺸﻘﺮ‬

‫‪ 146‬ﻧﻴﺒﺎﻝ‬

‫‪ 147‬ﺍﻟﺴﻮﺩﺍﻥ‬ ‫‪ 148‬ﻫﺎﻳﺘﻲ‬

‫‪ 149‬ﺑﻨﻐﻼﺩﻳﺶ‬

‫‪ 150‬ﺍﻟﻜﺎﻣﻴﺮﻭﻥ‬ ‫‪ 151‬ﺟﻴﺒﻮﺗﻲ‬

‫‪ 152‬ﺑﺎﺑﻮﺍ ﻏﻴﻨﻴﺎ ﺍﳉﺪﻳﺪﺓ‬ ‫‪ 153‬ﺍﻟﺴﻨﻐﺎﻝ‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻣﻨﺨﻔﻀﺔ‬

‫‪ 154‬ﺟﻤﻬﻮﺭﻳﺔ ﺗﻨﺰﺍﻧﻴﺎ ﺍﳌﺘﺤﺪﺓ‬ ‫‪ 155‬ﻟﻴﺴﻮﺗﻮ‬

‫‪ 156‬ﺃﻭﻏﻨﺪﺍ‬

‫‪ 157‬ﻧﻴﺠﻴﺮﻳﺎ‬ ‫‪ 158‬ﺃﻧﻐﻮﻻ‬ ‫‪ 159‬ﺗﻮﻏﻮ‬

‫ﺗﺄﺛﻴﺮ ﻗﻴﻤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2006‬ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪b‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪c‬‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪1999–2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2005‬‬

‫‪2005‬‬

‫‪1995–2005 a‬‬

‫‪2005‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.004‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.005‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬

‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.006‬‬ ‫‪0.005‬‬ ‫‪0.005‬‬ ‫‪-0.003‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.005‬‬ ‫‪0.005‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.006‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.007‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.006‬‬ ‫‪-0.002‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.007‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬

‫‪0.736‬‬ ‫‪0.729‬‬ ‫‪0.725‬‬ ‫‪0.723‬‬ ‫‪0.722‬‬ ‫‪0.720‬‬ ‫‪0.719‬‬ ‫‪0.718‬‬ ‫‪0.717‬‬ ‫‪0.715‬‬ ‫‪0.713‬‬ ‫‪0.706‬‬ ‫‪0.706‬‬ ‫‪0.702‬‬ ‫‪0.701‬‬ ‫‪0.694‬‬ ‫‪0.691‬‬ ‫‪0.684‬‬ ‫‪0.671‬‬ ‫‪0.662‬‬ ‫‪0.646‬‬ ‫‪0.643‬‬ ‫‪0.633‬‬ ‫‪0.618‬‬ ‫‪0.613‬‬ ‫‪0.609‬‬ ‫‪0.608‬‬ ‫‪0.600‬‬ ‫‪0.584‬‬ ‫‪0.575‬‬ ‫‪0.572‬‬ ‫‪0.566‬‬ ‫‪0.562‬‬ ‫‪0.557‬‬ ‫‪0.547‬‬ ‫‪0.542‬‬ ‫‪0.533‬‬ ‫‪0.533‬‬ ‫‪0.533‬‬ ‫‪0.530‬‬ ‫‪0.527‬‬ ‫‪0.527‬‬ ‫‪0.524‬‬ ‫‪0.515‬‬ ‫‪0.513‬‬ ‫‪0.512‬‬ ‫‪0.502‬‬

‫‪0.724‬‬ ‫‪0.677‬‬ ‫‪0.728‬‬ ‫‪0.713‬‬ ‫‪0.695‬‬ ‫‪0.700‬‬ ‫‪0.733‬‬ ‫‪0.708‬‬ ‫‪0.642‬‬ ‫‪0.708‬‬ ‫‪0.700‬‬ ‫‪0.710‬‬ ‫‪0.689‬‬ ‫‪0.736‬‬ ‫‪0.702‬‬ ‫‪0.696‬‬ ‫‪0.674‬‬ ‫‪0.673‬‬ ‫‪0.674‬‬ ‫‪0.654‬‬ ‫‪0.646‬‬ ‫‪0.654‬‬ ‫‪0.650‬‬ ‫‪0.548‬‬ ‫‪0.579‬‬ ‫‪0.619‬‬ ‫‪0.601‬‬ ‫‪0.602‬‬ ‫‪0.583‬‬ ‫‪0.598‬‬ ‫‪0.561‬‬ ‫‪0.508‬‬ ‫‪0.551‬‬ ‫‪0.550‬‬ ‫‪0.514‬‬ ‫‪0.547‬‬ ‫‪0.521‬‬ ‫‪0.553‬‬ ‫‪0.533‬‬ ‫‪0.534‬‬ ‫‪0.526‬‬ ‫‪0.529‬‬ ‫‪0.547‬‬ ‫‪0.532‬‬ ‫‪0.516‬‬ ‫‪0.530‬‬ ‫‪0.499‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.006‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.005‬‬ ‫‪0.006‬‬ ‫‪0.006‬‬ ‫‪0.002‬‬ ‫‪-0.005‬‬ ‫‪0.001‬‬ ‫‪0.005‬‬ ‫‪0.000‬‬ ‫‪0.010‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.005‬‬ ‫‪0.005‬‬ ‫‪0.001‬‬ ‫‪0.013‬‬ ‫‪0.008‬‬ ‫‪0.007‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.037‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.007‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.012‬‬ ‫‪0.000‬‬ ‫‪0.012‬‬ ‫‪0.000‬‬ ‫‪0.011‬‬ ‫‪0.009‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.005‬‬

‫‪0.000‬‬ ‫‪0.009‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪-0.001‬‬ ‫‪0.004‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.008‬‬ ‫‪0.003‬‬ ‫‪-0.003‬‬ ‫‪-0.002‬‬ ‫‪0.002‬‬ ‫‪0.006‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪-0.010‬‬ ‫‪0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪-0.004‬‬ ‫‪-0.011‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬

‫‪0.003‬‬ ‫‪0.038‬‬ ‫‪-0.010‬‬ ‫‪0.006‬‬ ‫‪0.015‬‬ ‫‪0.012‬‬ ‫‪-0.020‬‬ ‫‪0.002‬‬ ‫‪0.072‬‬ ‫‪0.003‬‬ ‫‪-0.002‬‬ ‫‪-0.018‬‬ ‫‪0.004‬‬ ‫‪-0.046‬‬ ‫‪-0.002‬‬ ‫‪-0.006‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪-0.015‬‬ ‫‪-0.002‬‬ ‫‪-0.014‬‬ ‫‪-0.025‬‬ ‫‪-0.028‬‬ ‫‪0.053‬‬ ‫‪0.004‬‬ ‫‪-0.025‬‬ ‫‪-0.007‬‬ ‫‪-0.009‬‬ ‫‪-0.011‬‬ ‫‪-0.036‬‬ ‫‪-0.032‬‬ ‫‪0.048‬‬ ‫‪-0.005‬‬ ‫‪-0.016‬‬ ‫‪0.043‬‬ ‫‪-0.004‬‬ ‫‪0.006‬‬ ‫‪-0.042‬‬ ‫‪-0.006‬‬ ‫‪-0.027‬‬ ‫‪-0.011‬‬ ‫‪-0.019‬‬ ‫‪-0.036‬‬ ‫‪-0.008‬‬ ‫‪-0.009‬‬ ‫‪-0.021‬‬ ‫‪-0.008‬‬

‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪-0.004‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪-0.004‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬

‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.010‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬

‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬

‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.010‬‬ ‫‪0.002‬‬

‫‪0.496‬‬ ‫‪0.496‬‬ ‫‪0.494‬‬ ‫‪0.490‬‬ ‫‪0.484‬‬ ‫‪0.478‬‬

‫‪0.467‬‬ ‫‪0.549‬‬ ‫‪0.505‬‬ ‫‪0.470‬‬ ‫‪0.446‬‬ ‫‪0.512‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.005‬‬ ‫‪0.000‬‬ ‫‪0.011‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.002‬‬ ‫‪-0.005‬‬ ‫‪-0.001‬‬ ‫‪-0.005‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.013‬‬ ‫‪-0.052‬‬ ‫‪-0.030‬‬ ‫‪0.017‬‬ ‫‪0.026‬‬ ‫‪-0.039‬‬

‫‪0.003‬‬ ‫‪-0.002‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬

‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪45‬‬

‫‪10/20/2008 2:03:58 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:45‬‬

‫اﻟﺠﺪول‬

‫‪A1‬‬

‫ﺗﺴﻮﻳﺔ اﻟﺘﻐﻴﺮات ﺑﻴﻦ ﻣﺆﺷﺮات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻣﻲ‬ ‫ﺗﺄﺛﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2005‬ﻋﻠﻰ ﻗﻴﻤﺔ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪a‬‬

‫ﺗﻨﻤﻴﺔ ﺑﺸﺮﻳﺔ ﻋﺎﻟﻴﺔ‬ ‫‪ 160‬ﻏﺎﻣﺒﻴﺎ‬ ‫‪ 161‬ﺑﻨﲔ‬

‫‪ 162‬ﺇﺭﻳﺘﺮﻳﺎ‬

‫‪ 163‬ﻣﻼﻭﻱ‬ ‫‪ 164‬ﺯﺍﻣﺒﻴﺎ‬

‫‪ 165‬ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ‬ ‫‪ 166‬ﺭﻭﺍﻧﺪﺍ‬

‫‪ 167‬ﻏﻴﻨﻴﺎ‬

‫‪ 168‬ﻣﺎﻟﻲ‬ ‫‪ 169‬ﺗﺸﺎﺩ‬

‫‪ 170‬ﻏﻴﻨﻴﺎ ‪ -‬ﺑﻴﺴﺎﻭ‬

‫‪ 171‬ﺇﺛﻴﻮﺑﻴﺎ‬

‫‪ 172‬ﺑﻮﺭﻭﻧﺪﻱ‬

‫‪ 173‬ﺍﻟﻨﻴﺠﺮ‬

‫‪ 174‬ﺑﻮﺭﻛﻴﻨﺎ ﻓﺎﺳﻮ‬

‫‪ 175‬ﻣﻮﺯﻣﺒﻴﻖ‬ ‫‪ 176‬ﻟﻴﺒﺮﻳﺎ‬

‫‪ 177‬ﺟﻤﻬﻮﺭﻳﺔ ﺍﻟﻜﻮﻧﻐﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬ ‫‪ 178‬ﺟﻤﻬﻮﺭﻳﺔ ﺃﻓﺮﻳﻘﻴﺎ ﺍﻟﻮﺳﻄﻰ‬

