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The Design of the 2016-17 Young Lives School Survey in India

Following the Young Lives primary school survey in India (conducted in 2010-11), Young Lives is conducting a survey on secondary school effectiveness in 2016-17. This study will examine school effectiveness through multiple outcome measures: Class 9 students’ performance in Maths, Functional English, and Transferable Skills. Student performance in Maths and Functional English is being assessed using repeated measures, through the administration of linked cognitive tests at the beginning and the end of Class 9 (Wave 1 and Wave 2 of data collection respectively).

The Design of the 2016-17 Young Lives School Survey in India

Following the Young Lives primary school survey in India (conducted in 2010-11), Young Lives is conducting a survey on secondary school effectiveness in 2016-17. This study will examine school effectiveness through multiple outcome measures: Class 9 students’ performance in Maths, Functional English, and Transferable Skills. Student performance in Maths and Functional English is being assessed using repeated measures, through the administration of linked cognitive tests at the beginning and the end of Class 9 (Wave 1 and Wave 2 of data collection respectively).

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The Design of the 2016-17 Young Lives School Survey in Ethiopia

Young Lives school surveys gather detailed information about children, their households, their teachers and their schools. School surveys seek to develop understanding of the contribution of educational experience in relation to the causes and consequences of childhood poverty.

The first Ethiopia school survey, conducted in 2009/10, tracked Young Lives’ ‘Younger Cohort’ children into schools and classrooms to understand their educational experiences, attainment and achievement levels (Young Lives 2012).

The Design of the 2016-17 Young Lives School Survey in Ethiopia

Young Lives school surveys gather detailed information about children, their households, their teachers and their schools. School surveys seek to develop understanding of the contribution of educational experience in relation to the causes and consequences of childhood poverty.

The first Ethiopia school survey, conducted in 2009/10, tracked Young Lives’ ‘Younger Cohort’ children into schools and classrooms to understand their educational experiences, attainment and achievement levels (Young Lives 2012).

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Education Trajectories: From Early Childhood to Early Adulthood in India

This report draws upon Young Lives longitudinal data gathered in Andhra Pradesh and Telangana to trace the educational trajectories of two cohorts of children since 2002. From this data, it is clear that huge disparities exist in educational outcomes for children, based on wealth index, gender, location and dynamic poverty status. Stratification of better-off children and boys into private low-fee charging schools adds further to the inequity.

Education Trajectories: From Early Childhood to Early Adulthood in India

This report draws upon Young Lives longitudinal data gathered in Andhra Pradesh and Telangana to trace the educational trajectories of two cohorts of children since 2002. From this data, it is clear that huge disparities exist in educational outcomes for children, based on wealth index, gender, location and dynamic poverty status. Stratification of better-off children and boys into private low-fee charging schools adds further to the inequity.

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Education Trajectories: From Early Childhood to Early Adulthood in Peru

Over the past few decades, every President in Peru has proclaimed education as a priority; yet, in spite of recent progress across several indicators, educational outcomes are still on average low, and gaps between students large and closely linked with their individual and family background. This working paper looks at the education trajectories of children in different stages of life, using data from Young Lives. According to the Peruvian Constitution and General Education Law, education is considered a human right, and all students should have access to a quality service.

Education Trajectories: From Early Childhood to Early Adulthood in Peru

Over the past few decades, every President in Peru has proclaimed education as a priority; yet, in spite of recent progress across several indicators, educational outcomes are still on average low, and gaps between students large and closely linked with their individual and family background. This working paper looks at the education trajectories of children in different stages of life, using data from Young Lives. According to the Peruvian Constitution and General Education Law, education is considered a human right, and all students should have access to a quality service.

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Measuring digital skills in Young Lives
Measuring digital skills in Young Lives

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Education Trajectories in Ethiopia, India, Peru and Vietnam: From Early Childhood to Early Adulthood

Sustainable Development Goal 4,  aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’  and includes both access and outcomes (learning) for all children. Monitoring to what level children reach these goals and what factors are associated with their progress is therefore an important research and policy issue.

Education Trajectories in Ethiopia, India, Peru and Vietnam: From Early Childhood to Early Adulthood

Sustainable Development Goal 4,  aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’  and includes both access and outcomes (learning) for all children. Monitoring to what level children reach these goals and what factors are associated with their progress is therefore an important research and policy issue.

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Far From the Tree: How do parents contribute to their children’s psychosocial competencies throughout childhood?

This paper analyses the socioeconomic gaps in two domains of children’s psychosocial competencies, self-esteem and self-efficacy, in mid-childhood (7-8 years old) and early adolescence (12-13 years old). It then examines the role of parents, more specifically mothers, in closing and reducing these gaps. Nonparametric analysis is used to first establish the trends in psychosocial gaps by socioeconomic status.

Far From the Tree: How do parents contribute to their children’s psychosocial competencies throughout childhood?

This paper analyses the socioeconomic gaps in two domains of children’s psychosocial competencies, self-esteem and self-efficacy, in mid-childhood (7-8 years old) and early adolescence (12-13 years old). It then examines the role of parents, more specifically mothers, in closing and reducing these gaps. Nonparametric analysis is used to first establish the trends in psychosocial gaps by socioeconomic status.

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A longitudinal analysis of the Mahatma Gandhi National Employment Guarantee Act using a Multidimensional Poverty Index

The Mahatma Gandhi National Rural Employment Guarantee Act (MNREGA) has been championed as one of the most successful attempts to provide a universal employment guarantee scheme in the form of a public work programme.

Institutionalized in 2005, it is now the largest public work programme in the world, providing employment for more than 55 million rural households across the Indian state. However, despite its scale and political success, its impact on poverty and destitution has not been well studied.

A longitudinal analysis of the Mahatma Gandhi National Employment Guarantee Act using a Multidimensional Poverty Index

The Mahatma Gandhi National Rural Employment Guarantee Act (MNREGA) has been championed as one of the most successful attempts to provide a universal employment guarantee scheme in the form of a public work programme.

Institutionalized in 2005, it is now the largest public work programme in the world, providing employment for more than 55 million rural households across the Indian state. However, despite its scale and political success, its impact on poverty and destitution has not been well studied.

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Understanding children's experiences boosts global effort to end violence
Understanding children's experiences boosts global effort to end violence

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Understanding Children’s Experiences of Violence in Viet Nam: Evidence from Young Lives

This paper explores children’s accounts of violence at home in Viet Nam, and the ways in which factors at the individual, family, community and society levels affect their experiences of violence. The paper analyses cross-sectional survey data and qualitative data gathered from Young Lives; it explores what children know about violence, how they experience it, what they think drives violence at home, what they perceive the consequences to be, and finally, the support they find effective in addressing violence.

Understanding Children’s Experiences of Violence in Viet Nam: Evidence from Young Lives

This paper explores children’s accounts of violence at home in Viet Nam, and the ways in which factors at the individual, family, community and society levels affect their experiences of violence. The paper analyses cross-sectional survey data and qualitative data gathered from Young Lives; it explores what children know about violence, how they experience it, what they think drives violence at home, what they perceive the consequences to be, and finally, the support they find effective in addressing violence.

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