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Exploring Linkages Between Maternal Social Capital and Children’s Nutritional Status in Andhra Pradesh

Abstract: Social capital refers to the institutions, relationships and norms that shape the quality and quantity of social interactions within a community. In the case of public health, practitioners have argued that greater attention to the social dimensions of health would improve understanding of the complexities of health issues and help provide better services for marginalised groups.

Exploring Linkages Between Maternal Social Capital and Children’s Nutritional Status in Andhra Pradesh

Abstract: Social capital refers to the institutions, relationships and norms that shape the quality and quantity of social interactions within a community. In the case of public health, practitioners have argued that greater attention to the social dimensions of health would improve understanding of the complexities of health issues and help provide better services for marginalised groups.

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Childhood Poverty, Basic Services and Cumulative Disadvantage

Much of the work done by governments and donors to help children living in poverty either focuses only on health and education or considers children as a 'special interest group'. A holistic approach to children's well-being, however, requires multi-sectoral and inter-generational strategies to address childhood poverty. Understanding the cumulative nature of disadvantage and the benefits of multi-sectoral approaches is crucial for any strategy aiming to combat poverty.

Childhood Poverty, Basic Services and Cumulative Disadvantage

Much of the work done by governments and donors to help children living in poverty either focuses only on health and education or considers children as a 'special interest group'. A holistic approach to children's well-being, however, requires multi-sectoral and inter-generational strategies to address childhood poverty. Understanding the cumulative nature of disadvantage and the benefits of multi-sectoral approaches is crucial for any strategy aiming to combat poverty.

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Maternal Social Capital and Child Well-Being in Comparative Perspective

Social capital is defined as the norms, networks and associations that facilitate cooperative action. It can be divided into a behavioural or activity component of what people do – how they participate in groups – and a cognitive or perceptual component of what people think – whether they trust other people. While a growing body of literature focuses on social capital in developing and developed countries, the term has been criticised both conceptually and in terms of its policy relevance.

Maternal Social Capital and Child Well-Being in Comparative Perspective

Social capital is defined as the norms, networks and associations that facilitate cooperative action. It can be divided into a behavioural or activity component of what people do – how they participate in groups – and a cognitive or perceptual component of what people think – whether they trust other people. While a growing body of literature focuses on social capital in developing and developed countries, the term has been criticised both conceptually and in terms of its policy relevance.

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Psychometric and Cognitive Validation of a Social Capital Measurement Tool in Peru and Vietnam

Social capital is a relatively new concept which has attracted significant attention in recent years. No consensus has yet been reached on how to measure social capital, resulting in a large number of different tools available. While psychometric validation methods such as factor analysis have been used by a few studies to assess the internal validity of some tools, these techniques rely on data already collected by the tool and are therefore not capable of eliciting what the questions are actually measuring.

Psychometric and Cognitive Validation of a Social Capital Measurement Tool in Peru and Vietnam

Social capital is a relatively new concept which has attracted significant attention in recent years. No consensus has yet been reached on how to measure social capital, resulting in a large number of different tools available. While psychometric validation methods such as factor analysis have been used by a few studies to assess the internal validity of some tools, these techniques rely on data already collected by the tool and are therefore not capable of eliciting what the questions are actually measuring.

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Maternal Social Capital and Child Health in Vietnam

Abstract: In Vietnam there is growing concern about the potential social impact of rapid economic change. The extent and type of social connectedness within communities, or social capital, may be changing. Studies from other developing countries have demonstrated that social capital is often independently associated with various indicators of well-being, including such aspects of human capital as health and education.

Maternal Social Capital and Child Health in Vietnam

Abstract: In Vietnam there is growing concern about the potential social impact of rapid economic change. The extent and type of social connectedness within communities, or social capital, may be changing. Studies from other developing countries have demonstrated that social capital is often independently associated with various indicators of well-being, including such aspects of human capital as health and education.