‫‪ 179‬ﺳﻴﺮﺍﻟﻴﻮﻥ‬

‫ﺑﺎﻗﻲ ﺍﻟﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺃﻓﻐﺎﻧﺴﺘﺎﻥ‬ ‫ﺇﻣﺎﺭﺓ ﺃﻧﺪﻭﺭﺍ‬

‫ﺍﻟﻌﺮﺍﻕ‬

‫ﻛﻴﺮﻳﺒﺎﺱ‬

‫ﺟﻤﻬﻮﺭﻳﺔ ﻛﻮﺭﻳﺎ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫ﻟﻴﺨﺘﻨﺸﺘﺎﻳﻦ‬ ‫ﺟﺰﺭ ﻣﺎﺭﺷﺎﻝ‬

‫ﻭﻻﻳﺎﺕ ﻣﻴﻜﺮﻭﻧﻴﺰﻳﺎ ﺍﳌﻮﺣﺪﺓ‬ ‫ﻣﻮﻧﺎﻛﻮ‬ ‫ﻧﺎﻭﺭﻭ‬ ‫ﺑﺎﻻﻭ‬

‫ﺳﺎﻥ ﻣﺎﺭﻳﻨﻮ‬

‫ﺍﻟﺼﻮﻣﺎﻝ‬ ‫ﺗﻮﻓﺎﻟﻮ‬

‫ﺯﳝﺒﺎﺑﻮﻱ‬

‫ﺗﺄﺛﻴﺮ ﻗﻴﻤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻌﺎﻡ ‪ 2006‬ﻋﻠﻰ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪b‬‬

‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ‬ ‫ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ‬

‫‪2005‬‬

‫‪2005‬‬

‫‪1995–2005 a‬‬

‫‪2005‬‬

‫‪2005‬‬

‫‪2006‬‬

‫‪0.000‬‬ ‫‪0.009‬‬ ‫‪0.000‬‬ ‫‪0.013‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.003‬‬ ‫‪0.000‬‬ ‫‪0.036‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.010‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬

‫‪-0.003‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪0.003‬‬ ‫‪-0.001‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.007‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪-0.001‬‬ ‫‪0.003‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬

‫‪-0.032‬‬ ‫‪0.003‬‬ ‫‪-0.026‬‬ ‫‪-0.002‬‬ ‫‪0.008‬‬ ‫‪-0.001‬‬ ‫‪-0.031‬‬ ‫‪-0.041‬‬ ‫‪-0.002‬‬ ‫‪0.002‬‬ ‫‪-0.033‬‬ ‫‪-0.033‬‬ ‫‪-0.044‬‬ ‫‪-0.014‬‬ ‫‪-0.007‬‬ ‫‪-0.034‬‬ ‫‪..‬‬ ‫‪-0.055‬‬ ‫‪-0.035‬‬ ‫‪-0.018‬‬

‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪-0.002‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬

‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.002‬‬

‫‪0.008‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.001‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.011‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪-0.016‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪-0.015‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.001‬‬

‫‪0.502‬‬ ‫‪0.437‬‬ ‫‪0.483‬‬ ‫‪0.437‬‬ ‫‪0.434‬‬ ‫‪0.432‬‬ ‫‪0.452‬‬ ‫‪0.456‬‬ ‫‪0.380‬‬ ‫‪0.388‬‬ ‫‪0.374‬‬ ‫‪0.406‬‬ ‫‪0.413‬‬ ‫‪0.374‬‬ ‫‪0.370‬‬ ‫‪0.384‬‬ ‫‪..‬‬ ‫‪0.411‬‬ ‫‪0.384‬‬ ‫‪0.336‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.513‬‬

‫ﻣﻼﺣﻈﺎﺕ‬ ‫‪ .a‬ﺗﺸﻴﺮ ﺇﻟﻰ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺣﺪﺛﺖ ﻓﻲ ﻛﻞ ﻣﺆﺷﺮ ﻟﻠﻌﻨﺎﺻﺮ‬ ‫ﻭﺍﻟﺘﻲ ﺗﺮﺟﻊ ﺇﻟﻰ ﲢﺪﻳﺚ ﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺗﻌﻜﺲ ﻫﺬﻩ‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺳﺘﻼﺣﻆ ﻓﻲ ﻣﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﻓﻲ ﺣﺎﻟﺔ ﺗﻮﺍﻓﺮ ﺳﻼﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﺬﻩ ﻗﺒﻞ‬ ‫ﻧﺸﺮ ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪ 2007‬ﺏ‪ .‬ﻭﻋﻠﻴﻪ‬ ‫ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻻ ﺗﻌﻜﺲ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻓﻲ‬ ‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﻌﻨﺎﺻﺮ ﻭﻟﻜﻨﻬﺎ ﺑﺎﻷﺣﺮﻯ ﲢﺪﻳﺚ ﻟﻠﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳌﺘﻀﻤﻨﺔ ﻭﺍﻟﺘﻲ ﺍﺳﺘﺨﺪﻣﺖ ﻓﻲ ﺍﳊﺴﺎﺑﺎﺕ‪ -‬ﺳﻮﺍﺀ‬ ‫ﺍﳋﺎﺻﺔ ﺑﺪﻭﻟﺔ ﻣﺎ ﺃﻭ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻯ‪.‬‬ ‫‪ .b‬ﺗﺸﻴﺮ ﺇﻟﻰ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻓﻲ ﻛﻞ ﻣﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﻟﻨﺎﲡﺔ ﻋﻦ ﲢﺮﻛﺎﺕ ﺣﻘﻴﻘﻴﺔ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺑﲔ ﺍﻟﻌﺎﻡ ﺍﳌﺎﺿﻲ ﻭﺍﻟﻌﺎﻡ ﺍﳊﺎﻟﻲ‪ .‬ﺗﻌﻜﺲ ﻫﺬﻩ ﺍﻟﻘﻴﻢ‬ ‫ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﻟﻮﺣﻈﺖ ﻋﻠﻰ ﻣﺆﺷﺮﺍﺕ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬

‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪0.000‬‬

‫‪ .c‬ﺍ‪‬ﻤﻮﻉ ﺍﻷﻓﻘﻲ ﻟﻸﻋﻤﺪﺓ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 9‬ﻳﺴﺎﻭﻱ ﻗﻴﻤﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻌﺎﻡ ‪.2006‬‬ ‫ﺍﳌﺼﺎﺩﺭ‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :1‬ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ 1‬ﻓﻲ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪1‬‬ ‫ﻟﺒﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ ‪ 2007‬ﺃ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :2‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪2‬‬ ‫ﻓﻲ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪ 1‬ﻟﺒﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‬ ‫‪ 2007‬ﺃ ﻭﺍﻟﺘﺤﺪﻳﺜﺎﺕ ﺍﻟﻼﺣﻘﺔ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :3‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ‬ ‫‪ 3‬ﻓﻲ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪ 1‬ﻟﺒﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‬ ‫‪ 2007‬ﺃ ﻭﺍﻟﺘﺤﺪﻳﺜﺎﺕ ﺍﻟﻼﺣﻘﺔ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :4‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ‬ ‫‪ 4‬ﻓﻲ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪ 1‬ﻟﺒﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‬ ‫‪ 2007‬ﺃ ﻭﺍﻟﺘﺤﺪﻳﺜﺎﺕ ﺍﻟﻼﺣﻘﺔ‪.‬‬

‫‪2005‬‬

‫و‬

‫‪2006‬‬

‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ‬ ‫ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍ‪‬ﻤﻊ ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﻭﺍﻹﻋﺪﺍﺩﻱ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻱ‬

‫ﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ‬ ‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻣﺆﺷﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪c‬‬

‫‪1999–2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪2006‬‬

‫‪-0.001‬‬ ‫‪0.002‬‬ ‫‪-0.001‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪-0.002‬‬ ‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.004‬‬ ‫‪0.009‬‬ ‫‪0.001‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬

‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪-0.001‬‬ ‫‪0.004‬‬ ‫‪0.004‬‬ ‫‪0.001‬‬ ‫‪0.003‬‬ ‫‪0.002‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬ ‫‪0.005‬‬ ‫‪0.002‬‬ ‫‪0.002‬‬ ‫‪0.004‬‬ ‫‪0.005‬‬ ‫‪0.004‬‬ ‫‪0.003‬‬ ‫‪0.003‬‬ ‫‪0.004‬‬

‫‪0.470‬‬ ‫‪0.459‬‬ ‫‪0.457‬‬ ‫‪0.457‬‬ ‫‪0.452‬‬ ‫‪0.432‬‬ ‫‪0.429‬‬ ‫‪0.424‬‬ ‫‪0.391‬‬ ‫‪0.389‬‬ ‫‪0.384‬‬ ‫‪0.384‬‬ ‫‪0.382‬‬ ‫‪0.371‬‬ ‫‪0.369‬‬ ‫‪0.366‬‬ ‫‪0.364‬‬ ‫‪0.361‬‬ ‫‪0.353‬‬ ‫‪0.329‬‬

‫‪0.000‬‬ ‫‪0.003‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪-0.006‬‬ ‫‪0.000‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.000‬‬ ‫‪0.002‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.004‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.002‬‬ ‫‪0.001‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪0.005‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬ ‫‪..‬‬

‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :5‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ‬ ‫‪ 5‬ﻓﻲ ﺟﺪﻭﻝ ﺍﳌﺆﺷﺮ ﺭﻗﻢ ‪ 1‬ﻟﺒﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‬ ‫‪ 2007‬ﺃ ﻭﺍﻟﺘﺤﺪﻳﺜﺎﺕ ﺍﻟﻼﺣﻘﺔ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :6‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ‬ ‫ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻟﻌﺎﻡ ‪.2007‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :7‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ‬ ‫ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ‪2008‬ﺃ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :8‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ‬ ‫ﻣﻌﻬﺪ ﺍﻟﻴﻮﻧﺴﻜﻮ ﻟﻺﺣﺼﺎﺀ ‪2008‬ﺏ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :9‬ﺣﺴﺐ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ‬ ‫ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ ‪2008‬ﺝ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ :10‬ﺍﻟﻌﻤﻮﺩ ﺭﻗﻢ ‪ 1‬ﻣﻦ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪.1‬‬

