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The Role of Birth Order in Child Labour and Schooling

Does when a child was born relative to his or her siblings affect whether the child attends school or participates in child labour? We investigate this question by estimating the causal effect of birth order on the probabilities of school attendance and child labour participation. To address the potential endogeneity of family size, we use instrumental variable approach where the proportion of boys in the family is used to instrument family size.

The Role of Birth Order in Child Labour and Schooling

Does when a child was born relative to his or her siblings affect whether the child attends school or participates in child labour? We investigate this question by estimating the causal effect of birth order on the probabilities of school attendance and child labour participation. To address the potential endogeneity of family size, we use instrumental variable approach where the proportion of boys in the family is used to instrument family size.

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What Determines Learning among Kinh and Ethnic Minority Students in Vietnam?

An analysis of the Young Lives data collected in 2006, involving a younger cohort (aged 5) and an older cohort (aged 12), yields three important findings regarding the Kinh-ethnic minority gaps in mathematics and reading skills in Vietnam. First, large disparities exist even before children start primary school. Second, language may play an important role: Vietnamese-speaking ethnic minority children scored much higher than their non-Vietnamese-speaking counterparts, even though tests could be taken in any language the child chooses.

What Determines Learning among Kinh and Ethnic Minority Students in Vietnam?

An analysis of the Young Lives data collected in 2006, involving a younger cohort (aged 5) and an older cohort (aged 12), yields three important findings regarding the Kinh-ethnic minority gaps in mathematics and reading skills in Vietnam. First, large disparities exist even before children start primary school. Second, language may play an important role: Vietnamese-speaking ethnic minority children scored much higher than their non-Vietnamese-speaking counterparts, even though tests could be taken in any language the child chooses.

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Young Lives at UKFIET Conference on Education and Development
Young Lives at UKFIET Conference on Education and Development
Data workshop for policymakers, Lima
Data workshop for policymakers, Lima

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Divergent Learning Profiles in Vietnam and India

In recent decades, both India and Vietnam have successfully expanded access to schooling to near-universal levels and have shifted their focus to quality-oriented policy reform. Yet, international and national evidence shows strongly contrasting learning profiles for children within the two systems. Simple indicators of numeracy suggest similar learning levels in both countries for 5-year-olds, but data suggest that, by the time they are 15, Vietnamese pupils outperform those in many OECD countries, while many pupils in India fail to master even the most basic skills.

Divergent Learning Profiles in Vietnam and India

In recent decades, both India and Vietnam have successfully expanded access to schooling to near-universal levels and have shifted their focus to quality-oriented policy reform. Yet, international and national evidence shows strongly contrasting learning profiles for children within the two systems. Simple indicators of numeracy suggest similar learning levels in both countries for 5-year-olds, but data suggest that, by the time they are 15, Vietnamese pupils outperform those in many OECD countries, while many pupils in India fail to master even the most basic skills.

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Participation in the Juntos Conditional Cash Transfer Program in Peru Is Associated with Changes in Child Anthropometric Status but Not Language Development or School Achievement

Background: It is unclear what effects a conditional cash transfer (CCT) program would have on child anthropometry, language development, or school achievement in the context of the nutrition transition experienced by many low- and middle-income countries.

Objective: We estimated the association of participation in Peru's Juntos CCT with anthropometry, language development, and school achievement among children aged 7-8 y.

Participation in the Juntos Conditional Cash Transfer Program in Peru Is Associated with Changes in Child Anthropometric Status but Not Language Development or School Achievement

Background: It is unclear what effects a conditional cash transfer (CCT) program would have on child anthropometry, language development, or school achievement in the context of the nutrition transition experienced by many low- and middle-income countries.

Objective: We estimated the association of participation in Peru's Juntos CCT with anthropometry, language development, and school achievement among children aged 7-8 y.

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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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