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The Impact of the Midday Meal Scheme on Nutrition and Learning

Food insecurity and poor nutrition remain a problem in many developing countries and can have profound effects on children's health and their development. The Midday Meal Scheme in India is a programme covering primary school children to improve nutrition as well as increase educational enrolment, retention and attendance. This policy brief examines the effect of the scheme on nutrition (through testing height and weight) and on children's learning (through testing vocabulary).

The Impact of the Midday Meal Scheme on Nutrition and Learning

Food insecurity and poor nutrition remain a problem in many developing countries and can have profound effects on children's health and their development. The Midday Meal Scheme in India is a programme covering primary school children to improve nutrition as well as increase educational enrolment, retention and attendance. This policy brief examines the effect of the scheme on nutrition (through testing height and weight) and on children's learning (through testing vocabulary).

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The Effect of Maternal Education and Maternal Mental Health on Child’s Growth

Background: child growth is recognised internationally as the best global indicator of physical well-being in children. This study identifies the main factors associated with trajectory of child's growth among poor children in the state of Andhra Pradesh, India, with specific focus on the effects of maternal education and maternal mental health.

The Effect of Maternal Education and Maternal Mental Health on Child’s Growth

Background: child growth is recognised internationally as the best global indicator of physical well-being in children. This study identifies the main factors associated with trajectory of child's growth among poor children in the state of Andhra Pradesh, India, with specific focus on the effects of maternal education and maternal mental health.

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Know Your Place: Ethiopian Children’s Contributions to the Household Economy

This paper combines quantitative and qualitative analysis to develop a comprehensive and nuanced understanding of children's work, in particular, the role of the household in determining work roles. Using a cohort study of children from Ethiopia, we examine the intra-household distribution of labour and make comparisons between households.

Know Your Place: Ethiopian Children’s Contributions to the Household Economy

This paper combines quantitative and qualitative analysis to develop a comprehensive and nuanced understanding of children's work, in particular, the role of the household in determining work roles. Using a cohort study of children from Ethiopia, we examine the intra-household distribution of labour and make comparisons between households.

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Children, Poverty and Risk: Global Perspectives
Children, Poverty and Risk: Global Perspectives

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Children's Understandings of Poverty in Ethiopia

This paper explores children's understandings of poverty, ill-being and well-being in Ethiopia using data collected through group exercises with children aged 5-6 and 11-13 participating in Young Lives, an international study of childhood poverty. In some respects the characteristics of poverty reported by children resemble those reported by adults participating in similar exercises.

Children's Understandings of Poverty in Ethiopia

This paper explores children's understandings of poverty, ill-being and well-being in Ethiopia using data collected through group exercises with children aged 5-6 and 11-13 participating in Young Lives, an international study of childhood poverty. In some respects the characteristics of poverty reported by children resemble those reported by adults participating in similar exercises.

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Understanding Vulnerability and Resilience in the Context of Poverty and Ethnicity in Vietnam

Based on ethnographic research among Kinh, Hmong and Cham H'Roi children in the highlands of Vietnam in 2008, this paper presents a narrative analysis of how poverty and ethnicity affect children's experience of adversity. It explores the meanings children give to their experience and their use of discursive strategies such as criticizing displays of wealth to create a repertoire of meanings from which personal and collective resilience is drawn.

Understanding Vulnerability and Resilience in the Context of Poverty and Ethnicity in Vietnam

Based on ethnographic research among Kinh, Hmong and Cham H'Roi children in the highlands of Vietnam in 2008, this paper presents a narrative analysis of how poverty and ethnicity affect children's experience of adversity. It explores the meanings children give to their experience and their use of discursive strategies such as criticizing displays of wealth to create a repertoire of meanings from which personal and collective resilience is drawn.

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Researching Children's Understandings of Poverty and Risk in Diverse Contexts (Editorial)

Throughout the world, children experience and manage risk as a part of their everyday lives. But growing up poor may be a particular source of vulnerability and disadvantage for children, especially where they are confronted with gross inequalities. The global challenge is huge. By 2015, it is estimated that nearly one third of the world's population will be under the age of 14. At the same time, children are disproportionately represented among the world's poor. More than 30 per cent of children in developing countries — about 600 million — live on less than US $1 a day (UNICEF 2008).

Researching Children's Understandings of Poverty and Risk in Diverse Contexts (Editorial)

Throughout the world, children experience and manage risk as a part of their everyday lives. But growing up poor may be a particular source of vulnerability and disadvantage for children, especially where they are confronted with gross inequalities. The global challenge is huge. By 2015, it is estimated that nearly one third of the world's population will be under the age of 14. At the same time, children are disproportionately represented among the world's poor. More than 30 per cent of children in developing countries — about 600 million — live on less than US $1 a day (UNICEF 2008).

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Language, ethnicity and education in Peru
Language, ethnicity and education in Peru

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Poor Households’ Experiences and Perception of User Fees for Healthcare: A Mixed-method Study from Ethiopia

Ethiopia has one of the worst health outcomes in the world. In recent years, a new health policy resulted in some improvements in the population's health and a new health financing strategy led to critical changes in the financing structure of healthcare. However, user fees for healthcare remain an important element of healthcare financing. This study explored perceptions, attitudes and experiences with user fees at public health facilities among poor male and female household members.

Poor Households’ Experiences and Perception of User Fees for Healthcare: A Mixed-method Study from Ethiopia

Ethiopia has one of the worst health outcomes in the world. In recent years, a new health policy resulted in some improvements in the population's health and a new health financing strategy led to critical changes in the financing structure of healthcare. However, user fees for healthcare remain an important element of healthcare financing. This study explored perceptions, attitudes and experiences with user fees at public health facilities among poor male and female household members.

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Continuity and Respect for Diversity: Strengthening Early Transitions in Peru

Starting school is a common experience for millions of children around the world, but it is not the same experience for children everywhere. Children have different experiences which are related to their own characteristics, their families and communities and the schools they attend. This paper uses a series of longitudinal case studies of young children in Peru in order to determine their views and experiences during the process of transition from home or pre-school into the first grade of primary school.

Continuity and Respect for Diversity: Strengthening Early Transitions in Peru

Starting school is a common experience for millions of children around the world, but it is not the same experience for children everywhere. Children have different experiences which are related to their own characteristics, their families and communities and the schools they attend. This paper uses a series of longitudinal case studies of young children in Peru in order to determine their views and experiences during the process of transition from home or pre-school into the first grade of primary school.

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