‫‪46‬‬

‫‪10/20/2008 2:03:58 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:46‬‬

‫اﻟﺘﻌﺮﻳﻔﺎت واﻟﻤﺼﻄﻠﺤﺎت اﻹﺣﺼﺎﺋﻴﺔ‬

‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﺗﻮﺳﻴﻊ ‪‬ﺎﻝ ﺍﳋﻴﺎﺭﺍﺕ ﺃﻣﺎﻡ‬ ‫ﺍﻟﻨﺎﺱ ﻭﺗﻌﺰﻳﺰ ﻗﺪﺭﺍﺗﻬﻢ‪ .‬ﺗﺘﻌﻠﻖ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺈﻧﺸﺎﺀ ﺑﻴﺌﺔ‬ ‫ﻣﻮﺍﺗﻴﺔ ﳝﻜﻦ ﻟﻠﻨﺎﺱ ﻓﻴﻬﺎ ﺗﻄﻮﻳﺮ ﺇﻣﻜﺎﻧﺎﺗﻬﻢ ﺍﻟﻜﺎﻣﻠﺔ‬ ‫ﻭﺍﻟﻌﻴﺶ ﺣﻴﺎﺓ ﻣﻨﺘﺠﺔ ﺧﻼﻗﺔ ﻭﻓﻘﺎ ﻻﺣﺘﻴﺎﺟﺎﺗﻬﻢ‬ ‫ﻭﻣﺼﺎﳊﻬﻢ‪ .‬ﻭﻫﻲ ﻣﻔﻬﻮﻡ ﻭﺍﺳﻊ ﻟﻪ ﺃﺑﻌﺎﺩ ﻛﺜﻴﺮﺓ ﺑﻜﺜﺮﺓ‬ ‫ﺍﻟﻄﺮﻕ ﺍﻟﺘﻲ ﺗﻮﺳﻊ ﻣﺠﺎﻝ ﺍﳋﻴﺎﺭﺍﺕ ﺃﻣﺎﻡ ﺍﻟﻨﺎﺱ‪.‬‬ ‫ﻣﻦ ﺑﲔ ﺃﻛﺜﺮ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﺃﺳﺎﺳﻴﺔ ﻭﺃﻫﻤﻴﺔ‪ :‬ﺍﻟﻌﻴﺶ‬ ‫ﺣﻴﺎﺓ ﻣﺪﻳﺪﺓ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‪ ،‬ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﳌﻌﺮﻓﺔ‪،‬‬ ‫ﻭﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ ﻻﺋﻖ‪ .‬ﻭﺑﺪﻭﻥ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ‪،‬‬ ‫ﺳﻴﻜﻮﻥ ﻋﺎﺩﺓ ﻣﻦ ﺍﳌﺘﻌﺬﺭ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺑﺎﻗﻲ ﺍﻷﺑﻌﺎﺩ ﻣﺜﻞ‬ ‫ﺍﳊﺮﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﶈﻠﻲ‪ ،‬ﻭﺍﺣﺘﺮﺍﻡ ﺍﻟﺬﺍﺕ‪.‬‬ ‫ﺗﻌﺪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺱ ﻭﺭﺻﺪ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻋﻦ ﻛﺜﺐ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﺍﳌﻨﻬﺞ ﺍﻟﺸﺎﻣﻞ‪ .‬ﻗﺪﻡ ﺗﻘﺮﻳﺮ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﻭﻝ ﻓﻲ ﻋﺎﻡ ‪ 1990‬ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺬﻱ ﻛﺎﻥ ﻣﻘﻴﺎﺳﺎ ﻣﺮﻛﺒﺎ ﺟﺪﻳﺪﺍ‪ .‬ﺃﺗﺎﺡ ﻫﺬﺍ‬ ‫ﳒﺎﺣﺎ ﻛﺒﻴﺮﺍ ﻓﻲ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺣﻮﻝ ﺍﻟﺘﻨﻤﻴﺔ ﻋﻠﻰ ﻣﺨﺘﻠﻒ‬ ‫ﺍﻟﻮﻻﺩﺍﺕ ﺍﻟﺘﻲ ﻳﺸﺮﻑ ﻋﻠﻴﻬﺎ ﺃﻓﺮﺍﺩ ﻣﺪﺭﺑﻮﻥ‬ ‫ﻋﺎﻣﻠﻮﻥ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺼﺤﺔ ﻫﻲ ﻧﺴﺒﺔ ﺍﻟﻮﻻﺩﺍﺕ‬ ‫ﺍﻟﺘﻲ ﺗﺘﻢ ﻋﻠﻰ ﻳﺪ ﺃﻓﺮﺍﺩ )ﲟﺎ ﻓﻴﻬﻢ ﺍﻷﻃﺒﺎﺀ ﻭﺍﳌﻤﺮﺿﺎﺕ‬ ‫ﻭﺍﻟﻘﺎﺑﻼﺕ( ﺍﳌﺪﺭﺑﲔ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻼﺯﻣﺔ‪،‬‬ ‫ﻭﺍﻹﺷﺮﺍﻑ ﻭﺍﳌﺸﻮﺭﺓ ﻟﻠﻤﺮﺃﺓ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺓ ﺍﳊﻤﻞ‪ ،‬ﻭﺍﻟﻮﻻﺩﺓ ﻭﻣﺎ‬ ‫ﺑﻌﺪ ﺍﻟﻮﻻﺩﺓ؛ ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻮﻻﺩﺓ ﺑﺄﻧﻔﺴﻬﻢ‪ ،‬ﻭﻟﺘﻮﻓﻴﺮ‬ ‫ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻤﻮﺍﻟﻴﺪ‪ .‬ﻭﺍﻟﻘﺎﺑﻼﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺎﺕ‪ ،‬ﺳﻮﺍﺀ‬ ‫ﻣﺪﺭﺑﺎﺕ ﺃﻡ ﻻ‪ ،‬ﻟﺴﻦ ﻣﺪﺭﺟﺎﺕ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺌﺔ‪.‬‬ ‫ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭ )ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪ ،‬ﻭﻳﻘﺪﺭ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻷﺟﺮ‬ ‫ﻏﻴﺮ ﺍﻟﺰﺭﺍﻋﻲ ﻟﻺﻧﺎﺙ ﻣﻘﺎﺑﻞ ﺍﻷﺟﺮ ﻏﻴﺮ ﺍﻟﺰﺭﺍﻋﻲ ﺍﻟﺬﻛﻮﺭ‪،‬‬ ‫ﻭﻧﺴﺒﺔ ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ ﻣﻦ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻔﺎﻋﻠﲔ‬ ‫ﺍﻗﺘﺼﺎﺩﻳﺎ‪ ،‬ﻭﺇﺟﻤﺎﻟﻲ ﺍﻟﺴﻜﺎﻥ ﻣﻦ ﺍﻹﻧﺎﺙ ﻭﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭﻧﺼﻴﺐ‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ )ﻣﻦ ﺣﻴﺚ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ‬ ‫ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ؛ ﺍﻧﻈﺮ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪.‬‬ ‫ﻧﺴﺒﺔ ﺍﻹﻧﺎﺙ ﺇﻟﻰ ﺍﻟﺬﻛﻮﺭ ﻣﻦ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ‬ ‫ﺍﳌﻘﺪﺭ‪ ،‬ﻧﺴﺒﺔ ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭ ﻟﻺﻧﺎﺙ ﺇﻟﻰ ﻧﺴﺒﺔ‬ ‫ﺍﻟﺪﺧﻞ ﺍﳌﻜﺘﺴﺐ ﺍﳌﻘﺪﺭ ﻟﻠﺬﻛﻮﺭ‪.‬‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺃﺣﺪ ﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﻲ ﻳﻘﻮﻡ‬ ‫ﻋﻠﻴﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻫﻮ ﻳﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ‬ ‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﺪﻯ ﺍﻟﻜﺒﺎﺭ ﻭﻧﺴﺒﺔ‬

‫ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ ﺍﳌﺮﻛﺐ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﻧﻮﻱ‬ ‫ﻭﺍﻟﻌﺎﻟﻲ‪.‬‬ ‫ﺗﺼﻨﻒ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﺃﺳﺎﺱ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﻧﻮﻱ ﻭﻣﺮﺣﻠﺔ ﻣﺎ ﺑﻌﺪ ﺍﻟﺜﺎﻧﻮﻱ ﻭﺍﻟﻌﺎﻟﻲ‬ ‫ﻭﻓﻘﺎ ﻟﻠﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ‪ .‬ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ )ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ( ﻳﻘﺪﻡ‬ ‫ﺗﻌﻠﻴﻤﺎ ﹰ ﺃﺳﺎﺳﻴﺎ ﻗﻮﻳﺎ ﻓﻲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﺇﻟﻰ ﺟﺎﻧﺐ ﻓﻬﻢ ﺃﻭﻟﻰ ﻟﻐﻴﺮﻫﺎ ﻣﻦ ﺍﳌﻮﺍﺩ‪ .‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬ ‫)ﺍﳌﺴﺘﻮﻳﲔ ‪ 2‬ﻭ‪ 3‬ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ(‬ ‫ﻳﻬﺪﻑ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺇﻟﻰ ﻣﻮﺍﺻﻠﺔ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻮﻯ ﺍﻷﺳﺎﺳﻲ ﻟﻜﻦ ﻳﻜﻮﻥ ﺍﻟﺘﺪﺭﻳﺲ ﻓﻲ ﺍﻟﻌﺎﺩﺓ‬ ‫ﺃﻛﺜﺮ ﺗﺮﻛﻴﺰﺍ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﻳﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻌﻠﻤﲔ ﺃﻛﺜﺮ‬ ‫ﺗﺨﺼﺼﺎ ﻟﺘﺪﺭﻳﺲ ﻛﻞ ﻣﺎﺩﺓ‪ .‬ﺗﺘﻀﻤﻦ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺎ ﺑﻌﺪ ﺍﻟﺜﺎﻧﻮﻱ )ﻏﻴﺮ ﺍﳉﺎﻣﻌﻲ( )ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﺍﺑﻊ ﻣﻦ‬ ‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ( ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻲ ﺗﻘﻊ‬ ‫ﺑﲔ ﺍﻟﺜﺎﻧﻮﻱ )ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ( ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ )ﺍﳌﺴﺘﻮﻳﲔ ‪ 5‬ﻭ‪6‬‬ ‫ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ( ﻓﻲ ﺳﻴﺎﻕ ﺩﻭﻟﻲ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻬﺎ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﺿﻤﻦ ﺇﻃﺎﺭ ﺃﻭ ﺁﺧﺮ ﻓﻲ‬ ‫ﺍﻟﺴﻴﺎﻕ ﺍﻟﻮﻃﻨﻲ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍ‪‬ﺘﻠﻔﺔ‪ .‬ﻳﺸﻴﺮ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﻌﺎﻟﻲ )ﺍﳌﺴﺘﻮﻳﲔ ‪ 5‬ﻭ‪ 6‬ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ‬ ‫ﻟﻠﺘﻌﻠﻴﻢ( ﺇﻟﻰ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻛﺜﺮ ﺗﻘﺪﻣﺎ ﺑﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺎ ﺑﻌﺪ ﺍﻟﺜﺎﻧﻮﻱ‪ .‬ﺗﺘﺄﻟﻒ‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ )ﺍﳌﺴﺘﻮﻯ ﺍﳋﺎﻣﺲ‬ ‫ﻣﻦ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ( ﻣﻦ ﺑﺮﺍﻣﺞ ﺫﺍﺕ‬ ‫ﻃﺎﺑﻊ ﻧﻈﺮﻱ ﻟﺘﻮﻓﻴﺮ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺑﺮﺍﻣﺞ ﺍﻷﺑﺤﺎﺙ‬ ‫ﺍﳌﺘﻘﺪﻣﺔ ﻭﻛﺬﻟﻚ ﺑﺮﺍﻣﺞ ﻋﻤﻠﻴﺔ ﺃﻛﺜﺮ ﺃﻭ ﻣﻬﻨﻴﺔ ﺃﻭ ﺗﻘﻨﻴﺔ‬ ‫ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﻣﺤﺪﺩﺓ‪ .‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ‬ ‫)ﺍﳌﺴﺘﻮﻯ ﺍﻟﺴﺎﺩﺱ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﺘﻌﻠﻴﻢ(‬ ‫ﻭﺗﻀﻢ ﺍﻟﺒﺮﺍﻣﺞ ﺍ‪‬ﺼﺼﺔ ﻹﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻘﺪﻣﺔ‬ ‫ﻭﺍﻷﺑﺤﺎﺙ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﻟﻰ ﻣﻨﺢ ﻣﺆﻫﻞ ﺑﺤﺚ‬ ‫ﻣﺘﻘﺪﻡ ﻣﺜﻞ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪.‬‬ ‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻴﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ ﻟﻠﺘﻼﻣﻴﺬ‬ ‫ﺃﻭ ﺍﻟﻄﻼﺏ ﺍﳌﻘﻴﺪﻳﻦ ﻓﻲ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ‪،‬‬ ‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻟﻌﻤﺮ‪ ،‬ﻛﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ ﻣﻦ ﻋﺪﺩ‬ ‫ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻨﻔﺲ ﺍﳌﺴﺘﻮﻯ‬ ‫ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ ﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ‪ ،‬ﻓﺈﻥ‬ ‫ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺍﳌﺴﺘﺨﺪﻡ ﻫﻮ ﺫﻟﻚ ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻲ ﺍﻟﻔﺌﺔ‬ ‫ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﺘﻲ ﻣﺪﺍﻫﺎ ﺧﻤﺴﺔ ﺳﻨﻮﺍﺕ ﺗﻠﻲ ﺳﻦ ﺍﻟﺘﺨﺮﺝ‬ ‫ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ .‬ﺗﺸﻴﺮ ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫ﺍﻟﺘﻲ ﺗﺘﺠﺎﻭﺯ ‪ ٪ 100‬ﺇﻟﻰ ﻭﺟﻮﺩ ﺗﻼﻣﻴﺬ ﻭﻃﻼﺏ ﻣﻦ ﺧﺎﺭﺝ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻣﺴﺠﻠﲔ ﻓﻲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺍﻧﻈﺮ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬ ‫‪47‬‬

