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 were presented at the UKFIET conference in Oxford, drawing 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.
Papers presented in the first session exploited 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 focused 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.
SESSSION 1: EDUCATION AND INEQUALITY
Tuesday 10 September 2013, 11:00 - 12:30, East School PS122
Opportunity to Learn and the Achievement Gap: An analysis from Peru
Santiago Cueto, GRADE, Peru
Does School Make a Difference and for Whom? A Four Country Comparative Study of the Impact of School Quality on Educational Attainment
Elisabetta Aurino, University of Oxford, UK
Shocks and Children?s Dropout from Primary School: Implications for education policy in Ethiopia
Tassew Woldehanna, University of Addis Ababa, Ethiopia
SESSION 2: THE LEARNING IMPERATIVE
Tuesday 10 September 2013, 1:30 - 3:00, East School PS122
Observing teaching and learning in Ethiopia: reflections on teacher and child-centred learning post 2015
Angela Little, Institute of Education, University of London, UK
Assessing Learning Progress in Ethiopia: challenges and approaches for effective measurement in Young Lives
Zoe James, University of Oxford, UK
Who Benefits from Value-Added? School Effectiveness in Vietnam
Caine Rolleston, University of Oxford, UK
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 were presented at the UKFIET conference in Oxford, drawing 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.
Papers presented in the first session exploited 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 focused 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.
SESSSION 1: EDUCATION AND INEQUALITY
Tuesday 10 September 2013, 11:00 - 12:30, East School PS122
Opportunity to Learn and the Achievement Gap: An analysis from Peru
Santiago Cueto, GRADE, Peru
Does School Make a Difference and for Whom? A Four Country Comparative Study of the Impact of School Quality on Educational Attainment
Elisabetta Aurino, University of Oxford, UK
Shocks and Children?s Dropout from Primary School: Implications for education policy in Ethiopia
Tassew Woldehanna, University of Addis Ababa, Ethiopia
SESSION 2: THE LEARNING IMPERATIVE
Tuesday 10 September 2013, 1:30 - 3:00, East School PS122
Observing teaching and learning in Ethiopia: reflections on teacher and child-centred learning post 2015
Angela Little, Institute of Education, University of London, UK
Assessing Learning Progress in Ethiopia: challenges and approaches for effective measurement in Young Lives
Zoe James, University of Oxford, UK
Who Benefits from Value-Added? School Effectiveness in Vietnam
Caine Rolleston, University of Oxford, UK