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Changes in Rural Children’s Use of Time: Evidence from Ethiopia and Andhra Pradesh, India

Drawing on the data from Young Lives, comparing the daily lives of two cohorts of children between two rounds of survey data gathered in 2002 and 2009, this chapter aims to map broad trends in the change of children's time use. The chapter combines the analysis of surveys with analysis of qualitative data: the Older Cohort were aged 12?13 when they were first interviewed in 2007, and the Younger Cohort children were aged 9?10 when interviewed for the third time in 2010. The comparison between the two types of data is not exact: one to two years?

Changes in Rural Children’s Use of Time: Evidence from Ethiopia and Andhra Pradesh, India

Drawing on the data from Young Lives, comparing the daily lives of two cohorts of children between two rounds of survey data gathered in 2002 and 2009, this chapter aims to map broad trends in the change of children's time use. The chapter combines the analysis of surveys with analysis of qualitative data: the Older Cohort were aged 12?13 when they were first interviewed in 2007, and the Younger Cohort children were aged 9?10 when interviewed for the third time in 2010. The comparison between the two types of data is not exact: one to two years?

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Reflections: Inequality, School and Social Change

This chapter provides a concise summary of the book which draws together detailed survey and qualitative evidence collected over 10 years about children?s lives between the ages of 5 and 15 and demonstrates how changes and opportunities during middle childhood can affect children?s development and well-being.

Reflections: Inequality, School and Social Change

This chapter provides a concise summary of the book which draws together detailed survey and qualitative evidence collected over 10 years about children?s lives between the ages of 5 and 15 and demonstrates how changes and opportunities during middle childhood can affect children?s development and well-being.

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Educational Opportunities and Learning Outcomes of Children in Peru: A Longitudinal Model

 This chapter explores the association between the quality of school services, socio-economic status, and achievement at different ages for a cohort of Peruvian children. Given the empirical associations between socio-economic characteristics and achievement, a relevant question for policy is whether or not schools in developing countries are providing services of comparable quality to children from different backgrounds.

Educational Opportunities and Learning Outcomes of Children in Peru: A Longitudinal Model

 This chapter explores the association between the quality of school services, socio-economic status, and achievement at different ages for a cohort of Peruvian children. Given the empirical associations between socio-economic characteristics and achievement, a relevant question for policy is whether or not schools in developing countries are providing services of comparable quality to children from different backgrounds.

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What needs to be done to keep child marriages trending down
What needs to be done to keep child marriages trending down

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Ethnic Minority Children's and Adults' Perceptions and Experiences of Schooling in Vietnam: A Case Study of the Cham H'roi

While exploring the issues associated with ethnic minority education in Vietnam, this chapter argues that, while the role of economic factors cannot be ignored, providing ethnic minority children with financial assistance alone does not solve their educational problems. To deal with the issues around ethnic minority education, it is important to take into account the reasons why children stay at school or drop out.

Ethnic Minority Children's and Adults' Perceptions and Experiences of Schooling in Vietnam: A Case Study of the Cham H'roi

While exploring the issues associated with ethnic minority education in Vietnam, this chapter argues that, while the role of economic factors cannot be ignored, providing ethnic minority children with financial assistance alone does not solve their educational problems. To deal with the issues around ethnic minority education, it is important to take into account the reasons why children stay at school or drop out.

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How Much Difference Does School Make and For Whom?

This chapter focuses on understanding distributional equity of access to quality schooling in a comparative framework, using Young Lives data from Vietnam and Peru. These two countries provide examples of somewhat different educational systems and contexts ? in particular the vast majority of pupils in Vietnam attend government schools near their homes with many common features including common curricula and textbooks, while in Peru children attend a more heterogeneous range of schools including government and private, monolingual and bilingual schools.

How Much Difference Does School Make and For Whom?

This chapter focuses on understanding distributional equity of access to quality schooling in a comparative framework, using Young Lives data from Vietnam and Peru. These two countries provide examples of somewhat different educational systems and contexts ? in particular the vast majority of pupils in Vietnam attend government schools near their homes with many common features including common curricula and textbooks, while in Peru children attend a more heterogeneous range of schools including government and private, monolingual and bilingual schools.

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The Role of Formal Education in the Subjective Well-being of Young Teenagers in Rural and Urban Peru

The main objective of this chapter is to examine the role that formal education plays in perceptions of their own well-being among a group of young Peruvians who live in a precarious economic situation, and how this relates to their expectations.

The Role of Formal Education in the Subjective Well-being of Young Teenagers in Rural and Urban Peru

The main objective of this chapter is to examine the role that formal education plays in perceptions of their own well-being among a group of young Peruvians who live in a precarious economic situation, and how this relates to their expectations.

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Schooling and Cognitive Outcomes from Childhood to Youth: A Longitudinal Analysis

The analysis in this chapter explores the relationships between cognitive skill development, schooling, and patterns of advantage and disadvantage at the child and household levels over time. It examines ?skills gaps? across a number of key axes of advantage and disadvantage, both within and between countries, and explores how these develop over the child?s early life course.

Schooling and Cognitive Outcomes from Childhood to Youth: A Longitudinal Analysis

The analysis in this chapter explores the relationships between cognitive skill development, schooling, and patterns of advantage and disadvantage at the child and household levels over time. It examines ?skills gaps? across a number of key axes of advantage and disadvantage, both within and between countries, and explores how these develop over the child?s early life course.

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Gender, Agency and Poverty: Children’s Everyday Experiences in Andhra Pradesh and Vietnam

This chapter is about restrictions on the agency of young people, and especially of girls, in the context of poverty[u1] . It reports on survey and qualitative data from the Young Lives study inVietnam andAndhra Pradesh,India (see www.younglives.org.uk). The aim is to deepen understanding of girls? and boys?

Gender, Agency and Poverty: Children’s Everyday Experiences in Andhra Pradesh and Vietnam

This chapter is about restrictions on the agency of young people, and especially of girls, in the context of poverty[u1] . It reports on survey and qualitative data from the Young Lives study inVietnam andAndhra Pradesh,India (see www.younglives.org.uk). The aim is to deepen understanding of girls? and boys?

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Risk and Protecting Factors for Children Experiencing Adverse Events

Using mixed methods the chapter examines the experiences of children aged 8 and their families from Ethiopia and Vietnam. The chapter first reviews a wide range of shocks, their level of incidence, perceived importance to the households, recurrence, and covariance. The chapter then examines ex-ante risk-management strategies and ex-post coping strategies adopted by households and how children's roles and responsibilities change as a result.

Risk and Protecting Factors for Children Experiencing Adverse Events

Using mixed methods the chapter examines the experiences of children aged 8 and their families from Ethiopia and Vietnam. The chapter first reviews a wide range of shocks, their level of incidence, perceived importance to the households, recurrence, and covariance. The chapter then examines ex-ante risk-management strategies and ex-post coping strategies adopted by households and how children's roles and responsibilities change as a result.

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