The author, Ninh Quynh Trang is 16 years old and is a member of the ?Young Journalists? Club of Bao Nhai commune, Bac Ha district, Lao Cai province.

Dear Mr Chairman,

The author, Trinh Hi Nhi is 12 years old and attends secondary school in Mo Cay Nam District, Ben Tre Province.

My hometown is in the ?Land of the Coconut?, Ben Tre province. It has been changing a lot. Now the biggest concerns of the local government and people are illiteracy and children who don?t have an education. This reminds me of my friend, Nguyen Thi Kim Phuong.

The author, Phan Thi To Uyen is 14 years old and attends Pho Rang 1 Secondary School in Lao Cai City.

I think there are few people who have such a hard life as me: my father died when I was little, and then my older brother dropped out of school and ended up unemployed, so there is nobody in my family but me for mother to lean on.

Young Lives hosts and attends many events that attract speakers and international experts from a wide range of disciplines around the world to discuss issues affecting children living in poverty. Some of these lectures and discussions are available to listen to or view online.

There is considerable emphasis in academic and policy literatures on intergenerational transmissions of poverty and inequality. The perception is that improving schooling attainment and income/consumption for parents in poor households will result in important reductions in poverty and inequality for the next generation of adults. However, the extents of these intergenerational effects on poverty and inequality are empirical questions that have not been examined much if at all, particularly for developing countries.

Both cognitive and non-cognitive skills are rewarded in the labour market. However there is little evidence about how these abilities are formed in the context of developing countries. I study the way in which cognitive and non-cognitive skills are simultaneously acquired in the transition from childhood to adolescence using longitudinal data from four countries: Peru, India, Vietnam and Ethiopia. I estimate a linearized version of the technology of skills formation, linking inputs observed at 7 to 8 years to outputs observed at 11 to 12 and 14 to 15 years.