How has the expansion of formal schooling in developing countries actually contributed to children’s opportunities to learn and progress? What challenges remain to education systems seeking to reduce inequality of opportunity in the post-2015 climate?
Six papers from Young Lives draw together evidence and analysis on these issues from our linked household and school surveys, with a focus on the role of formal schooling in mediating between children’s home backgrounds and learning progress.
UKFIET Conference Preview
This is the second in a series of previews introducing Symposia, Round Tables and Sub-Themes from the 12th UKFIET International Conference on Education and Development to be held 10-12 September in Oxford, UK. Please leave your comments and questions about the Symposium below.
Young Lives is a longitudinal study of child poverty and its dynamics in Ethiopia, India, Vietnam and Peru, following 12,000 children over 15 years during the period set for the achievement of the Millennium Development Goals (MDGs). Since 2010, the study has also included school surveys, providing detailed information on index children and their peer’s education. This symposium presents evidence and analysis from the linked household and school panels on role of education in mediating between children’s backgrounds and their learning experience and outcomes.
In the first symposium session, papers exploit the household and school data to look longitudinally at the association between household wealth when a child is very young and later ‘opportunities to learn’ in Peru; the role of formal schooling in ‘narrowing the gap’ between children in the early years of primary in cross-country perspective; and the impact of shocks and the burden of work on children’s primary school completion.
In the second session, papers focus on data collected at the schools of Young Lives children to consider the challenges of measuring learning achievement across linguistic and cultural groups; the teaching and learning practices of Ethiopian classrooms; and, finally, what value-added analysis contributes to knowledge about school effectiveness in Vietnam.