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Socioeconomic Status at the Age 1 Predict Opportunities to Learn and Achievement in Mathematics in Fourth Grade in Peru

Using Young Lives longitudinal data from Peru, this paper explores the relationship between socio-economic status (SES) measured at the age of 1, opportunities to learn (OTL) and achievement in mathematics by the time children were in fourth grade of primary school. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers' feedback, and level of cognitive demand. The last three were measured through an analysis of the exercises attempted by students in their notebooks and workbooks.

Socioeconomic Status at the Age 1 Predict Opportunities to Learn and Achievement in Mathematics in Fourth Grade in Peru

Using Young Lives longitudinal data from Peru, this paper explores the relationship between socio-economic status (SES) measured at the age of 1, opportunities to learn (OTL) and achievement in mathematics by the time children were in fourth grade of primary school. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers' feedback, and level of cognitive demand. The last three were measured through an analysis of the exercises attempted by students in their notebooks and workbooks.

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Schooling, Childhood Poverty and International Development

Due to the rarity of longitudinal data, evidence on the benefits of education across the life-course is relatively sparse in developing countries. Young Lives is the only comparative dual-cohort study to combine data collection using mixed-methods at child, household, school and community levels, following 12,000 children in two cohorts across four countries since 2002.

Schooling, Childhood Poverty and International Development

Due to the rarity of longitudinal data, evidence on the benefits of education across the life-course is relatively sparse in developing countries. Young Lives is the only comparative dual-cohort study to combine data collection using mixed-methods at child, household, school and community levels, following 12,000 children in two cohorts across four countries since 2002.

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Children’s Learning Practices: Observations from Ethiopian Primary School Classes

This paper explores questions of relevance to Ethiopian primary education policy. It examines (i) the match/mismatch between government-prescribed pedagogy and actual student learning practices and (ii) the relationship between those practices and school, class and teacher level factors. The paper employs evidence from government documents on curriculum and pedagogy, time-based observations of 5,088 students in 776 mathematics classes and interviews with teachers.

Children’s Learning Practices: Observations from Ethiopian Primary School Classes

This paper explores questions of relevance to Ethiopian primary education policy. It examines (i) the match/mismatch between government-prescribed pedagogy and actual student learning practices and (ii) the relationship between those practices and school, class and teacher level factors. The paper employs evidence from government documents on curriculum and pedagogy, time-based observations of 5,088 students in 776 mathematics classes and interviews with teachers.

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Education Aspirations and Barriers to Achievement for Young People in Ethiopia

This paper reports on the educational aspirations and the challenges facing children living in poor communities in Ethiopia. Using Young Lives survey and qualitative longitudinal data, the paper finds that children hold high educational aspirations and make much effort to achieve their ambitions. Children in higher grades at school maintained their high aspirations.

Education Aspirations and Barriers to Achievement for Young People in Ethiopia

This paper reports on the educational aspirations and the challenges facing children living in poor communities in Ethiopia. Using Young Lives survey and qualitative longitudinal data, the paper finds that children hold high educational aspirations and make much effort to achieve their ambitions. Children in higher grades at school maintained their high aspirations.

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Learning Profiles and 'Skills Gap'

The expansion of schooling in developing countries has improved educational access significantly in recent years, but less evidence is available on learning and learning progress in comparative perspective.  This paper employs data from Young Lives to examine levels and trends in cognitive skill development and the links to enrolment in school across the four study countries for pupils aged five to fifteen.  Enrolment is high in all countries except Ethiopia, where it is improving relatively equitably over time, but pupils who do not enroll in school or whose enrolment is interrup

Learning Profiles and 'Skills Gap'

The expansion of schooling in developing countries has improved educational access significantly in recent years, but less evidence is available on learning and learning progress in comparative perspective.  This paper employs data from Young Lives to examine levels and trends in cognitive skill development and the links to enrolment in school across the four study countries for pupils aged five to fifteen.  Enrolment is high in all countries except Ethiopia, where it is improving relatively equitably over time, but pupils who do not enroll in school or whose enrolment is interrup

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The Impact of Social Protection Schemes on Girls’ Roles and Responsibilities

The focus of this article is the effect on adolescent girls' roles and responsibilities of public works schemes or cash transfers, which are the main forms of social protection in developing countries. Increasing participation in social protection is intended to enhance the development of girls in participating households, but evidence on their school participation and workloads suggests that the reverse may be happening. The article probes what happens to girls' roles and responsibilities when households participate in social protection schemes in rural Ethiopia and Andhra Pradesh.

The Impact of Social Protection Schemes on Girls’ Roles and Responsibilities

The focus of this article is the effect on adolescent girls' roles and responsibilities of public works schemes or cash transfers, which are the main forms of social protection in developing countries. Increasing participation in social protection is intended to enhance the development of girls in participating households, but evidence on their school participation and workloads suggests that the reverse may be happening. The article probes what happens to girls' roles and responsibilities when households participate in social protection schemes in rural Ethiopia and Andhra Pradesh.

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Victimization of Peruvian Adolescents and Health Risk Behaviors

Background: While extensive research has been conducted on bullying and victimization in western countries, research is lacking in low- and middle-income settings. This study focused on bullying victimization in Peru. It explored the relationship between the caregiver's perception of child victimization and the child's view of selected negative experiences occurring with other children their age. Also, the study examined the association between victimization and adolescent health risk behaviors.

Victimization of Peruvian Adolescents and Health Risk Behaviors

Background: While extensive research has been conducted on bullying and victimization in western countries, research is lacking in low- and middle-income settings. This study focused on bullying victimization in Peru. It explored the relationship between the caregiver's perception of child victimization and the child's view of selected negative experiences occurring with other children their age. Also, the study examined the association between victimization and adolescent health risk behaviors.

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Exploring the effect of educational opportunity and inequality on learning outcomes in Ethiopia, Peru, India, and Vietnam

The provision of access to good quality education for all requires not only improvements in access and quality, but improvements in the way access and quality are distributed between more and less advantaged children. Longitudinal data from the Young Lives study in Ethiopia, India (in the state of Andhra Pradesh), Peru and Vietnam offer a unique opportunity to explore these issues in comparative perspective.

Exploring the effect of educational opportunity and inequality on learning outcomes in Ethiopia, Peru, India, and Vietnam

The provision of access to good quality education for all requires not only improvements in access and quality, but improvements in the way access and quality are distributed between more and less advantaged children. Longitudinal data from the Young Lives study in Ethiopia, India (in the state of Andhra Pradesh), Peru and Vietnam offer a unique opportunity to explore these issues in comparative perspective.

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13 things we've learned in 2013
13 things we've learned in 2013
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