Titlebook: ;

Dorsal

Gender, Agency, and Poverty: Children’s Everyday Experiences in Andhra Pradesh and Vietnamd, agency has been accepted as a universal feature of what it means to be a child, and in international development, ‘children’s participation’ is an increasingly accepted principle (Vandenbroeck and Bouverne-De Bie 2006). In development, the notion of ‘empowerment’ suggests that power is something

袖章

Schooling and Cognitive Outcomes from Childhood to Youth: A Longitudinal Analysisciety; and the imperative to ‘upskill’ the labour force finds plentiful expression in the rhetoric of education and development policy at both the country and international levels, often linked to concerns around globalization and increasing competition. Improvements in access to formal education in

被告

Changes in Rural Children’s Use of Time: Evidence from Ethiopia and Andhra Pradeshmbitious global social policies construct particular visions of childhood and, in doing so, shape how children spend their time. The Millennium Development Goals, the Education For All Dakar Goals, World Bank advocacy for early childhood education, and International Labour Organization campaigns to

是他笨

The Role of Formal Education in the Subjective Well-being of Young Teenagers in Rural and Urban Peruruvians who live in a precarious economic situation and how this relates to their expectations. Young teenagers were interviewed around the time they were starting secondary school (2007) and, later on, around the time they were leaving, when some were moving into post-secondary education and others

Priapism

accessory

How Much Difference Does School Make and For Whom? A Two-Country Study of the Impact of School Qualiuniversal access to ‘basic education of good quality’. While considerable progress has been made on access to basic education according to the narrow definition of school enrolment, including in many of the least-developed countries, it is less clear that progress has been made in relation to ensuri

敬禮

Ethnic Minority Children’s and Adults’ Perceptions and Experiences of Schooling in Vietnam: A Case Se the nation’s culture, making education the highest priority of families and individuals. These traditional values have been supported by the Government of Vietnam, as highlighted in its various plans and policy statements. Over the past 50 years, Vietnam has achieved great successes in education:

啪心兒跳動

Educational Opportunities and Learning Outcomes of Children in Peru: A Longitudinal Modelns in the world, to the point where it is close to 100 per cent in many countries. This is aligned with international movements such as Education for All (see, for example, UNESCO 2007), which calls for universal primary enrolment by 2015. However, the assessment of achievement of students has often

爭議的蘋果

Reflections: Inequality, School, and Social Changenstrates how changes and opportunities during middle childhood can affect children’s development and well-being. While the evidence comes from children in four specific countries, it reflects trends typical of other low- and middle-income countries. What does the Young Lives evidence tell us about d

Nonporous