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Community Understandings of Children’s Transitions in Ethiopia

The paper explores the views of caregivers and other adults on the nature and timing of transitions made by children aged 11 to 13 in five Ethiopian communities, spanning rural, peri-urban and urban locations. The three transitions selected are schooling, work and 'early' marriage for girls, which provides a gendered example of rites of passage that are engaged in alongside institutional transitions and affect their success or failure. Adult perspectives are the focus as these are assumed to be more strongly reflective of the community norms that shape children's transitions.

Community Understandings of Children’s Transitions in Ethiopia

The paper explores the views of caregivers and other adults on the nature and timing of transitions made by children aged 11 to 13 in five Ethiopian communities, spanning rural, peri-urban and urban locations. The three transitions selected are schooling, work and 'early' marriage for girls, which provides a gendered example of rites of passage that are engaged in alongside institutional transitions and affect their success or failure. Adult perspectives are the focus as these are assumed to be more strongly reflective of the community norms that shape children's transitions.

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Education Choices in Ethiopia

The paper uses data from a 2002 survey of 1000 rural and urban households with eight-year old children sampled from food insecure communities in Tigray, Amhara, Oromia, SNNP and Addis Ababa Regional States. Using a probit regression model, we investigated external factors associated with child enrolment in school.  We found that household wealth, cognitive social capital, adult education and ownership of land had a positive impact on whether eight-year-old children were attending school.

Education Choices in Ethiopia

The paper uses data from a 2002 survey of 1000 rural and urban households with eight-year old children sampled from food insecure communities in Tigray, Amhara, Oromia, SNNP and Addis Ababa Regional States. Using a probit regression model, we investigated external factors associated with child enrolment in school.  We found that household wealth, cognitive social capital, adult education and ownership of land had a positive impact on whether eight-year-old children were attending school.

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Editorial: Qualitative Approaches to Researching Well-being and Quality of Life (Special issue)

The importance of measures of quality of life and wellbeing, often counterpoised with indicators of economic growth, is especially evident in developing countries. They also have value among marginalised groups in North America and Europe where they highlight how material inequalities impact on experience. Understanding people's experience of their lives as a whole is a challenging and exciting task.

Editorial: Qualitative Approaches to Researching Well-being and Quality of Life (Special issue)

The importance of measures of quality of life and wellbeing, often counterpoised with indicators of economic growth, is especially evident in developing countries. They also have value among marginalised groups in North America and Europe where they highlight how material inequalities impact on experience. Understanding people's experience of their lives as a whole is a challenging and exciting task.

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Well-being Research in Developing Countries

The authors review the contribution of qualitative methods to exploring concepts and experiences of well-being among children and adults living in developing countries. They provide examples illustrating the potential of these methods for gaining a holistic and contextual understanding of people's perceptions and experiences.

Well-being Research in Developing Countries

The authors review the contribution of qualitative methods to exploring concepts and experiences of well-being among children and adults living in developing countries. They provide examples illustrating the potential of these methods for gaining a holistic and contextual understanding of people's perceptions and experiences.

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How can Children Tell us about their Well-being?

"Well-being" is a key concept in the study of children's lives over time, given its potential to link the objective, subjective, and inter-subjective dimensions of their experiences in ways that are holistic, contextualized and longitudinal. For this reason well-being is one of the core concepts used by Young Lives, a 15-year project (2000?2015) that follows the lives of 12,000 children growing up in the context of poverty in Ethiopia, Peru, Andhra Pradesh (India) and Vietnam  (see http://www.younglives.org.uk).

How can Children Tell us about their Well-being?

"Well-being" is a key concept in the study of children's lives over time, given its potential to link the objective, subjective, and inter-subjective dimensions of their experiences in ways that are holistic, contextualized and longitudinal. For this reason well-being is one of the core concepts used by Young Lives, a 15-year project (2000?2015) that follows the lives of 12,000 children growing up in the context of poverty in Ethiopia, Peru, Andhra Pradesh (India) and Vietnam  (see http://www.younglives.org.uk).