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Extra Classes and Learning Outcomes of Eight-Year-Old Children in Vietnam

Although primary school enrolment in Vietnam is high (91 per cent), most primary school students receive little more than half the annual teaching time defined by international norms. The Vietnamese school year is short by international standards, covering only 33 weeks. In addition, only around 20 per cent of children in Vietnam receive a full-day of schooling (5 or 6 hours according to international standards).

Extra Classes and Learning Outcomes of Eight-Year-Old Children in Vietnam

Although primary school enrolment in Vietnam is high (91 per cent), most primary school students receive little more than half the annual teaching time defined by international norms. The Vietnamese school year is short by international standards, covering only 33 weeks. In addition, only around 20 per cent of children in Vietnam receive a full-day of schooling (5 or 6 hours according to international standards).

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Primary Education in Vietnam

Extra classes are increasingly observed in both developed and developing countries. In Vietnam, a country where education reforms are at their height, extra classes are proliferating and have become a concern to society and the government. Although the government has banned extra classes that are independent of school administration, teachers often run home-based classes to supplement their income.

Primary Education in Vietnam

Extra classes are increasingly observed in both developed and developing countries. In Vietnam, a country where education reforms are at their height, extra classes are proliferating and have become a concern to society and the government. Although the government has banned extra classes that are independent of school administration, teachers often run home-based classes to supplement their income.

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Social Capital and Education Outcomes in Urban and Rural Peru (Spanish)

Alhough enrolment in primary schools in Peru is very high, more than half of primary school children are one or more grades below the norm for their age. Evaluations show Peruvian school children score well below the global average for their age and the average of countries with similar socio-economic circumstances. The role of social capital, or social networks and support, trust, and reciprocity, in explaining these findings has not been studied. Research in the United States has suggested positive associations between social capital and educational achievement.

Social Capital and Education Outcomes in Urban and Rural Peru (Spanish)

Alhough enrolment in primary schools in Peru is very high, more than half of primary school children are one or more grades below the norm for their age. Evaluations show Peruvian school children score well below the global average for their age and the average of countries with similar socio-economic circumstances. The role of social capital, or social networks and support, trust, and reciprocity, in explaining these findings has not been studied. Research in the United States has suggested positive associations between social capital and educational achievement.

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Social Capital and Education Outcomes in Urban and Rural Peru

Abstract: Alhough enrolment in primary schools in Peru is very high, more than half of primary school children are one or more grades below the norm for their age. Evaluations show Peruvian school children score well below the global average for their age and the average of countries with similar socio-economic circumstances. The role of social capital, or social networks and support, trust, and reciprocity, in explaining these findings has not been studied. Research in the United States has suggested positive associations between social capital and educational achievement.

Social Capital and Education Outcomes in Urban and Rural Peru

Abstract: Alhough enrolment in primary schools in Peru is very high, more than half of primary school children are one or more grades below the norm for their age. Evaluations show Peruvian school children score well below the global average for their age and the average of countries with similar socio-economic circumstances. The role of social capital, or social networks and support, trust, and reciprocity, in explaining these findings has not been studied. Research in the United States has suggested positive associations between social capital and educational achievement.

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The Ethics of Research Reciprocity: Making Children’s Voices Heard in Poverty Reducation Policy-Making in Vietnam

Increasingly, academics and researchers working on poverty issues recognise that poor people's own experiences and opinions should be heard. However, it is not just a question of encouraging participation. More attention needs to be paid to the ethics of research reciprocity –ensuring that participating communities are part of the research process and help shape the findings and recommendations that flow from it.

The Ethics of Research Reciprocity: Making Children’s Voices Heard in Poverty Reducation Policy-Making in Vietnam

Increasingly, academics and researchers working on poverty issues recognise that poor people's own experiences and opinions should be heard. However, it is not just a question of encouraging participation. More attention needs to be paid to the ethics of research reciprocity –ensuring that participating communities are part of the research process and help shape the findings and recommendations that flow from it.

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