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Does Parental Migration Really Benefit Left-behind Children?

Millions of children are left behind when their parents migrate from home to another place. This study examines whether parental migration can affect health and cognitive ability of left-behind children aged at 5-8 years old in Ethiopia, India, Peru, and Vietnam. It uses data on 7,725 children in the four countries collected from Young Lives surveys in 2007 and 2009. It finds that although parental migration helps families increase per capita consumption, it does not improve health and cognitive ability of children.

Does Parental Migration Really Benefit Left-behind Children?

Millions of children are left behind when their parents migrate from home to another place. This study examines whether parental migration can affect health and cognitive ability of left-behind children aged at 5-8 years old in Ethiopia, India, Peru, and Vietnam. It uses data on 7,725 children in the four countries collected from Young Lives surveys in 2007 and 2009. It finds that although parental migration helps families increase per capita consumption, it does not improve health and cognitive ability of children.

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Growth Trajectories from Conception through Middle Childhood and Cognitive Achievement at Age 8 Years

Child chronic malnutrition is endemic in low- and middle-income countries and deleterious for child development. Studies investigating the relationship between nutrition at different periods of childhood, as measured by growth in these periods (growth trajectories), and cognitive development have produced mixed evidence. Although an explanation of this has been that different studies use different approaches to model growth trajectories, the differences across approaches are not well understood.

Growth Trajectories from Conception through Middle Childhood and Cognitive Achievement at Age 8 Years

Child chronic malnutrition is endemic in low- and middle-income countries and deleterious for child development. Studies investigating the relationship between nutrition at different periods of childhood, as measured by growth in these periods (growth trajectories), and cognitive development have produced mixed evidence. Although an explanation of this has been that different studies use different approaches to model growth trajectories, the differences across approaches are not well understood.

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Addressing the Risk Factors for Early Marriage in Vietnam

Today’s youth has a crucial role to play in the future development of Viet Nam in terms of both economic and social development. Early marriage is associated with a higher risk of mortality for both mother and child, and takes away learning opportunities from young women. Although the government of Viet Nam has set a minimum age for marriage, the incidence of early marriage has been increasing over recent years. Policies need to address the root factors associated with early marriage.

Addressing the Risk Factors for Early Marriage in Vietnam

Today’s youth has a crucial role to play in the future development of Viet Nam in terms of both economic and social development. Early marriage is associated with a higher risk of mortality for both mother and child, and takes away learning opportunities from young women. Although the government of Viet Nam has set a minimum age for marriage, the incidence of early marriage has been increasing over recent years. Policies need to address the root factors associated with early marriage.

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Participant engagement in longitudinal studies: A knowledge exchange workshop
Participant engagement in longitudinal studies: A knowledge exchange workshop

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Undermining Learning: Multi-Country Longitudinal Evidence on Corporal Punishment in Schools

Globally the use of corporal punishment in schools is increasingly prohibited in law, yet in many countries its use continues, even where outlawed. Proponents argue that it is an effective and non-harmful means of instilling discipline, respect and obedience in children, while others point to a series of detrimental effects, including physical harm, poor academic performance, low class participation, school dropout and declining psychosocial well-being.

Undermining Learning: Multi-Country Longitudinal Evidence on Corporal Punishment in Schools

Globally the use of corporal punishment in schools is increasingly prohibited in law, yet in many countries its use continues, even where outlawed. Proponents argue that it is an effective and non-harmful means of instilling discipline, respect and obedience in children, while others point to a series of detrimental effects, including physical harm, poor academic performance, low class participation, school dropout and declining psychosocial well-being.

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Capturing a Picture of Change

This booklet gives an overview of how Young Lives uses research to engage with national and international debates and policies on child poverty. And it gives concrete examples of how our research is used for this purpose.

Capturing a Picture of Change

This booklet gives an overview of how Young Lives uses research to engage with national and international debates and policies on child poverty. And it gives concrete examples of how our research is used for this purpose.

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Classroom Composition and its Association with Students’ Achievement and Socio-emotional Characteristics in Peru

School composition is a topic that has gained increasing attention from researchers over the past few years, as it has been found that the socio-economic characteristics of students are associated with their achievement. However, most research has been cross-sectional and carried out in industrialised countries. In this study, we use parental education as a measure of classroom composition across schools in Peru, and find that there are high levels of segregation, especially at the extremes of the distribution.

Classroom Composition and its Association with Students’ Achievement and Socio-emotional Characteristics in Peru

School composition is a topic that has gained increasing attention from researchers over the past few years, as it has been found that the socio-economic characteristics of students are associated with their achievement. However, most research has been cross-sectional and carried out in industrialised countries. In this study, we use parental education as a measure of classroom composition across schools in Peru, and find that there are high levels of segregation, especially at the extremes of the distribution.

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Education World Forum 2016: Scaling Up Quality Early Learning in Ethiopia
Education World Forum 2016: Scaling Up Quality Early Learning in Ethiopia

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Early Childhood Development in the SDGs

Agreement on the Sustainable Development Goals signals that early childhood development (ECD) will be a priority focus for the twenty-first century. Explicit mention is made in SDG Target 4.2 which states that by 2030 countries should: ‘ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education’. But SDG commitments to ECD are much broader than this education-focused target.

Early Childhood Development in the SDGs

Agreement on the Sustainable Development Goals signals that early childhood development (ECD) will be a priority focus for the twenty-first century. Explicit mention is made in SDG Target 4.2 which states that by 2030 countries should: ‘ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education’. But SDG commitments to ECD are much broader than this education-focused target.

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Scaling Up Access to Quality Early Education in Ethiopia

The Education and Training Policy of the Federal Democratic Republic Government of Ethiopia has included provision of Early Childhood Care and Education (ECCE) for two decades. Under this policy, a pre-primary stage focuses on the ‘all-round development of the child in preparation for formal schooling’. Until recently, however,  only very modest levels of pre-primary education were available, predominantly in urban centres, delivered primarily by the private sector.

Scaling Up Access to Quality Early Education in Ethiopia

The Education and Training Policy of the Federal Democratic Republic Government of Ethiopia has included provision of Early Childhood Care and Education (ECCE) for two decades. Under this policy, a pre-primary stage focuses on the ‘all-round development of the child in preparation for formal schooling’. Until recently, however,  only very modest levels of pre-primary education were available, predominantly in urban centres, delivered primarily by the private sector.

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