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What’s the Use of ‘Well-being’ in Contexts of Child Poverty?

Monitoring, protecting and promoting 'well-being' are central to realisation of children's rights. Yet definitions of the concept are both variable and can appear conceptually confused. Competing research paradigms engage with the concept and its measurement, while applications of well-being in policy are equally contested. This paper outlines some of the major debates, as a starting point for reviewing three contrasting approaches to well-being: indicator-based, participatory, and longitudinal research.

What’s the Use of ‘Well-being’ in Contexts of Child Poverty?

Monitoring, protecting and promoting 'well-being' are central to realisation of children's rights. Yet definitions of the concept are both variable and can appear conceptually confused. Competing research paradigms engage with the concept and its measurement, while applications of well-being in policy are equally contested. This paper outlines some of the major debates, as a starting point for reviewing three contrasting approaches to well-being: indicator-based, participatory, and longitudinal research.

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Using Qualitative Methods with Poor Children in Urban Ethiopia

This paper discusses the advantages and challenges of using qualitative methods to elicit poor children's perspectives about threats and positive influences on their wellbeing. It draws on research carried out by the author on the subjective experiences of poor children in Addis Ababa, the capital of Ethiopia in terms of their understandings of wellbeing, threats to their wellbeing, coping strategies, and positive or resilient outcomes.

Using Qualitative Methods with Poor Children in Urban Ethiopia

This paper discusses the advantages and challenges of using qualitative methods to elicit poor children's perspectives about threats and positive influences on their wellbeing. It draws on research carried out by the author on the subjective experiences of poor children in Addis Ababa, the capital of Ethiopia in terms of their understandings of wellbeing, threats to their wellbeing, coping strategies, and positive or resilient outcomes.

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The Market for Evidence in Policy Processes

Research on policy processes has emerged over the last 30-40 years in Northern contexts. Such research has expanded into Southern contexts. An interest in the use of "evidence" (such as research) in policy processes is a relatively recent phenomenon. There are, to date, relatively few empirical case studies in developing countries.

The Market for Evidence in Policy Processes

Research on policy processes has emerged over the last 30-40 years in Northern contexts. Such research has expanded into Southern contexts. An interest in the use of "evidence" (such as research) in policy processes is a relatively recent phenomenon. There are, to date, relatively few empirical case studies in developing countries.

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Treatment Evaluation of the Midday Meal Scheme in India

Despite the popularity of school meals as interventions in education, their effect on learning and health outcomes is not clear. This study uses newly available longitudinal data from the state of Andhra Pradesh in India to estimate these effects in a non-experimental setting. Further, it aims at disaggregating the average program impacts to see if some groups benefited more than the others i.e. whether heterogeneity in program impacts was present.

Treatment Evaluation of the Midday Meal Scheme in India

Despite the popularity of school meals as interventions in education, their effect on learning and health outcomes is not clear. This study uses newly available longitudinal data from the state of Andhra Pradesh in India to estimate these effects in a non-experimental setting. Further, it aims at disaggregating the average program impacts to see if some groups benefited more than the others i.e. whether heterogeneity in program impacts was present.

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Business as Usual? The Global Political Economy of Childhood Poverty

At the top of the list of Millennium Development Goals is the eradication of extreme poverty. Achievement of this goal is to be indicated, in part, by a 50 percent reduction in the proportion of people living on less than a dollar a day. A recent UN report on progress towards realisation of the MDGs suggested that efforts in respect of this specific target have achieved only mixed success (United Nations 2007).

Business as Usual? The Global Political Economy of Childhood Poverty

At the top of the list of Millennium Development Goals is the eradication of extreme poverty. Achievement of this goal is to be indicated, in part, by a 50 percent reduction in the proportion of people living on less than a dollar a day. A recent UN report on progress towards realisation of the MDGs suggested that efforts in respect of this specific target have achieved only mixed success (United Nations 2007).

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