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More or Less Equal? Resources for Geography

Bring your English lessons to life by exploring how inequality and poverty affect the lives of young people in different parts of the world, including the UK. Created in partnership with Oxfam GB and with the support of teacher subject associations, these teaching resources include a wide range of participatory activities to engage learners (age 11 to 16) with the wider world and help them make links between the local and the global. More or Less Equal?

More or Less Equal? Resources for Geography

Bring your English lessons to life by exploring how inequality and poverty affect the lives of young people in different parts of the world, including the UK. Created in partnership with Oxfam GB and with the support of teacher subject associations, these teaching resources include a wide range of participatory activities to engage learners (age 11 to 16) with the wider world and help them make links between the local and the global. More or Less Equal?

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More or Less Equal? Resources for English

More or Less Equal? Bring your English lessons to life by exploring how inequality and poverty affect the lives of young people in different parts of the world, including the UK. Created in partnership with Oxfam GB and with the support of teacher subject associations, these teaching resources include a wide range of participatory activities to engage learners (age 11 to 16) with the wider world and help them make links between the local and the global. More or Less Equal?

More or Less Equal? Resources for English

More or Less Equal? Bring your English lessons to life by exploring how inequality and poverty affect the lives of young people in different parts of the world, including the UK. Created in partnership with Oxfam GB and with the support of teacher subject associations, these teaching resources include a wide range of participatory activities to engage learners (age 11 to 16) with the wider world and help them make links between the local and the global. More or Less Equal?

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More or Less Equal? Resources for Maths

With separate sessions in Geography, Maths and English, More or Less Equal? can be used in both a subject-specific and cross-curricular way.

More or Less Equal? Resources for Maths

With separate sessions in Geography, Maths and English, More or Less Equal? can be used in both a subject-specific and cross-curricular way.

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Children of the Millennium: Growing Up with the MDGs

At the turn of the century, huge optimism surrounded the global commitment to the MDGs. Many of the goals related to children and childhood, including ending poverty and hunger, expanding enrolment in primary education, and improving access to clean water and sanitation. If we can get things right at the start of a child’s life, the world agreed, we have a chance to stop poverty and inequality being passed down through the generations.

Children of the Millennium: Growing Up with the MDGs

At the turn of the century, huge optimism surrounded the global commitment to the MDGs. Many of the goals related to children and childhood, including ending poverty and hunger, expanding enrolment in primary education, and improving access to clean water and sanitation. If we can get things right at the start of a child’s life, the world agreed, we have a chance to stop poverty and inequality being passed down through the generations.

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More or Less Equal? New teaching resources based on Young Lives data
More or Less Equal? New teaching resources based on Young Lives data

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Maternal mental health, and child growth and development, in four low-income and middle-income countries
Objective

Extend analyses of maternal mental health and infant growth in low- and middle-income countries (LMICs) to children through age eight years, and broaden analyses to cognitive and psychosocial outcomes.

Design

Community-based longitudinal cohort study in Ethiopia, India, Peru and Vietnam. Surveys and anthropometric assessments were carried out when the children were approximately ages 1, 5 and 8 years. Risk of maternal common mental disorders (rCMDs) was assessed with the Self-Reporting Questionnaire (SRQ)-20 (score ≥8).

Maternal mental health, and child growth and development, in four low-income and middle-income countries
Objective

Extend analyses of maternal mental health and infant growth in low- and middle-income countries (LMICs) to children through age eight years, and broaden analyses to cognitive and psychosocial outcomes.

Design

Community-based longitudinal cohort study in Ethiopia, India, Peru and Vietnam. Surveys and anthropometric assessments were carried out when the children were approximately ages 1, 5 and 8 years. Risk of maternal common mental disorders (rCMDs) was assessed with the Self-Reporting Questionnaire (SRQ)-20 (score ≥8).

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More or Less Equal? New teaching resources based on Young Lives data
More or Less Equal? New teaching resources based on Young Lives data
Endeavours to improve adolescent lives: a range of South Asian evaluations
Endeavours to improve adolescent lives: a range of South Asian evaluations
We’ve reached the end of the MDG period – are children better off?
We’ve reached the end of the MDG period – are children better off?

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Does Pre-school Improve Cognitive Abilities among Children with Early-life Stunting?

Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyse whether attending pre-school affects cognitive abilities at age 5 years, and if there is an interaction with HAZ at age 1 year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal pre-schools); the effect of attending PRONOEI (community-based) pre-schools was not significant.

Does Pre-school Improve Cognitive Abilities among Children with Early-life Stunting?

Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyse whether attending pre-school affects cognitive abilities at age 5 years, and if there is an interaction with HAZ at age 1 year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal pre-schools); the effect of attending PRONOEI (community-based) pre-schools was not significant.

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