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‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:47‬‬

‫ﻧﺴﺒﺔ ﺍﻟﻘﻴﺪ ﺍﻹﺟﻤﺎﻟﻴﺔ ﺍ‪‬ﻤﻌﺔ ﻟﻠﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﻧﻮﻱ ﻭﺍﻟﻌﺎﻟﻲ‪ .‬ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﳌﻘﻴﺪﻳﻦ‬ ‫ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﻧﻮﻱ ﻭﺍﳉﺎﻣﻌﻲ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ‬ ‫ﻋﻦ ﺍﻟﻌﻤﺮ‪ ،‬ﻛﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ ﻣﻦ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﺳﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻨﻈﺮﻱ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻼﺛﺔ‪.‬‬

‫ﺍﳌﺆﺷﺮ ﺍﻟﻘﻴﺎﺳﻲ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻣﺆﺷﺮ ﻣﺮﻛﺐ‬ ‫ﻟﻘﻴﺎﺱ ﻣﻌﺪﻝ ﺍﻹﳒﺎﺯ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ -‬ﺍﳊﻴﺎﺓ ﺍﻟﻄﻮﻳﻠﺔ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‪،‬‬ ‫ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﻭﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ‬ ‫ﻻﺋﻖ‪.‬‬

‫ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‪ .‬ﻣﺠﻤﻮﻉ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ‬ ‫ﺃﺿﺎﻓﻬﺎ ﻛﻞ ﺍﳌﻨﺘﺠﲔ ﺍﳌﻘﻴﻤﲔ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺇﻟﻰ ﺃﻳﺔ ﺿﺮﺍﺋﺐ ﻋﻠﻰ ﺍﳌﻨﺘﺠﺎﺕ )ﻣﻊ ﺧﺼﻢ ﺍﻟﺪﻋﻢ(‬ ‫ﺍﻟﺘﻲ ﻟﻢ ﺗﺪﺭﺝ ﻓﻲ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺎﰋ‪ .‬ﻭﻳﺤﺴﺐ ﺑﺪﻭﻥ ﺧﺼﻢ‬ ‫ﺍﺳﺘﻬﻼﻙ ﺍﻷﺻﻮﻝ ﺍﻟﺮﺃﺳﻤﺎﻟﻴﺔ ﺍﳌﺼﻨﻌﺔ ﺃﻭ ﺍﺳﺘﻨﺰﺍﻑ‬ ‫ﻭﺗﺪﻫﻮﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ .‬ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻫﻲ ﺍﻟﻨﺎﰋ‬ ‫ﺍﻟﺼﺎﻓﻲ ﻟﻠﺼﻨﺎﻋﺔ ﺑﻌﺪ ﺇﺿﺎﻓﺔ ﻛﻞ ﺍ‪‬ﺮﺟﺎﺕ ﻭﻃﺮﺡ‬ ‫ﺍﳌﺪﺧﻼﺕ ﺍﻟﻮﺳﻴﻄﺔ‪.‬‬

‫ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ )ﻣﺆﺷﺮ‬ ‫ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻷﻭﻝ( ﺍﳌﺆﺷﺮ ﺍﳌﺮﻛﺐ ﻟﻘﻴﺎﺱ ﺍﳊﺮﻣﺎﻥ ﻓﻲ‬ ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ -‬ﺍﳊﻴﺎﺓ‬ ‫ﺍﻟﻄﻮﻳﻠﺔ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬ ‫ﺍﳌﻌﺮﻓﺔ ﻭﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ ﻻﺋﻖ‪.‬‬

‫ﻣﺆﺷﺮ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‪ .‬ﺃﺣﺪ ﺍﳌﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻫﻮ‬ ‫ﻳﻘﻮﻡ ﻋﻠﻰ ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ )ﻣﻦ‬ ‫ﺣﻴﺚ ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ؛ ﺍﻧﻈﺮ‬ ‫ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪.‬‬ ‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‬ ‫)ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ(‪ .‬ﻫﻮ‬ ‫ﻧﺼﻴﺐ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ )ﻣﻦ ﺣﻴﺚ ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ( ﻣﻘﺴﻮﻣﺎ ﻋﻠﻰ ﻋﺪﺩ‬ ‫ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﺴﻨﺔ‪.‬‬ ‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﻟﻨﻮﻉ‪ .‬ﻣﺆﺷﺮ ﻣﺮﻛﺐ ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﻨﻮﻉ ﻓﻲ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﺃﺳﺎﺳﻴﺔ ﻟﻠﺘﻤﻜﲔ‬ ‫ﻭﻫﻲ ﺍﳌﺸﺎﺭﻛﺔ ﻭﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‪.‬‬ ‫ﻣﺆﺷﺮ ﻣﺮﻛﺐ ﻟﻘﻴﺎﺱ ﻣﻌﺪﻝ ﺍﻹﳒﺎﺯ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﻳﺘﻀﻤﻨﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪-‬‬ ‫ﺍﳊﻴﺎﺓ ﻃﻮﻳﻠﺔ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬ ‫ﺍﳌﻌﺮﻓﺔ ﻭﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ ﻻﺋﻖ – ﻳﺘﻢ ﺗﻌﺪﻳﻠﻬﺎ ﳌﺮﺍﻋﺎﺓ‬ ‫ﺃﻭﺟﻪ ﺍﻟﺘﺒﺎﻳﻦ ﺑﲔ ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ‪.‬‬ ‫ﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ ﺍﻹﺟﻤﺎﻟﻲ‪ .‬ﻣﺠﻤﻮﻉ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ‬ ‫ﺃﺿﺎﻓﻬﺎ ﻛﻞ ﺍﳌﻨﺘﺠﲔ ﺍﳌﻘﻴﻤﲔ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺇﻟﻰ ﺃﻳﺔ ﺿﺮﺍﺋﺐ ﻋﻠﻰ ﺍﳌﻨﺘﺠﺎﺕ )ﻣﻊ ﺧﺼﻢ ﺍﻟﺪﻋﻢ( ﺍﻟﺘﻲ‬ ‫ﻟﻢ ﺗﺪﺭﺝ ﻓﻲ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺎﰋ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺻﺎﻓﻲ ﺇﻳﺮﺍﺩﺍﺕ‬ ‫ﺍﻟﺪﺧﻞ ﺍﻟﺮﺋﻴﺴﻲ )ﻭﺃﺟﻮﺭ ﺍﻟﻌﻤﺎﻝ ﻭﺭﻳﻊ ﺍﳌﻤﺘﻠﻜﺎﺕ( ﻣﻦ‬ ‫ﺍﳋﺎﺭﺝ‪ .‬ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻫﻲ ﺍﻟﻨﺎﰋ ﺍﻟﺼﺎﻓﻲ ﻟﻠﺼﻨﺎﻋﺔ‬ ‫ﺑﻌﺪ ﺇﺿﺎﻓﺔ ﻛﻞ ﺍ‪‬ﺮﺟﺎﺕ ﻭﻃﺮﺡ ﺍﳌﺪﺧﻼﺕ ﺍﻟﻮﺳﻴﻄﺔ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ﺍﳊﺎﻟﻲ ﻣﺤﻮﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻃﺮﻳﻘﺔ ﺃﻃﻠﺲ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﻟﻲ‪.‬‬

