Studies in developed countries indicate that preschool education can have strong impact on children's cognitive development, but there are no studies conducted in the context of developing countries including Ethiopia where pre-school education is left for private sector. To see if government investment in pre-school education is worth, we examined the effects of early childhood education attendance on cognitive development of preschool age children.

Changes that happen within communities can have considerable consequences for the lives of children and their families. This paper demonstrates the importance of considering the community context and shows how differences between sites can be significant.

This paper, using data from the Young Lives longitudinal survey in Ethiopia, examines the effects of pre-school attendance on the cognitive development of urban children at the ages of 5 and 8 (measured by the Peabody Picture Vocabulary Test (PPVT) and the Cognitive Development Assessment – Quantitative test (CDA-Q)). We used propensity score matching techniques in order to estimate the impact of pre-school. We also substantiated the analysis using various empirical approaches including ordinary least squares and instrumental variable estimation methods.

This paper investigates the impact of idiosyncratic and covariate economic shocks, and the resulting work burden on children, on the likelihood of children completing primary education or dropping out of primary school. In this endeavour, censored Cox proportional hazards 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.

Both academic and policy documents indicate that poor school management and decision-making at local level are major challenges in creating equitable access to good-quality education in Ethiopia. In principle, educational provision can be improved through better management practices, transparency in the use of resources and accountability to all stakeholders (community, parents, students, teachers, etc.).