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Please use this identifier to cite or link to this item: https://t2-4.bsc.es/jspui/handle/123456789/62340
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dc.creatorUniversity of Oxford, Department of International Developmenten
dc.date2015-11-02T08:41:40Zen
dc.identifier10.5255/UKDA-SN-7823-1-
dc.identifier7823-
dc.identifierhttp://doi.org/10.5255/UKDA-SN-7823-1-
dc.identifier.urihttps://t2-4.bsc.es/jspui/handle/123456789/62340*
dc.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>en
dc.description<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. It addressed two main research questions:<ul><li>how do the relationships between poverty and child development manifest themselves and impact upon children's educational experiences and outcomes?</li><li>to what extent does children’s experience of school reinforce or compensate for disadvantage in terms of child development and poverty? </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. A wide range of stakeholders, including government representatives at national and sub-national levels, NGOs and donor organisations were involved in the design of the school survey, so the researchers could be sure that the ‘right questions’ were being asked to address major policy concerns. This consultation process means that policymakers already understand the context and potential of the Young Lives research and are interested to utilise the data and analysis to inform their policy decisions. The survey 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 the Young Lives study.<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, the Peru data have been archived under SN 7479, and the Vietnam data are available from SN 7663.<br> <br> A further round of school surveys took place during the 2016-2017 school year. The Ethiopia survey is available under SN 8358, the India survey under SN 8359 and the Vietnam survey under SN 8360.<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>en
dc.description<B>Main Topics</B>:<BR>en
dc.descriptionThe survey included data collection at the school, class and pupil level, and involved the Principal, the teacher of Grade 4 and 5 class, and pupil. The instruments included in the survey are:<br> <br> <ul><li>Principal questionnaire. Administered individually by fieldworkers to principals.</li><li>School site observation. Fieldworker completed through observation of school site during their time in the school.</li><li>Teacher questionnaire. Administered individually by fieldworkers to teacher of YL child's class.</li><li>Pupil questionnaire. Administered to the whole class. Fieldworker led and directed. Collected background data on the Pupil, as well as information on attitudes to school.</li><li>Pupil assessments in Maths and Amharic. Administered to the whole class. Fieldworker led and directed.</li></ul>en
dc.languageen-
dc.rights<a href="https://www.nationalarchives.gov.uk/information-management/re-using-public-sector-information/uk-government-licensing-framework/crown-copyright/" target="_blank">© Crown copyright</a> held jointly with the Ethiopian Development Research Instituteen
dc.subjectTRAVELLING TIMEen
dc.subjectSCHOOL BUILDINGSen
dc.subjectPLAYGROUNDSen
dc.subjectBUILDING SERVICESen
dc.subjectSTRUCTURAL ELEMENTS (BUILDINGS)en
dc.subjectEDUCATIONAL CERTIFICATESen
dc.subjectEMPLOYMENT HISTORYen
dc.subjectCOGNITIVE PROCESSESen
dc.subjectAGEen
dc.subjectGENDERen
dc.subjectMATHEMATICS EDUCATIONen
dc.subjectSTUDENT ATTITUDEen
dc.subjectSCHOOLCHILDRENen
dc.subjectPARENTAL ROLEen
dc.subjectSOCIAL ATTITUDESen
dc.subjectTEACHER-STUDENT RELATIONSHIPen
dc.subjectSTUDENT PARTICIPATIONen
dc.subjectACADEMIC ABILITYen
dc.subjectATTITUDESen
dc.subjectEDUCATIONAL ADMINISTRATORSen
dc.subjectTEACHER TRAININGen
dc.subjectINCOMEen
dc.subjectEDUCATIONAL RESOURCESen
dc.subjectEDUCATIONAL FACILITIESen
dc.subjectEDUCATIONAL EQUIPMENTen
dc.subjectSCHOOL MEALSen
dc.subjectGOVERNING BOARDS (EDUCATION)en
dc.subjectEDUCATIONAL ADMINISTRATIONen
dc.subjectEDUCATIONAL TIMETABLESen
dc.subjectEDUCATIONAL ADMISSIONen
dc.subjectPRIVATE SCHOOLSen
dc.subjectSTATE SCHOOLSen
dc.subjectSCHOOL TIMEen
dc.subjectSCHOOLTEACHERSen
dc.subjectCLASS SIZEen
dc.subjectEDUCATIONAL ATTENDANCEen
dc.subjectHOMEWORKen
dc.subjectLANGUAGE SKILLSen
dc.subjectLANGUAGESen
dc.subjectTEXTBOOKSen
dc.subjectEDUCATIONAL FEESen
dc.subjectOBSERVATION (DATA COLLECTION)en
dc.subjectTEACHING MATERIALSen
dc.subjectTEACHING AIDSen
dc.subjectEDUCATIONAL TESTSen
dc.subjectREADING TESTSen
dc.subjectLITERACYen
dc.subjectNUMERACYen
dc.subjectSCHOOLSen
dc.subjectBILINGUALISMen
dc.subjectTEACHING METHODSen
dc.subjectLANGUAGES USED AT HOMEen
dc.subjectFAITH SCHOOLSen
dc.subjectSCHOOL CLASSESen
dc.subjectEDUCATIONAL GROUPINGen
dc.subjectEDUCATIONAL BACKGROUNDen
dc.subjectTRADE UNION MEMBERSHIPen
dc.subjectWAGESen
dc.subjectJOB EVALUATIONen
dc.subjectMEALSen
dc.subjectILL HEALTHen
dc.subjectSIBLINGSen
dc.subjectFAMILY MEMBERSen
dc.subjectANIMALSen
dc.subjectCONSUMER GOODSen
dc.subjectROOMSen
dc.subjectPRE-PRIMARY EDUCATIONen
dc.subjectEXTRACURRICULAR ACTIVITIESen
dc.subjectHOUSEWORKen
dc.subjectTIMEen
dc.subjectREADING (ACTIVITY)en
dc.subjectINTERNET ACCESSen
dc.subjectLAVATORIESen
dc.subjectRURAL AREASen
dc.subjectURBAN AREASen
dc.subject2012-2013en
dc.subjectEthiopiaen
dc.titleYoung Lives: School Survey, Ethiopia, 2012-2013en
dc.typeDataseten
dc.coverageEthiopiaen
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