‫ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ‪‬ﻤﻮﻋﺔ ﻣﺨﺘﺎﺭﺓ ﻣﻦ‬ ‫ﺍﻟﺒﻠﺪﺍﻥ ﻣﺮﺗﻔﻌﺔ ﺍﻟﺪﺧﻞ ﻣﻦ ﺑﻠﺪﺍﻥ ﻣﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ )ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺜﺎﻧﻲ( ﺍﳌﺆﺷﺮ‬ ‫ﺍﳌﺮﻛﺐ ﻟﻘﻴﺎﺱ ﺍﳊﺮﻣﺎﻥ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ‪ -‬ﺍﳊﻴﺎﺓ ﺍﻟﻄﻮﻳﻠﺔ ﻣﻮﻓﻮﺭﺓ ﺍﻟﺼﺤﺔ‪،‬‬ ‫ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﻭﻣﺴﺘﻮﻯ ﻣﻌﻴﺸﻲ‬ ‫ﻻﺋﻖ‪ -‬ﻭﺃﻳﻀﺎ ﻳﻌﺒﺮ ﻋﻦ ﺍﻻﺳﺘﺒﻌﺎﺩ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬ ‫ﺃﻧﺼﺒﺔ ﺍﻟﺪﺧﻞ ﺃﻭ ﺍﻻﺳﺘﻬﻼﻙ‪ .‬ﺍﻷﻧﺼﺒﺔ‬ ‫ﻣﻦ ﺍﻟﺪﺧﻞ ﺃﻭ ﺍﻻﺳﺘﻬﻼﻙ ﺍﻟﺘﻲ ﻳﻌﻮﺩ ﻋﻠﻰ ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﻟﻔﺮﻋﻴﺔ ﻣﻦ ﺍﻟﺴﻜﺎﻥ ﻟﻠﻤﺠﻤﻮﻋﺎﺕ ﺍﳋﹸﻤﺴﻴﺔ ﺍﳌﻮﺿﺤﺔ‪،‬‬ ‫ﺍﺳﺘﻨﺎﺩﺍ ﺇﻟﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻸﺳﺮ‬ ‫ﺍﳌﻌﻴﺸﻴﺔ ﺗﺸﻤﻞ ﻋﺪﺓ ﺳﻨﻮﺍﺕ‪ .‬ﺗﺒﲔ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻻﺳﺘﻬﻼﻛﻴﺔ ﻣﺴﺘﻮﻳﺎﺕ ﺃﺩﻧﻰ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺑﲔ ﺍﻟﻔﻘﺮﺍﺀ ﻭﺍﻷﻏﻨﻴﺎﺀ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ‬ ‫ﻟﻠﺪﺧﻞ‪ ،‬ﻭﺍﻟﻔﻘﺮﺍﺀ ﻋﻤﻮﻣﺎ ﹰ ﻳﺴﺘﻬﻠﻜﻮﻥ ﺣﺼﺔ ﺃﻛﺒﺮ ﻣﻦ‬ ‫ﺩﺧﻠﻬﻢ‪.‬‬ ‫ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﻟﺮﺿﻊ ﺍﻧﻈﺮ ﻣﻌﺪﻝ ﺍﻟﻮﻓﻴﺎﺕ‪،‬‬ ‫ﺍﻟﺮﺿﻊ‪.‬‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ ﺟﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ )ﲟﺎ ﻓﻴﻬﻢ‬ ‫ﺍﻟﺴﻜﺎﻥ ﻓﻮﻕ ﻋﻤﺮ ﻣﺤﺪﺩ‪ ،‬ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ‪،‬‬ ‫ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﻓﻲ ﺍﻟﻌﻤﺎﻟﺔ ﺍﳌﺪﻓﻮﻋﺔ ﺍﻷﺟﺮ‪ ،‬ﻓﻲ ﺍﻟﻌﻤﻞ‪،‬‬ ‫ﻭﺍﻟﻌﺎﻣﻠﲔ ﳊﺴﺎﺑﻬﻢ ﺍﳋﺎﺹ‪ ،‬ﺃﻭ ﻓﻲ ﻭﻇﻴﻔﺔ ﻭﻟﻜﻦ ﻟﻴﺲ‬ ‫ﻓﻲ ﻋﻤﻞ( ﻭﺍﻟﻌﺎﻃﻠﲔ )ﻣﺘﻀﻤﻨﲔ ﺍﻷﺷﺨﺎﺹ ﻓﻮﻕ ﻋﻤﺮ‬ ‫ﻣﺤﺪﺩ‪ ،‬ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ‪ ،‬ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﺑﻼ ﻋﻤﻞ‪،‬‬ ‫ﻭﻣﺘﺎﺣﲔ ﺣﺎﻟﻴﺎ ﹰ ﻟﻠﻌﻤﻞ ﻭﻳﺒﺤﺜﻮﻥ ﻋﻨﻪ ﺑﺠﺪ(‪.‬‬ ‫ﻣﻌﺪﻝ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﻣﻘﻴﺎﺱ‬ ‫ﻟﻨﺴﺒﺔ ﺳﻜﺎﻥ ﺍﻟﺒﻠﺪ ﺍﻟﺬﻳﻦ ﻫﻢ ﻓﻲ ﺳﻦ ﺍﻟﻌﻤﻞ‬ ‫ﺍﳌﺸﺎﺭﻛﲔ ﺑﻔﻌﺎﻟﻴﺔ ﻓﻲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﺇﻣﺎ ﻋﻦ ﻃﺮﻳﻖ‬ ‫ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺒﺤﺚ ﻋﻦ ﻋﻤﻞ ﺑﻔﺎﻋﻠﻴﺔ‪ .‬ﻭﻳﺤﺴﺐ ﺑﺎﻟﺘﻌﺒﻴﺮ‬ ‫ﻋﻦ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﻓﻲ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ ﻛﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ‬ ‫ﻣﻦ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﺳﻦ ﺍﻟﻌﻤﻞ‪ .‬ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﺳﻦ ﺍﻟﻌﻤﻞ‬ ‫ﻫﻢ ﺍﻟﺴﻜﺎﻥ ﺍﻟﺬﻳﻦ ﺗﺰﻳﺪ ﺃﻋﻤﺎﺭﻫﻢ ﻋﻠﻰ ‪ 15‬ﺳﻨﺔ )ﻛﻤﺎ‬ ‫ﺍﺳﺘﺨﺪﻡ ﻓﻲ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ(‪.‬‬

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‫ﺃﻋﻀﺎﺀ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ﻭﻛﺒﺎﺭ ﺍﳌﺴﺆﻭﻟﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﻣﻦ ﺍﻹﻧﺎﺙ ﺣﺼﺔ ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﳌﻮﺍﻗﻊ ﺍﶈﺪﺩﺓ ﻭﻓﻘﺎ ﻟﻠﺘﺼﻨﻴﻒ‬ ‫ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ )ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ‬ ‫ ‪ (88‬ﻭﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺃﻋﻀﺎﺀ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ ﻭﻛﺒﺎﺭ ﺍﳌﺴﺆﻭﻟﲔ‬‫ﺍﳊﻜﻮﻣﻴﲔ ﻭﺍﻟﺰﻋﻤﺎﺀ ﺍﻟﺘﻘﻠﻴﺪﻳﲔ ﻭﺭﺅﺳﺎﺀ ﺍﻟﻘﺮﻯ‪ ،‬ﻭﻛﺒﺎﺭ‬ ‫ﺍﳌﺴﺆﻭﻟﲔ ﻓﻲ ﻣﻨﻈﻤﺎﺕ ﺍﳌﺼﺎﻟﺢ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﻣﺪﻳﺮﻱ‬ ‫ﺍﻟﺸﺮﻛﺎﺕ ﻭﺍﳌﺪﻳﺮﻳﻦ ﻭﺍﻟﺮﺅﺳﺎﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ‪ ،‬ﻭﻣﺪﻳﺮﻱ ﺇﺩﺍﺭﺍﺕ‬ ‫ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﻏﻴﺮﻫﻢ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﳌﺪﻳﺮﻳﻦ‬ ‫ﺍﻟﻌﺎﻣﲔ‪.‬‬ ‫ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﻋﻨﺪ ﺍﻟﻮﻻﺩﺓ ﻋﺪﺩ‬ ‫ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺘﻲ ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﻌﻴﺸﻬﺎ ﺍﳌﻮﻟﻮﺩ ﺍﳉﺪﻳﺪ ﻭﺇﺫﺍ‬ ‫ﺍﺳﺘﻤﺮﺕ ﺍﻷﳕﺎﻁ ﺍﻟﺴﺎﺋﺪﺓ ﻋﻨﺪ ﻣﻴﻼﺩﻩ ﻣﻦ ﻣﻌﺪﻻﺕ‬ ‫ﺍﻟﻮﻓﻴﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻌﻤﺮ ﻛﻤﺎ ﻫﻲ ﻃﻮﺍﻝ ﺣﻴﺎﺓ ﺍﻟﻄﻔﻞ‪.‬‬ ‫ﻣﺆﺷﺮ ﻣﺘﻮﺳﻂ ﺍﻟﻌﻤﺮ ﺍﳌﺘﻮﻗﻊ ﺃﺣﺪ ﺍﳌﺆﺷﺮﺍﺕ‬ ‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻣﻌﺪﻝ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻠﻜﺒﺎﺭ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺴﻜﺎﻥ ﺍﻟﺬﻳﻦ ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ ‪ 15‬ﺳﻨﺔ‬ ‫ﻭﻣﺎ ﻓﻮﻕ ﺍﻟﺬﻳﻦ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻣﻌﺒﺮﺍ ﹰ‬ ‫ﻋﻨﻪ ﻛﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ ﻣﻦ ﺇﺟﻤﺎﻟﻲ ﺍﻟﺸﺮﻳﺤﺔ ﺍﻟﺴﻜﺎﻧﻴﺔ‪،‬‬ ‫ﺃﻭ ‪‬ﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﺟﻨﺲ ﻣﻌﲔ‪ ،‬ﺃﻭ ﻓﻲ ﺑﻠﺪ ﺃﻭ ﺇﻗﻠﻴﻢ‬ ‫ﺃﻭ ﻣﻨﻄﻘﺔ ﺟﻐﺮﺍﻓﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺯﻣﻦ ﻣﺤﺪﺩ‪ ،‬ﻋﺎﺩﺓ ﻓﻲ‬ ‫ﻣﻨﺘﺼﻒ ﺍﻟﺴﻨﺔ‪ .‬ﻟﻸﻏﺮﺍﺽ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ ،‬ﻳﻌﺘﺒﺮ ﺍﻟﺸﺨﺺ‬ ‫ﻣﻠﻢ ﺑﺎﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺇﺫﺍ ﻛﺎﻥ ﳝﻜﻨﻪ‪ ،‬ﻣﻊ ﺍﻟﻔﻬﻢ‪ ،‬ﻗﺮﺍﺀﺓ‬ ‫ﻭﻛﺘﺎﺑﺔ ﻧﺒﺬﺓ ﻗﺼﻴﺮﺓ ﻭﺑﺴﻴﻄﺔ ﻋﻦ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ‪.‬‬ ‫ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﻟﺮﺿﻊ ﺍﺣﺘﻤﺎﻝ ﺍﻟﻮﻓﺎﺓ ﺑﲔ ﺍﻟﻮﻻﺩﺓ‬ ‫ﻭﺳﻨﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻌﻤﺮ‪ ،‬ﻭﻳﻌﺒﺮ ﻋﻨﻪ ﻟﻜﻞ ‪ 1000‬ﻣﻮﻟﻮﺩ ﺣﻲ‪.‬‬ ‫ﻣﻌﺪﻝ ﺍﻟﻮﻓﻴﺎﺕ ﺩﻭﻥ ﺳﻦ ﺍﳋﺎﻣﺴﺔ ﺍﺣﺘﻤﺎﻝ‬ ‫ﺍﻟﻮﻓﺎﺓ ﺑﲔ ﺍﻟﻮﻻﺩﺓ ﻭﻋﻤﺮ ﺧﻤﺲ ﺳﻨﻮﺍﺕ ﺑﺎﻟﻀﺒﻂ‪ ،‬ﻭﻳﻌﺒﺮ‬ ‫ﻋﻨﻪ ﻟﻜﻞ ‪ 1000‬ﻣﻮﻟﻮﺩ ﺣﻲ‪.‬‬ ‫ﺇﺟﻤﺎﻟﻲ ﺍﻟﺴﻜﺎﻥ ﻭﻳﺸﻴﺮ ﺇﻟﻰ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻔﻌﻠﻴﲔ‬ ‫ﻓﻲ ﺍﻟﺒﻠﺪ ﺃﻭ ﺍﳌﻨﻄﻘﺔ ﺃﻭ ﺍﻹﻗﻠﻴﻢ ﺍﻋﺘﺒﺎﺭﺍ ﻣﻦ ‪ 1‬ﻳﻮﻟﻴﻮ ﻣﻦ‬ ‫ﺍﻟﺴﻨﺔ ﺍﳌﻌﻨﻴﺔ‪.‬‬

