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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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The Effect of Lengthening the School Day on Children's Achievement in Ethiopia

Many schools in developing countries have four-hour school days and teach two groups of children each day. Governments are considering lengthening the school day, at great expense, to improve school quality. Advocates of the shift system argue the reform is unnecessary, as evidence from developed countries suggests increasing instructional time only improves achievement scores by small amounts. This paper is the first study of the effect of a large increase in instructional time in a low-income country.

The Effect of Lengthening the School Day on Children's Achievement in Ethiopia

Many schools in developing countries have four-hour school days and teach two groups of children each day. Governments are considering lengthening the school day, at great expense, to improve school quality. Advocates of the shift system argue the reform is unnecessary, as evidence from developed countries suggests increasing instructional time only improves achievement scores by small amounts. This paper is the first study of the effect of a large increase in instructional time in a low-income country.

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Children's perspectives

Young Lives is in the unique position of being able to study and work with a group of 12,000 children over 15 years as they grow up, start school, drop out or leave school, start work, cope with births and deaths in their families, and maybe even get married and have children themselves.

These pages share some of the children?s own perspectives on the world and their reflections and responses to our research ? in their own words. This is an essential part of the Young Lives approach ? to ensure children?s voices are heard and their participation is a core value of the study.

Children's perspectives

Young Lives is in the unique position of being able to study and work with a group of 12,000 children over 15 years as they grow up, start school, drop out or leave school, start work, cope with births and deaths in their families, and maybe even get married and have children themselves.

These pages share some of the children?s own perspectives on the world and their reflections and responses to our research ? in their own words. This is an essential part of the Young Lives approach ? to ensure children?s voices are heard and their participation is a core value of the study.

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“Voicing Experiences” in India

In 2009, in order to include children in the policy work, Young Lives India carried out a child participation project using theatre. This process has been captured in this documentary.

The film, Voicing Experiences is based around a series of theatre workshops held with children from three different communities in Mahaboobnagar and Hyderabad to reflect on their lives over a period of six months, from September 2008 to March 2009. It uses children's own words and theatre performances to present their viewpoint and deepen our understanding of poverty.

“Voicing Experiences” in India

In 2009, in order to include children in the policy work, Young Lives India carried out a child participation project using theatre. This process has been captured in this documentary.

The film, Voicing Experiences is based around a series of theatre workshops held with children from three different communities in Mahaboobnagar and Hyderabad to reflect on their lives over a period of six months, from September 2008 to March 2009. It uses children's own words and theatre performances to present their viewpoint and deepen our understanding of poverty.

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