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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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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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