‫ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‪.‬‬ ‫ﺳﻌﺮ ﺍﻟﺼﺮﻑ ﺍﶈﺴﻮﺏ ﻟﻸﺳﻌﺎﺭ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﲟﺎ ﻳﺘﻴﺢ‬ ‫ﺇﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺎﺕ ﺩﻭﻟﻴﺔ ﻟﻠﻨﺎﰋ ﺍﳊﻘﻴﻘﻲ ﻭﺍﻟﺪﺧﻞ‪ .‬ﻓﻲ ﺗﻌﺎﺩﻝ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﺍﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ )ﻛﻤﺎ ﻫﻮ ﻣﺴﺘﺨﺪﻡ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ(‪ ،‬ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻟﻠﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‬ ‫ﺍﻟﻮﺍﺣﺪ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﶈﻠﻲ ﻧﻔﺲ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ ﻟﻠﺪﻭﻻﺭ‬ ‫ﺍﻷﻣﺮﻳﻜﻲ ﺍﻟﻮﺍﺣﺪ ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪.‬‬ ‫ﺍﻟﻌﻤﺎﻝ ﺍﳌﻬﻨﻴﻮﻥ ﻭﺍﻟﺘﻘﻨﻴﻮﻥ ﻣﻦ ﺍﻹﻧﺎﺙ ﺣﺼﺔ‬ ‫ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﳌﻮﺍﻗﻊ ﺍﶈﺪﺩﺓ ﻭﻓﻘﺎ ﹰ ﻟﻠﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ‬ ‫ﻟﻠﻤﻬﻦ )ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﻟﻲ ﺍﳌﻮﺣﺪ ﻟﻠﻤﻬﻦ ‪ (88 -‬ﻭﺍﻟﺬﻱ‬ ‫ﻳﺸﻤﻞ ﺍﳌﺘﺨﺼﺼﲔ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ‬ ‫ﻭﺍﻟﻬﻨﺪﺳﻴﺔ )ﻭﺍﳌﺘﺨﺼﺼﲔ ﺍﳌﻌﺎﻭﻧﲔ(‪ ،‬ﻭ ﺍﳌﺘﺨﺼﺼﲔ‬ ‫ﻓﻲ ﻋﻠﻮﻡ ﺍﳊﻴﺎﺓ ﻭﺍﻟﺼﺤﺔ )ﻭﺍﳌﺘﺨﺼﺼﲔ ﺍﳌﻌﺎﻭﻧﲔ(‬ ‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺪﺭﻳﺲ )ﻭﺍﳌﺘﺨﺼﺼﲔ‬ ‫ﺍﳌﻌﺎﻭﻧﲔ( ﻭﺑﺎﻗﻲ ﺍﳌﺘﺨﺼﺼﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ ﺍﳌﻌﺎﻭﻧﲔ‪.‬‬ ‫ﺍﳌﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﻟﺒﺮﳌﺎﻥ ﻳﺸﻴﺮ‬ ‫ﺇﻟﻰ ﺍﳌﻘﺎﻋﺪ ﺍﻟﺘﻲ ﺗﺸﻐﻠﻬﺎ ﺍﻟﻨﺴﺎﺀ ﻓﻲ ﺍ‪‬ﻠﺲ ﺍﻷﺩﻧﻰ ﺃﻭ‬ ‫ﺍ‪‬ﻠﺲ ﺍﻟﻮﺍﺣﺪ ﺃﻭ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﺃﻭ ﻣﺠﻠﺲ ﺍﻟﺸﻴﻮﺥ‪ ،‬ﻭﻓﻘﺎ‬ ‫ﳌﺎ ﻫﻮ ﻣﻨﺎﺳﺐ‪.‬‬ ‫ﻣﻌﺪﻝ ﻭﻓﻴﺎﺕ ﺍﻷﻃﻔﺎﻝ ﺩﻭﻥ ﺍﳋﺎﻣﺴﺔ ﺍﻧﻈﺮ‬ ‫ﻣﻌﺪﻝ ﺍﻟﻮﻓﻴﺎﺕ‪ ،‬ﺩﻭﻥ ﺳﻦ ﺍﳋﺎﻣﺴﺔ‪.‬‬ ‫ﻧﻘﺺ ﺍﻟﻄﻮﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﺮ‪ ،‬ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ‬ ‫ﺗﻘﻞ ﺃﻋﻤﺎﺭﻫﻢ ﻋﻦ ﺧﻤﺴﺔ ﺳﻨﻮﺍﺕ ﻭﻳﺸﻤﻞ ﻧﻘﺺ‬ ‫ﺍﻟﻨﻤﻮ ﺍﳌﻌﺘﺪﻝ )ﺍﻟﺬﻱ ﻳﻌﺮﻑ ﺑﺄﻧﻪ ﻳﺘﺮﺍﻭﺡ ﺑﲔ ﺍﺛﻨﲔ ﻭﺛﻼﺙ‬ ‫ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﲢﺖ ﻣﺘﻮﺳﻂ ﺍﻟﻄﻮﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻦ‬ ‫ﻓﻲ ﺍﻟﺴﻜﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﻢ(‪ ،‬ﻭﻧﻘﺺ ﺍﻟﻄﻮﻝ ﺍﻟﺸﺪﻳﺪ‬ ‫)ﺍﻟﺬﻱ ﻳﻌﺮﻑ ﺑﺄﻧﻪ ﺃﻛﺜﺮ ﻣﻦ ﺛﻼﺛﺔ ﺍﻧﺤﺮﺍﻓﺎﺕ ﻣﻌﻴﺎﺭﻳﺔ ﲢﺖ‬ ‫ﻣﺘﻮﺳﻂ ﺍﻟﻄﻮﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻦ ﻓﻲ ﺍﻟﺴﻜﺎﻥ ﺍﳌﺸﺎﺭ‬ ‫ﺇﻟﻴﻬﻢ(‪.‬‬ ‫ﺍﻟﺒﻄﺎﻟﺔ ﺗﺸﻴﺮ ﺇﻟﻰ ﺟﻤﻴﻊ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻫﻢ ﻓﻮﻕ‬ ‫ﺳﻦ ﻣﺤﺪﺩﺓ ﻭﻟﻴﺴﻮﺍ ﻣﻠﺘﺤﻘﲔ ﺑﻌﻤﻞ ﺑﺄﺟﺮ ﺃﻭ ﳊﺴﺎﺑﻬﻢ‬ ‫ﺍﳋﺎﺹ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻣﺘﺎﺣﲔ ﻟﻠﻌﻤﻞ ﻭﻳﺘﺨﺬﻭﻥ ﺧﻄﻮﺍﺕ‬ ‫ﻣﺤﺪﺩﺓ ﺳﻌﻴﺎ ﻟﻪ ﺑﺄﺟﺮ ﺃﻭ ﳊﺴﺎﺑﻬﻢ ﺍﳋﺎﺹ‪.‬‬

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Klasen, S. 2006. “UNDP’s Gender-related Measures: Some Conceptual Problems and Possible Solutions”. Journal of Human Development 7(2): 243–274.

Klasen, S. and D. Schüler. 2007. “Reforming the GenderRelated Development Index (GDI) and the Gender Empowerment Measure (GEM): Implementing some of the Proposals”. University of Göttingen. July 2007.

Narayan, D. 2005. Measuring Empowerment: Cross-Disciplinary Perspectives. The World Bank, Washington DC. National Statistics Bureau of Bhutan. 2007. Bhutan Living Standards Survey 2007. National Statistics Bureau, Thimpu, Bhutan. [http://www.undp.org.bt/ resources/BLSS%202007%20REPORT.pdf]. July 2008.

