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Adolescent boys and gendered social transitions
Adolescent boys and gendered social transitions

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A Poverty Trap for Indigenous Children in Peru?

This paper highlights a particular mechanism underlying the exclusion process of indigenous people in Peru by analyzing the role of aspirations in educational investment. Relying on the Young Lives dataset, we find that indigenous children do not limit their aspirations when compared to non-indigenous children with the same socio-economic background. Findings suggest that they do not have internalized racial schemas about their opportunities.

A Poverty Trap for Indigenous Children in Peru?

This paper highlights a particular mechanism underlying the exclusion process of indigenous people in Peru by analyzing the role of aspirations in educational investment. Relying on the Young Lives dataset, we find that indigenous children do not limit their aspirations when compared to non-indigenous children with the same socio-economic background. Findings suggest that they do not have internalized racial schemas about their opportunities.

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Book Review: ‘Education in South America’
Book Review: ‘Education in South America’

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Explaining the Urban-Rural Gap in Cognitive Achievement in Peru

In Peru, students attending rural schools demonstrate extremely poor learning outcomes and obtain results significantly below those of students in urban schools. Because the process of cognitive skill formation is cumulative, differences in initial endowments, early environments and influences occurring later at home and at school can all play a role in shaping these gaps. This analysis aims at measuring the contribution of school and early childhood influences to the difference in cognitive development observed, at the age of 8, between urban and rural children in Peru.

Explaining the Urban-Rural Gap in Cognitive Achievement in Peru

In Peru, students attending rural schools demonstrate extremely poor learning outcomes and obtain results significantly below those of students in urban schools. Because the process of cognitive skill formation is cumulative, differences in initial endowments, early environments and influences occurring later at home and at school can all play a role in shaping these gaps. This analysis aims at measuring the contribution of school and early childhood influences to the difference in cognitive development observed, at the age of 8, between urban and rural children in Peru.

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Not all child migration is trafficking and not all child work is slavery
Not all child migration is trafficking and not all child work is slavery

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Child Development in a Changing World: Key Messages and Knowledge Gaps

Exposure to deprivation and distress in childhood can have profound and lasting consequences for children as they grow up, but the effects vary widely across individuals and contexts. How much do we understand about child development in these circumstances? It is often assumed that economic development will improve well-being, how have rapid socio-economic transformations impacted on children? And what kind of evidence do policymakers need in order to implement effective interventions that both harness economic growth and also deliver benefits for poor children?

 

Child Development in a Changing World: Key Messages and Knowledge Gaps

Exposure to deprivation and distress in childhood can have profound and lasting consequences for children as they grow up, but the effects vary widely across individuals and contexts. How much do we understand about child development in these circumstances? It is often assumed that economic development will improve well-being, how have rapid socio-economic transformations impacted on children? And what kind of evidence do policymakers need in order to implement effective interventions that both harness economic growth and also deliver benefits for poor children?

 

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From Infancy to Adolescence: How Inequality Takes Hold

Inequality of opportunity is ‘a universal challenge that the whole world must address’, the UN Secretary-General wrote recently in his synthesis report on the post-2015 agenda. Many of the disparities seen between individuals and social groups take hold during childhood, and as new findings from Young Lives show, too often opportunities close to the poorest children well before they become adults.

From Infancy to Adolescence: How Inequality Takes Hold

Inequality of opportunity is ‘a universal challenge that the whole world must address’, the UN Secretary-General wrote recently in his synthesis report on the post-2015 agenda. Many of the disparities seen between individuals and social groups take hold during childhood, and as new findings from Young Lives show, too often opportunities close to the poorest children well before they become adults.

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Harnessing Change: Improving Children’s Environments to Enable Them to Thrive

Rapid economic growth over recent years has seen millions of people around the world lifted out of poverty. But the distribution of growth has been hugely uneven; millions more have been left behind, unable to access the benefits of rising living standards and condemned to watch as others take advantage of improved job prospects and expanding infrastructure and services.

Harnessing Change: Improving Children’s Environments to Enable Them to Thrive

Rapid economic growth over recent years has seen millions of people around the world lifted out of poverty. But the distribution of growth has been hugely uneven; millions more have been left behind, unable to access the benefits of rising living standards and condemned to watch as others take advantage of improved job prospects and expanding infrastructure and services.

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Less Opportunity, More Risk, Greater Vulnerability: How Inequalities Undermine Children’s Development

Inequalities combine in a range of ways to undermine the development of children’s full potential. Not having access to pre-school education, for example, contributes to the inequality of opportunity experienced by poorer children, while inequalities of risk mean they are more likely to experience illness in the family, and their family is less likely to have the financial resources to cope. Children’s experiences of inequality in themselves undermine their development, and can also affect their self-confidence, their relationships and their sense of well-being.

Less Opportunity, More Risk, Greater Vulnerability: How Inequalities Undermine Children’s Development

Inequalities combine in a range of ways to undermine the development of children’s full potential. Not having access to pre-school education, for example, contributes to the inequality of opportunity experienced by poorer children, while inequalities of risk mean they are more likely to experience illness in the family, and their family is less likely to have the financial resources to cope. Children’s experiences of inequality in themselves undermine their development, and can also affect their self-confidence, their relationships and their sense of well-being.

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Socioeconomic Conditions and Student Achievement in Peru

Over the past few decades, Peru has shown significant increases in enrolment in basic education, which continues to rise. However, on average educational performance, while increasing, is still low (compared to national or international benchmarks). Furthermore, there are significant gaps in achievement between groups of students, that seem to remain stable or even increase over time (for example urban over rural).

Socioeconomic Conditions and Student Achievement in Peru

Over the past few decades, Peru has shown significant increases in enrolment in basic education, which continues to rise. However, on average educational performance, while increasing, is still low (compared to national or international benchmarks). Furthermore, there are significant gaps in achievement between groups of students, that seem to remain stable or even increase over time (for example urban over rural).

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