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Educational Trajectories from Childhood to Early Adulthood: Aspirations, Gender and Poverty in Ethiopia

This working paper discusses educational trajectories and gendered outcomes in early adulthood in Ethiopia. It is based on the Young Lives longitudinal study of a cohort of children born in 1994, the year when the first educational policy that set out the subsequent expansion of formal schooling in Ethiopia was launched.

Young Lives research has shown that children have gone through irregular education trajectories. Poverty, location, gender, and family situation all played pivotal roles in shaping their educational pathways.

Educational Trajectories from Childhood to Early Adulthood: Aspirations, Gender and Poverty in Ethiopia

This working paper discusses educational trajectories and gendered outcomes in early adulthood in Ethiopia. It is based on the Young Lives longitudinal study of a cohort of children born in 1994, the year when the first educational policy that set out the subsequent expansion of formal schooling in Ethiopia was launched.

Young Lives research has shown that children have gone through irregular education trajectories. Poverty, location, gender, and family situation all played pivotal roles in shaping their educational pathways.

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Young Lives at International Forum 'Public Policies with Working Children and Adolescents: Perspectives and Experiences from the Global South'
Young Lives at International Forum 'Public Policies with Working Children and Adolescents: Perspectives and Experiences from the Global South'

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Child undernutrition: opportunities beyond the first 1000 days

Stunting often begins in utero and increases, on average, for at least the first 2 years after birth.

Child undernutrition: opportunities beyond the first 1000 days

Stunting often begins in utero and increases, on average, for at least the first 2 years after birth.

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Save the Date: Young Lives School Survey Findings Launch, September 2017
Save the Date: Young Lives School Survey Findings Launch, September 2017

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Young Lives School Surveys 2016–17: The Development of Non-Cognitive Instruments in Ethiopia, India and Vietnam

This technical note summarises the procedures involved in the selection, adaptation and administration of the non-cognitive scales administered in the 2016-17 Young Lives school surveys in Ethiopia, India and Vietnam. It includes a discussion of the rationale for the inclusion of these scales, along with details of the process of developing, piloting and selecting the measures used in the surveys. 

Young Lives School Surveys 2016–17: The Development of Non-Cognitive Instruments in Ethiopia, India and Vietnam

This technical note summarises the procedures involved in the selection, adaptation and administration of the non-cognitive scales administered in the 2016-17 Young Lives school surveys in Ethiopia, India and Vietnam. It includes a discussion of the rationale for the inclusion of these scales, along with details of the process of developing, piloting and selecting the measures used in the surveys. 

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‘Non-Cognitive’ Constructs and Measures for the Young Lives School Surveys

In their studies of academic achievement, the Young Lives school survey research teams wish to include a range of psychosocial measures. This working paper prepares the ground for this work. It reviews international literature on psychosocial constructs and measures, often referred to as ‘non-cognitive’ factors, in the determination of academic achievement and longer term outcomes. The review focuses on five recent meta reviews, and also describes a number of studies in low- and middle-income countries not included in these meta reviews, but which have relevance for Young Lives research.

‘Non-Cognitive’ Constructs and Measures for the Young Lives School Surveys

In their studies of academic achievement, the Young Lives school survey research teams wish to include a range of psychosocial measures. This working paper prepares the ground for this work. It reviews international literature on psychosocial constructs and measures, often referred to as ‘non-cognitive’ factors, in the determination of academic achievement and longer term outcomes. The review focuses on five recent meta reviews, and also describes a number of studies in low- and middle-income countries not included in these meta reviews, but which have relevance for Young Lives research.

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Young Lives School Surveys 2016-17: India Country Report

This country report provides an overview of the Young Lives secondary school effectiveness study conducted in India (Andhra Pradesh and Telangana) in 2016-17 with around 9,000 children in Class 9. The survey was designed to allow analysis of what shapes children's learning and progression over a school year, and this paper gives a descriptive report of some of the main areas of data.

Young Lives School Surveys 2016-17: India Country Report

This country report provides an overview of the Young Lives secondary school effectiveness study conducted in India (Andhra Pradesh and Telangana) in 2016-17 with around 9,000 children in Class 9. The survey was designed to allow analysis of what shapes children's learning and progression over a school year, and this paper gives a descriptive report of some of the main areas of data.

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How is the value that a school adds shared between the students that it serves?
How is the value that a school adds shared between the students that it serves?
Private schools in India: more learning, more inequality?
Private schools in India: more learning, more inequality?
Thinking outside the box: do students in Vietnam have 21st century skills?
Thinking outside the box: do students in Vietnam have 21st century skills?
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