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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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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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