DSpace JSPUI

1. By-Covid
2. All content
3. Cessda

Title:	Young Lives: School Survey, Ethiopia, 2016-2017
Keywords:	TRAVELLING TIME SCHOOL BUILDINGS BUILDING SERVICES STRUCTURAL ELEMENTS (BUILDINGS) EDUCATIONAL CERTIFICATES EMPLOYMENT HISTORY COGNITIVE PROCESSES AGE GENDER MATHEMATICS EDUCATION STUDENT ATTITUDE SCHOOLCHILDREN PARENTAL ROLE SOCIAL ATTITUDES TEACHER-STUDENT RELATIONSHIP STUDENT PARTICIPATION ACADEMIC ABILITY ATTITUDES EDUCATIONAL ADMINISTRATORS TEACHER TRAINING INCOME EDUCATIONAL RESOURCES EDUCATIONAL FACILITIES EDUCATIONAL EQUIPMENT SCHOOL MEALS EDUCATIONAL ADMINISTRATION EDUCATIONAL TIMETABLES EDUCATIONAL ADMISSION SCHOOL TIME SCHOOLTEACHERS CLASS SIZE EDUCATIONAL ATTENDANCE HOMEWORK LANGUAGE SKILLS LANGUAGES TEXTBOOKS EDUCATIONAL FEES OBSERVATION (DATA COLLECTION) TEACHING MATERIALS TEACHING AIDS EDUCATIONAL TESTS READING TESTS LITERACY NUMERACY SCHOOLS BILINGUALISM TEACHING METHODS LANGUAGES USED AT HOME SCHOOL CLASSES EDUCATIONAL GROUPING EDUCATIONAL BACKGROUND TRADE UNION MEMBERSHIP WAGES JOB EVALUATION MEALS ILL HEALTH SIBLINGS FAMILY MEMBERS ANIMALS HOUSEWORK TIME READING (ACTIVITY) INTERNET ACCESS LAVATORIES BOOKS MOTHERS MOTHER'S EDUCATIONAL BACKGROUND FATHERS FATHER'S EDUCATIONAL BACKGROUND ACCESS TO INFORMATION AND COMMUNICATIONS TECHNOLOGY TIED HOUSING SECONDARY EDUCATION STATE SCHOOLS PRIVATE SCHOOLS 2016-2017 Ethiopia
Description:	<P>Abstract copyright UK Data Service and data collection copyright owner.</P>The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The study is being conducted in Ethiopia, India, Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood. The Young Lives study aims to track the lives of 12,000 children over a 15-year period, surveyed once every 3-4 years. Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, Round 4 surveyed them at 12 and 19 years old, and Round 5 surveyed them at 15 and 22 years old. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.<br> <br> The survey consists of three main elements: a child questionnaire, a household questionnaire and a community questionnaire. The household data gathered is similar to other cross-sectional datasets (such as the World Bank's Living Standards Measurement Study). It covers a range of topics such as household composition, livelihood and assets, household expenditure, child health and access to basic services, and education. This is supplemented with additional questions that cover caregiver perceptions, attitudes, and aspirations for their child and the family. Young Lives also collects detailed time-use data for all family members, information about the child's weight and height (and that of caregivers), and tests the children for school outcomes (language comprehension and mathematics). An important element of the survey asks the children about their daily activities, their experiences and attitudes to work and school, their likes and dislikes, how they feel they are treated by other people, and their hopes and aspirations for the future. The community questionnaire provides background information about the social, economic and environmental context of each community. It covers topics such as ethnicity, religion, economic activity and employment, infrastructure and services, political representation and community networks, crime and environmental changes. The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.<br> <br> Further information about the survey, including publications, can be downloaded from the <a href="https://www.younglives.org.uk/" title="Young Lives" target="_blank">Young Lives</a> website.<br> <br> <b>School Survey:</b><br> A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children's experiences of schooling, and to improve our understanding of:<ul><li>the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups</li><li>school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems</li><li>equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education</li></ul>The survey allows researchers to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children's experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives.<br> <br> A further round of school surveys took place during the 2016-2017 school year. The key focus areas for these were:<ul><li>benchmarking levels of student attainment and progress in key learning domains</li><li>effects of school and teacher quality, and school effectiveness</li><li>educational transitions at age 15</li></ul>The 2016-2017 school surveys focused on the level of schooling accessed by 15-year-olds in each country, so including Grade 7 and 8 students in Ethiopia (upper primary level), Grade 9 students in India (lower secondary level), and Grade 10 students in Vietnam (upper secondary level).<br> <br> The School Survey data are held separately for each country. The India data are available from the UK Data Archive under SN 7478 and SN 8359, the Vietnam data are available from SN 7663 and SN 8360, and the Peru data have been archived under SN 7479 (no 2016-2017 survey).<br> <br> Further information is available from the Young Lives <a class="external" href="https://www.younglives.org.uk/content/school-survey" title="School Survey">School Survey</a> webpages.<br> <br> <B>Main Topics</B>:<BR> The Ethiopia survey included data collection at the school, class and pupil level, and involved the Director / Head teacher, the Maths and English teachers, and the Young Lives child. The instruments included in the survey were: <ul><li>Director questionnaire - collected background data on the director and the school </li><li>Teacher questionnaire - collected background data on teachers, including teacher motivation and section-level information </li><li>Student questionnaire - collected background data on students (including academic support within and beyond school, psychosocial measures and perceptions of the classroom instructional environment) </li><li>School facilities observation - collected data on school infrastructure and facilities </li><li>Teacher professional knowledge questionnaire - collected mathematics teacher performance on an assessment of specialised content knowledge for teaching </li><li>Mathematics test - repeated measures, administered at the beginning and end of the year. Assessing students’ curriculum knowledge and ability to apply that knowledge in less familiar contexts </li><li>Functional English test ('English') - repeated measures, administered at the beginning and end of the year. Assessing students’ English reading and comprehension skills relevant to the contexts in which they may use the language </li><li>Functional Amharic test ('Amharic') - single measure, administered at the end of the year. Assessing students’ Amharic reading and comprehension skills relevant to the contexts in which they may use the language </li></ul>
URI:	https://t2-4.bsc.es/jspui/handle/123456789/61874
Other Identifiers:	10.5255/UKDA-SN-8358-1 8358 http://doi.org/10.5255/UKDA-SN-8358-1
Appears in Collections:	Cessda

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.