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51

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‫ﻗﺎﺋﻤﺔ اﻻﺧﺘﺼﺎرات‬

‫‪CEDAW‬‬ ‫‪CIS‬‬ ‫‪GDI‬‬ ‫‪GDP‬‬ ‫‪GEM‬‬ ‫‪GER‬‬ ‫‪HDI‬‬ ‫‪HDPR‬‬ ‫‪HPI-1‬‬ ‫‪HPI-2‬‬ ‫‪ICP‬‬ ‫‪IIDEA‬‬ ‫‪ILO‬‬

‫ﺍﺗﻔﺎﻗﻴﺔ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﻛﻞ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻤﻴﻴﺰ ﺿﺪ ﺍﳌﺮﺃﺓ‬ ‫ﺭﺍﺑﻄﺔ ﺍﻟﺪﻭﻝ ﺍﳌﺴﺘﻘﻠﺔ )ﺍﻟﻜﻮﻣﻮﻧﻮﻟﺚ(‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﻂ ﺑﺎﻟﻨﻮﻉ‬ ‫ﺇﺟﻤﺎﻟﻲ ﺍﻟﻨﺎﰋ ﺍﶈﻠﻲ‬ ‫ﻣﻘﻴﺎﺱ ﲤﻜﲔ ﺍﻟﻨﺴﺎﺀ‬ ‫ﻣﻌﺪﻝ ﺍﻻﻟﺘﺤﺎﻕ ﺍﻹﺟﻤﺎﻟﻲ ﺑﺎﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺆﺷﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﻜﺘﺐ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﻟﻠﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‬ ‫ﻣﺆﺷﺮ ﺍﻟﻔﻘﺮ ﺍﻟﺒﺸﺮﻱ ﻟﺒﻠﺪﺍﻥ ﻣﺨﺘﺎﺭﺓ ﻣﻦ ﻫﻴﺌﺔ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﺪﻭﻟﻲ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﳌﻌﻬﺪ ﺍﻟﺪﻭﻟﻲ ﳌﺴﺎﻋﺪﺓ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻴﺔ ﻭﺍﻻﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ‬

‫‪IPU‬‬ ‫‪ISCED‬‬ ‫‪ISCO‬‬ ‫‪MDG‬‬ ‫‪OECD‬‬ ‫‪PPP‬‬ ‫‪SAR‬‬ ‫‪TFYR‬‬ ‫‪UN‬‬ ‫‪UNESCO‬‬ ‫‪UNDP‬‬ ‫‪UNICEF‬‬ ‫‪WHO‬‬

‫ﺍﲢﺎﺩ ﺍﻟﺒﺮﳌﺎﻧﺎﺕ‬ ‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﻌﻴﺎﺭﻱ ﺍﻟﺪﻭﻟﻲ ﻟﻠﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﻌﻴﺎﺭﻱ ﺍﻟﺪﻭﻟﻲ ﻟﻠﻤﻬﻦ‬ ‫ﻫﺪﻑ ﺗﻨﻤﻴﺔ ﺃﻟﻔﻲ‬ ‫ﻫﻴﺌﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺗﻌﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﻟﺸﺮﺍﺋﻴﺔ‬ ‫ﺇﻗﻠﻴﻢ ﺇﺩﺍﺭﻱ ﺧﺎﺹ )ﻣﻦ ﺍﻟﺼﲔ(‬ ‫ﺟﻤﻬﻮﺭﻳﺔ ﻳﻮﻏﻮﺳﻼﻓﻴﺎ ﺳﺎﺑﻘﺎ‬ ‫ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﺍﻹﳕﺎﺋﻲ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ ﻟﻠﻄﻔﻮﻟﺔ ﺍﻟﻴﻮﻧﻴﺴﻒ‬ ‫ﻣﻨﻈﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ‬

‫‪52‬‬

‫‪10/20/2008 2:03:59 PM‬‬

‫‪UNDP_HDI_08_AR_20-10-08.indd Sec1:52‬‬

‫مـفـاتــيــح الــبــلــدان‬

‫ترتيب مؤشر التنمية البشرية‬ ‫ ‪ 69‬‬ ‫ ‪ 24‬‬ ‫ ‪ 74‬‬ ‫ ‪ 9 6‬‬ ‫ ‪ 47‬‬ ‫ ‪ 91‬‬ ‫ ‪ 73‬‬ ‫ ‪ 35‬‬ ‫ ‪ 45‬‬ ‫ ‪ 31‬‬ ‫ ‪ 70‬‬ ‫ ‪ 32‬‬ ‫ ‪ 76‬‬ ‫ ‪ 108‬‬ ‫ ‪ 65‬‬ ‫ ‪ 106‬‬ ‫ ‪ 56‬‬ ‫ ‪ 34‬‬ ‫ ‪ 93‬‬ ‫ ‪ 107‬‬ ‫ ‪ 13‬‬ ‫ ‪ 120‬‬ ‫ ‪ 100‬‬ ‫ ‪ 153‬‬ ‫ ‪ 147‬‬ ‫ ‬

‫‪ 7‬‬

‫ ‪ 95‬‬ ‫ ‪ 102‬‬ ‫ ‪ 150‬‬ ‫ ‪ 130‬‬ ‫ ‪ 30‬‬ ‫ ‪ 3 8‬‬

‫جميع احلقوق محفوظة © ‪2008‬‬ ‫لبرنامج األمم املتحدة اإلمنائي‬ ‫‪ 1‬مبني بالزا األمم املتحدة‪ ،‬مدينة نيويورك‪ ،‬والية نيويورك‪،10017 ،‬‬ ‫الواليات املتحدة األمريكية‬ ‫جميع احلقوق محفوظة‪ .‬ال يجوز إستنساخ أي جزء من هذه املطبوعة أو تخزينها في نظام استرجاع أو نقلها بأي شكل‬ ‫وبأي وسيلة إليكترونية أو آلية أو بالتصوير الضوئي أو بالتسجيل أو غير ذلك‪ ،‬بدون إذن خطي مسبق‪.‬‬ ‫طبع في الواليات املتحدة األمريكية بواسطة كالركرافت من والية فرجينيا‪ .‬مت طبع الغالف على ورق مغلف من ناحية واحدة ‪ pt Productolith Pts 12‬استخدمت فيه‬ ‫‪ 10%‬من نفايات املستهلك النهائي‪ .‬صفحات النص مطبوعة على ‪ # 60‬روالن ناعم غير شفاف استخدم فيه ‪ 30%‬نسيج منزوع احلبر من نفايات املستهلك النهائي املعاد‬ ‫تدويره‪ .‬كال من الغالف والنص املطبوع مت طبعهما على ورق خا ٍل من الكلور معتمد من مجلس رعاية الغابات وبأحبار من أصول نباتية ومنتجة بطرق تكنولوجية متوافقة بيئيا‪.‬‬ ‫للحصول على قائمة بأي أخطاء أو اإلغفاالت اكتشفت في وقت الحق للطباعة‪ ،‬يرجى زيارة موقعنا على ‪http://hdr.undp.org‬‬ ‫التحرير‪ ،‬وتصميم الغالف‪ ،‬واإلخراج الطباعي وتصحيح التجارب املطبعية مت بواسطة‪ :‬جرين إنك (‪)www.greenink.co.uk‬‬

‫‪26/04/2009 21:21:24‬‬

‫ ‪ 127‬‬ ‫ ‪ 51‬‬ ‫ ‪ 53‬‬ ‫ ‪ 21‬‬ ‫ ‬

‫‪ 3‬‬

‫ ‪ 14‬‬ ‫ ‪ 173‬‬ ‫ ‪ 132‬‬ ‫ ‪ 15‬‬ ‫ ‬

‫‪ 8‬‬

‫ ‪ 138‬‬ ‫ ‪ 118‬‬ ‫ ‪ 106‬‬

‫ألبانيا‬ ‫ألبانيا‬ ‫إسرائيل‬ ‫االحتاد الروسي‬ ‫األراضي الفلسطينية احملتلة‬ ‫األرجنتني‬ ‫األردن‬ ‫اإلكوادور‬ ‫اإلمارات العربية املتحدة‬ ‫الباهاما‬ ‫البحرين‬ ‫البرازيل‬ ‫البرتغال‬ ‫البوسنة والهرسك‬ ‫اجلابون‬ ‫اجلبل األسود‬ ‫اجلزائر‬ ‫اجلماهيرية العربية الليبية‬ ‫اجلمهورية التشيكية‬ ‫اجلمهورية الدومينيكية‬ ‫اجلمهورية العربية السورية‬ ‫الدمنارك‬ ‫الرأس األخضر‬ ‫السلفادور‬ ‫السنغال‬ ‫السودان‬ ‫السويد‬ ‫الصني‬ ‫الفلبني‬ ‫الكاميرون‬ ‫الكونغو‬ ‫الكويت‬ ‫اجملر‬ ‫املغرب‬ ‫املكسيك‬ ‫اململكة العربية السعودية‬ ‫اململكة املتحدة‬ ‫النرويج‬ ‫النمسا‬ ‫النيجر‬ ‫الهند‬ ‫الواليات املتحدة‬ ‫اليابان‬ ‫اليمن‬ ‫اليونان‬ ‫اندونيسيا‬

‫ ‪ 19‬‬ ‫ ‪ 98‬‬ ‫ ‪ 87‬‬ ‫ ‪ 17‬‬ ‫ ‬

‫‪ 2‬‬

‫ ‪ 42‬‬ ‫ ‪ 23‬‬ ‫ ‪ 60‬‬ ‫ ‪ 158‬‬ ‫ ‪ 48‬‬ ‫ ‪ 121‬‬ ‫ ‪ 156‬‬ ‫ ‪ 83‬‬ ‫ ‬

‫‪ 5‬‬

‫ ‬

‫‪ 1‬‬

‫ ‪ 171‬‬ ‫ ‪ 162‬‬ ‫ ‪ 152‬‬ ‫ ‪ 9 9‬‬ ‫ ‪ 139‬‬ ‫ ‪ 126‬‬ ‫ ‪ 37‬‬ ‫ ‪ 27‬‬ ‫ ‪ 16‬‬ ‫ ‪ 55‬‬ ‫ ‪ 86‬‬ ‫ ‪ 149‬‬ ‫ ‪ 58‬‬ ‫ ‪ 161‬‬ ‫ ‪ 131‬‬ ‫ ‪ 174‬‬ ‫ ‪ 172‬‬ ‫ ‪ 39‬‬ ‫ ‪ 111‬‬ ‫ ‪ 80‬‬ ‫ ‪ 82‬‬ ‫ ‪ 110‬‬ ‫ ‪ 85‬‬ ‫ ‪ 64‬‬ ‫ ‪ 169‬‬ ‫ ‪ 159‬‬ ‫ ‪ 78‬‬ ‫ ‪ 97‬‬ ‫ ‪ 141‬‬ ‫ ‪ 84‬‬

‫ايطاليا‬ ‫أذربيجان‬ ‫أرمينيا‬ ‫أسبانيا‬ ‫أستراليا‬ ‫أستونيا‬ ‫أملانيا‬ ‫أنتيغوا وبربودا‬ ‫أجنوال‬ ‫أوروغواي‬ ‫أوزبكستان‬ ‫أوغندا‬ ‫أوكرانيا‬ ‫أيرالندا‬ ‫أيسلندا‬ ‫إثيوبيا‬ ‫إريتريا‬ ‫بابوا غينيا اجلديدة‬ ‫باراجواي‬ ‫باكستان‬ ‫بتسوانا‬ ‫بربادوس‬ ‫بروناي دار السالم‬ ‫بلجيكا‬ ‫بلغاريا‬ ‫بليز‬ ‫بنجالديش‬ ‫بنما‬ ‫بنني‬ ‫بوتان‬ ‫بوركينا فاسو‬ ‫بوروندي‬ ‫بولندا‬ ‫بوليفيا‬ ‫بيرو‬ ‫تايالند‬ ‫تركمانستان‬ ‫تركيا‬ ‫ترينيداد وتوباجو‬ ‫تشاد‬ ‫توجو‬ ‫توجنا‬ ‫تونس‬ ‫تيمور الشرقية‬ ‫جامايكا‬

