This paper examines the relationship between children's educational outcomes and ethnic group status Ethiopia.  It builds on the main theories of education in developing countries —human capital theory and educational opportunity theory — and further draws on the theory of horizontal inequality as a lens for examining educational inequality.  Using longitudinal data from the Young Lives study, information collected from 1,000 older cohort children who were followed up at ages 8, 12 and 15 were analysed to investigate the effects of ethnicity controlling for individual, home, commu

This paper presents children?s experiences and perceptions of poverty. It draws on survey and qualitative data from the Young Lives study of poor children in Ethiopia. Through group exercises, discussions and interviews, children and young people aged 13-17 collectively and individually provided their perceptions of the causes, indicators and consequences of poverty in their communities. They felt that they were more victims of the consequences of poverty while they rarely contributed to its causes.

The importance of early childhood care and education (ECCE) is now widely accepted in international research and development policy. There is considerable evidence that targeted early childhood interventions have the potential to mitigate some of the risks to children's learning and development posed by poverty. But in many countries resources are scarce and are mainly concentrated on achieving the Education For All goal of universal primary education.