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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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Growth in Middle Childhood and Early Adolescence, and Its Association with Cognitive and Non-cognitive Skills at the Age of 15 Years

This paper uses longitudinal data gathered at the ages of 8, 12 and 15 years for nearly 1,000 children born in 1994–95 in Vietnam to investigate their growth between survey rounds and the links between the growth velocities and children’s achievement in certain skills. We find that gender and the timing of puberty are the most important determinants of growth velocities. The growth velocities in the periods from 8 to 12 years and from 8 to 15 years of age are statistically significantly associated with cognitive achievement, but not with psychosocial competency.

Growth in Middle Childhood and Early Adolescence, and Its Association with Cognitive and Non-cognitive Skills at the Age of 15 Years

This paper uses longitudinal data gathered at the ages of 8, 12 and 15 years for nearly 1,000 children born in 1994–95 in Vietnam to investigate their growth between survey rounds and the links between the growth velocities and children’s achievement in certain skills. We find that gender and the timing of puberty are the most important determinants of growth velocities. The growth velocities in the periods from 8 to 12 years and from 8 to 15 years of age are statistically significantly associated with cognitive achievement, but not with psychosocial competency.

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Building Strong Foundations for Later Livelihoods by Addressing Child Poverty

Improving children's life chances is central to development in low- and middle-income countries. Half the population of sub-Saharan Africa are aged 18 or younger, and young people comprise nearly half of all people living in extreme poverty worldwide. Poverty undermines not only children's rights to life, survival, and development, as enshrined in the UN Convention on the Rights of the Child, but also the skills and capabilities that fast-changing economies need for future growth.

Building Strong Foundations for Later Livelihoods by Addressing Child Poverty

Improving children's life chances is central to development in low- and middle-income countries. Half the population of sub-Saharan Africa are aged 18 or younger, and young people comprise nearly half of all people living in extreme poverty worldwide. Poverty undermines not only children's rights to life, survival, and development, as enshrined in the UN Convention on the Rights of the Child, but also the skills and capabilities that fast-changing economies need for future growth.

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Economic Shocks and Children's Drop-out from Primary School

This paper investigates the impact of idiosyncratic and covariate economic shocks, on the likelihood of children dropping out of primary school. In this endeavour, an Accelerated Failure Time Hazard model was estimated using data from the Young Lives study of childhood poverty. The estimated results indicate that both idiosyncratic shocks and covariate shocks have a statistically significant effect on the risk of children dropping out of primary school.

Economic Shocks and Children's Drop-out from Primary School

This paper investigates the impact of idiosyncratic and covariate economic shocks, on the likelihood of children dropping out of primary school. In this endeavour, an Accelerated Failure Time Hazard model was estimated using data from the Young Lives study of childhood poverty. The estimated results indicate that both idiosyncratic shocks and covariate shocks have a statistically significant effect on the risk of children dropping out of primary school.

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Food Price Spikes Are Associated with Increased Malnutrition among Children in Andhra Pradesh, India

Article using Young Lives data from UK Data Archive along with Government of India data by researchers from the Public Health Foundation of India, London School of Hygiene and Tropical Medicine, Stanford University (Department of Medicine) and University of Oxford (Department of Sociology)

Background: Global food prices have risen sharply since 2007. The impact of food price spikes on the risk of malnutrition in children is not well understood.

Food Price Spikes Are Associated with Increased Malnutrition among Children in Andhra Pradesh, India

Article using Young Lives data from UK Data Archive along with Government of India data by researchers from the Public Health Foundation of India, London School of Hygiene and Tropical Medicine, Stanford University (Department of Medicine) and University of Oxford (Department of Sociology)

Background: Global food prices have risen sharply since 2007. The impact of food price spikes on the risk of malnutrition in children is not well understood.

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Impact of Indoor Air Pollution from the Use of Solid Fuels on the Incidence of Life-threatening Respiratory Illnesses in Children in India

Background: India contributes 24% of the global annual child deaths due to acute respiratory infections (ARIs). According to WHO, nearly 50% of the deaths among children due to ARIs is because of indoor air pollution (IAP). There is insufficient evidence on the relationship between IAP from the use of solid fuels and incidence of life threatening respiratory illnesses (LTRI) in children in India.

Impact of Indoor Air Pollution from the Use of Solid Fuels on the Incidence of Life-threatening Respiratory Illnesses in Children in India

Background: India contributes 24% of the global annual child deaths due to acute respiratory infections (ARIs). According to WHO, nearly 50% of the deaths among children due to ARIs is because of indoor air pollution (IAP). There is insufficient evidence on the relationship between IAP from the use of solid fuels and incidence of life threatening respiratory illnesses (LTRI) in children in India.

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The Impact of Teacher Gender on Learning Outcomes in Developing Countries

Reducing gender gaps in education remains a significant policy concern in many developing countries. One strategy that has been advocated by a range of international organisations to improve learning outcomes for girls is to increase the representation of female teachers. This has been supported by recent empirical evidence from India (Rawal and Kingdon 2010; Muralidharan and Sheth 2015).

The Impact of Teacher Gender on Learning Outcomes in Developing Countries

Reducing gender gaps in education remains a significant policy concern in many developing countries. One strategy that has been advocated by a range of international organisations to improve learning outcomes for girls is to increase the representation of female teachers. This has been supported by recent empirical evidence from India (Rawal and Kingdon 2010; Muralidharan and Sheth 2015).

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