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Political Violence, Drought and Child Malnutrition

We analyse the combined effect of political violence and adverse climatic shocks on child nutrition. Instrumental variable models using longitudinal data from Andhra Pradesh, India, yield two key results: (i) drought has an adverse effect on child nutrition in Andhra Pradesh only in violence-affected communities, and (ii) political violence has large negative effects on child nutrition through a reduction of the ability of households to cope with drought. FE-2SLS results are complemented by the use of a unique natural experiment created by a ceasefire in 2004.

Political Violence, Drought and Child Malnutrition

We analyse the combined effect of political violence and adverse climatic shocks on child nutrition. Instrumental variable models using longitudinal data from Andhra Pradesh, India, yield two key results: (i) drought has an adverse effect on child nutrition in Andhra Pradesh only in violence-affected communities, and (ii) political violence has large negative effects on child nutrition through a reduction of the ability of households to cope with drought. FE-2SLS results are complemented by the use of a unique natural experiment created by a ceasefire in 2004.

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Qualitative Longitudinal Research: the start of ‘Qual4’
Qualitative Longitudinal Research: the start of ‘Qual4’

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Parents’ Perspectives on Quality of Schooling in Andhra Pradesh, India

The post-MDG development agenda recognises that simply getting children enrolled in school does not equate with better learning outcomes for children. Globally, there is an ‘education, learning and skills crisis’ with vast numbers of children unable to read or do basic maths after several years of schooling. A focus on improving the quality of schooling is essential, but little is known about what parents perceive as a good school. As they are the key decision-makers when selecting schools for their children, it is important to know what they define as quality in schools.

Parents’ Perspectives on Quality of Schooling in Andhra Pradesh, India

The post-MDG development agenda recognises that simply getting children enrolled in school does not equate with better learning outcomes for children. Globally, there is an ‘education, learning and skills crisis’ with vast numbers of children unable to read or do basic maths after several years of schooling. A focus on improving the quality of schooling is essential, but little is known about what parents perceive as a good school. As they are the key decision-makers when selecting schools for their children, it is important to know what they define as quality in schools.

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WDR 2015 on ‘Mind and Culture’: an opportunity to understand decisions in context
WDR 2015 on ‘Mind and Culture’: an opportunity to understand decisions in context

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Child Work and Mobility

Writing about children and ‘the politics of culture’ at the end of the twentieth century, Sharon Stephens (1995) characterises the modern world in terms of ‘transnational flows of commodities and people; by vast numbers of refugees, migrants, and stateless groups; by state projects to redefine the threatened boundaries of national cultures [...]’. Children are typically cast as unwitting and passive subjects of these shifting global forces, rather than active participants who experience, challenge and reshape the world around them.

Child Work and Mobility

Writing about children and ‘the politics of culture’ at the end of the twentieth century, Sharon Stephens (1995) characterises the modern world in terms of ‘transnational flows of commodities and people; by vast numbers of refugees, migrants, and stateless groups; by state projects to redefine the threatened boundaries of national cultures [...]’. Children are typically cast as unwitting and passive subjects of these shifting global forces, rather than active participants who experience, challenge and reshape the world around them.

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Gendered experiences of school in rural Andhra Pradesh
Gendered experiences of school in rural Andhra Pradesh
Economic change and children’s work in rural Tigray, Ethiopia
Economic change and children’s work in rural Tigray, Ethiopia
Guest blog:How increased educational aspirations shape children’s lives in rural Peru
Guest blog:How increased educational aspirations shape children’s lives in rural Peru

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Impact of the NREGS on Schooling and Intellectual Human Capital

This paper uses a quasi-experimental framework to analyse the impact of India's largest public works programme, the National Rural Employment Guarantee Scheme (NREGS), on schooling enrolment, grade progression, reading comprehension test scores, writing test scores, math test scores and Peabody Picture Vocabulary Test (PPVT) scores. The availability of pre- and two rounds of post-intervention initiation data from the three rounds of the Young Lives Panel Study allow us to measure both the short- and medium-run intent-to-treat effects of the programme.

Impact of the NREGS on Schooling and Intellectual Human Capital

This paper uses a quasi-experimental framework to analyse the impact of India's largest public works programme, the National Rural Employment Guarantee Scheme (NREGS), on schooling enrolment, grade progression, reading comprehension test scores, writing test scores, math test scores and Peabody Picture Vocabulary Test (PPVT) scores. The availability of pre- and two rounds of post-intervention initiation data from the three rounds of the Young Lives Panel Study allow us to measure both the short- and medium-run intent-to-treat effects of the programme.

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Spatial Peer Effects among Children in Rural India

This paper identifies the effect of neighborhood peer groups on childhood skill acquisition using observational data.We incorporate spatial peer interaction, defined as a child's nearest geographical neighbors, into a production function of child cognitive development in Andhra Pradesh, India. Our peer group definition takes the form of networks, whose structure allows us to identify endogenous peer effects and contextual effects separately.We exploit variation over time to avoid confounding correlated with social effects.

Spatial Peer Effects among Children in Rural India

This paper identifies the effect of neighborhood peer groups on childhood skill acquisition using observational data.We incorporate spatial peer interaction, defined as a child's nearest geographical neighbors, into a production function of child cognitive development in Andhra Pradesh, India. Our peer group definition takes the form of networks, whose structure allows us to identify endogenous peer effects and contextual effects separately.We exploit variation over time to avoid confounding correlated with social effects.

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