‫ ‪ 160‬‬ ‫ ‪ 79‬‬ ‫ ‪ 137‬‬ ‫ ‪ 101‬‬ ‫ ‪ 134‬‬ ‫ ‪ 177‬‬ ‫ ‪ 178‬‬ ‫ ‪ 89‬‬ ‫ ‪ 154‬‬ ‫ ‪ 59‬‬ ‫ ‪ 25‬‬ ‫ ‪ 133‬‬ ‫ ‪ 125‬‬ ‫ ‪ 119‬‬ ‫ ‪ 94‬‬ ‫ ‪ 151‬‬ ‫ ‪ 72‬‬ ‫ ‪ 166‬‬ ‫ ‪ 67‬‬ ‫ ‪ 61‬‬ ‫ ‪ 164‬‬ ‫ ‪ 8 8‬‬ ‫ ‪ 128‬‬ ‫ ‪ 92‬‬ ‫ ‪ 57‬‬ ‫ ‪ 62‬‬ ‫ ‪ 104‬‬ ‫ ‪ 41‬‬ ‫ ‪ 26‬‬ ‫ ‪ 28‬‬ ‫ ‪ 142‬‬ ‫ ‪ 9 0‬‬ ‫ ‪ 10‬‬ ‫ ‪ 179‬‬ ‫ ‪ 54‬‬ ‫ ‪ 40‬‬ ‫ ‪ 6 6‬‬ ‫ ‪ 124‬‬ ‫ ‪ 52‬‬ ‫ ‪ 144‬‬ ‫ ‪ 105‬‬ ‫ ‪ 167‬‬ ‫ ‪ 115‬‬ ‫ ‪ 170‬‬ ‫ ‪ 123‬‬

‫جامبيا‬ ‫جرينادا‬ ‫جزر القمر‬ ‫جزر املالديف‬ ‫جزر سليمان‬ ‫جمهورية الكونغو الدميوقراطية‬ ‫جمهورية أفريقيا الوسطى‬ ‫جمهورية إيران اإلسالمية‬ ‫جمهورية تنزانيا‬ ‫جمهورية فنزويال البوليفارية‬ ‫جمهورية كوريا‬ ‫جمهورية الو الدميقراطية الشعبية‬ ‫جنوب افريقيا‬ ‫جواتيماال‬ ‫جورجيا‬ ‫جيبوتي‬ ‫دومينيكا‬ ‫رواندا‬ ‫روسيا البيضاء‬ ‫رومانيا‬ ‫زامبيا‬ ‫ساموا‬ ‫سان تومي وبرينسيبي‬ ‫سانت فنسنت وجزر غرينادين‬ ‫سانت كيتس ونيفيس‬ ‫سانت لوسيا‬ ‫سري النكا‬ ‫سلوفاكيا‬ ‫سلوفينيا‬ ‫سنغافورة‬ ‫سوازيالند‬ ‫سورينام‬ ‫سويسرا‬ ‫سيراليون‬ ‫سيشيل‬ ‫شيلي‬ ‫صربيا‬ ‫طاجكستان‬ ‫عمان‬ ‫غانا‬ ‫غيانا‬ ‫غينيا‬ ‫غينيا االستوائية‬ ‫غينيا بيساو‬ ‫فانواتو‬

‫ ‪ 11‬‬ ‫ ‪ 12‬‬ ‫ ‪ 103‬‬ ‫ ‪ 113‬‬ ‫ ‪ 29‬‬ ‫ ‪ 33‬‬ ‫ ‪ 122‬‬ ‫ ‪ 71‬‬ ‫ ‪ 46‬‬ ‫ ‪ 136‬‬ ‫ ‬

‫‪ 4‬‬

‫ ‪ 49‬‬ ‫ ‪ 165‬‬ ‫ ‪ 50‬‬ ‫ ‪ 81‬‬ ‫ ‪ 143‬‬ ‫ ‪ 44‬‬ ‫ ‪ 77‬‬ ‫ ‬

‫‪ 9‬‬

‫ ‪ 176‬‬ ‫ ‪ 43‬‬ ‫ ‪ 155‬‬ ‫ ‪ 3 6‬‬ ‫ ‪ 168‬‬ ‫ ‪ 63‬‬ ‫ ‪ 145‬‬ ‫ ‪ 116‬‬ ‫ ‪ 6 8‬‬ ‫ ‪ 163‬‬ ‫ ‪22‬‬ ‫ ‬ ‫ ‪ 112‬‬ ‫ ‪ 140‬‬ ‫ ‪ 75‬‬ ‫ ‪ 175‬‬ ‫ ‪ 114‬‬ ‫ ‪ 135‬‬ ‫ ‪ 129‬‬ ‫ ‪ 146‬‬ ‫ ‪ 157‬‬ ‫ ‪ 118‬‬ ‫ ‪ 20‬‬ ‫ ‪ 148‬‬ ‫ ‪ 117‬‬ ‫ ‬

‫‪ 6‬‬

‫فرنسا‬ ‫فنلندا‬ ‫فيجي‬ ‫فييتنام‬ ‫قبرص‬ ‫قطر‬ ‫قيرغيزستان‬ ‫كازاخستان‬ ‫كرواتيا‬ ‫كمبوديا‬ ‫كندا‬ ‫كوبا‬ ‫كوت ديفوار‬ ‫كوستاريكا‬ ‫كولومبيا‬ ‫كينيا‬ ‫التفيا‬ ‫لبنان‬ ‫لوكسمبورج‬ ‫ليبيريا‬ ‫ليتوانيا‬ ‫ليسوتو‬ ‫مالطا‬ ‫مالي‬ ‫ماليزيا‬ ‫مدغشقر‬ ‫مصر‬ ‫مقدونيا‬ ‫مالوي‬ ‫منطقة هونغ كونغ‬ ‫الصينية اإلدارية اخلاصة‬ ‫منغوليا‬ ‫موريتانيا‬ ‫موريشيوس‬ ‫موزامبيق‬ ‫مولدافيا‬ ‫ميامنار‬ ‫ناميبيا‬ ‫نيبال‬ ‫نيجيريا‬ ‫نيكاراجوا‬ ‫نيوزيلندا‬ ‫هايتي‬ ‫هندوراس‬ ‫هولندا‬

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‫مؤشـرات التـنـمية‬ ‫الـبـشـرية‬ ‫موقع تقرير التنمية البشرية‪http://hdr.undp.org :‬‬

‫حتديث إحصائي ‪2008‬‬

‫يدور مفهوم التنمية البشرية حول وضع الناس في مركز التنمية‪ .‬ويدور حول التحسني احلقيقي حلياة الناس‪ .‬وهو ما يتجاوز القياس املادي لرفاهية الناس أو دخلهم‪.‬‬ ‫وفقا لهذا النموذج يكون النمو االقتصادي شرطا ضروريا إال أنه ليس شرطا كافيا للتنمية البشرية‪ .‬ثمة حاجة إلى توسيع مجال اخليارات املتاحة أمام الناس وتعزيز‬ ‫قدراتهم حتى يتمكنوا من تطوير كامل إمكاناتهم والعيش حياة منتجة تبعث على الرضى وفقا الحتياجاتهم واهتماماتهم‪.‬‬ ‫ومن بني أكثر القدرات جوهرية للتنمية البشرية‪ :‬العيش حياة مديدة موفورة الصحة‪ ،‬وتوافر املعرفة‪ ،‬والقدرة على احلصول على املوارد الالزمة ملستوى معيشي‬ ‫الئق‪ ،‬والقدرة على املشاركة في حياة اجملتمع‪ .‬وبدون توافر هذه القدرات‪ ،‬تكون العديد من اخليارات ببساطة غير متاحة‪ ،‬وتظل العديد من الفرص في احلياة بعيدة‬ ‫عن متناول اليد‪.‬‬ ‫أدت احلاجة امللحة لقياس ورصد التنمية البشرية عن كثب بطريقة متكاملة إلى صياغة مؤشر التنمية البشرية املركب في عام ‪.1990‬‬ ‫يذكرنا الفصل األول من مؤشرات التنمية البشرية‪ :‬حتديث إحصائي ‪ 2008‬بنموذج التنمية البشرية واملؤشرات واألرقام القياسية التقليدية‪ .‬يشرح الفصل‬ ‫الثاني مصادر البيانات‪ ،‬وتأثير تنقيحات البيانات آلخر قيم ملؤشر التنمية البشرية وترتيباتها مبا في ذلك مناقشة تأثير أسعار الصرف لتعادل القوة الشرائية التي‬ ‫مت إصدراها مؤخرا وتأثيرها على مؤشر التنمية البشرية‪ .‬يتناول الفصل الثالث اجتاهات مؤشر التنمية البشرية منذ عام ‪ 1980‬ويتناول الفصل الرابع من مقاييس‬ ‫عدم املساواة في الدخل والنوع االجتماعي‪ .‬كما يتضمن أيضا مؤشرات التنمية البشرية املقدرة ألغنى وأفقر الفئات اخلُمسية في عدد من البلدان‪ .‬تتضمن‬ ‫جداول املؤشر في نهاية التقرير أحدث القيم‪ ،‬وترتيبات مؤشر التنمية البشرية‪ ،‬وعناصره‪ ،‬ومؤشر التنمية املرتبط باجلنس االجتماعي ومقياس متكني املرأة جلميع‬ ‫البلدان التي تتوافر عنها البيانات ذات الصلة‪.‬‬ ‫أعد مؤشر التنمية البشرية‪ :‬حتديث إحصائي ‪ 2008‬من أجل حتديث املؤشرات املركبة الرئيسية ببيانات جديدة ونأمل أن يفتح الطريق أمام املزيد من املناقشات‬ ‫واإلنعكاسات على التحديات التي تواجهها مقاييس التنمية البشرية‪ .‬سيمثل عام ‪ 2010‬الذكرى السنوية العشرين لتقرير التنمية البشرية ونحن عازمون على‬ ‫عقد املزيد من املناقشات عن األحداث املاضية واألحداث املتوقعة فيما يتعلق مبساهمات النهج اإلنساني للتنمية‪.‬‬

‫‪26/04/2009 21:21:23‬‬

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