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This research and policy engagement project examines the relationship between educational disadvantage and gender amongst children and young people in India, Ethiopia and Vietnam with the aim to support decision-making to advance the empowerment of children, particularly girls.

The research team originally set out to use data from Young Lives' household and school surveys to answer three key questions:

  • Which girls and boys develop positive psychosocial attributes, cognitive abilities and transferable skills? How do these skills, attributes and mind-sets change over time?
  • To what extent do early investments in education and nutrition affect cognitive skills and psychosocial development? Does this differ for girls and boys?
  • How do psychosocial, cognitive and transferable skills support one another? Does this differ for girls and boys?

After COVID-19 was declared a global pandemic in March 2020 and educational institutions around the world began to close, the research team refocused the project to consider what teaching and learning was taking place during school closures and explore the implications for educational equity. 

The team conducted a phone survey of schools in India (Andhra Pradesh and Telengana) and Ethiopia to understand schools provision during closures and the extent to which this provision was driven by a focus on equity. Analysis was carried out into the different levels of support during the pandemic, matched with data collected from the same schools in 2016/17.  

The headline findings from these head teacher surveys are available here. More information on the 2016/17 school surveys can be found here.

In the next phase of the project, the team are working with the Young Lives' country teams to engage national policy and practice audiences with the research findings.

Project Information
Funder
Echidna Giving
Timeline
October 2019 – present
Contact
younglives@qeh.ox.ac.uk
Principle Investigators