Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Adolescence: Aspiration, responsibility and life trajectories
Findings from Young Lives
by Marta Favara and Frances Winter
University of Oxford
presnted to Oxford Policy Management (OPM), 11th May, 2017
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
What the World can Learn from Finnish Lessons
In the course of about 3 decades ( 1980-2010) , the national education system of Finland progressed from one which was “ nothing special” to one that produces students whose academic achievement is so consistently outstanding that Finland’s system is often referred to as the best in the world. This book describes how Finland achieve that transformation.
In this books , Pasi Sahlberg details the policy decisions that guided that transformation. He documents the choice of polices that chose not to embrace “ tougher competition, more data, abolishing teacher unions, opening more charter schools, or employing corporate world management models in education systems”. To the contrary, Finnish policies focused on “ improving the teaching force, limited student testing to a necessary minimum , placing responsibility and trust before accountability and handing over school and district-level leadership to education professionals. The result is an educational system that “ lacks school inspection, standardized curriculum, high-stakes student assessments, test based accountability and a race-to-the-top mentality with regard to educational change?
Sahlberg characterizes the policies of the current system as
Having a vision of education committed to building a publicly financed & locally governed basic schools for every child
Building on educational ideas from other nations to produce unique “ Finnish way” that preserves the best traditions and present good practices
Systematically developing respectful and interesting working conditions for teachers and leaders in Finnish schools.
The Finnish experience in building an education system in which all students learn well is one that has focused on equity and cooperation rather than choice and competition and that rejects the paying of teachers based on students test scores or converting public schools to private schools.
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Adolescence: Aspiration, responsibility and life trajectories
Findings from Young Lives
by Marta Favara and Frances Winter
University of Oxford
presnted to Oxford Policy Management (OPM), 11th May, 2017
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
What the World can Learn from Finnish Lessons
In the course of about 3 decades ( 1980-2010) , the national education system of Finland progressed from one which was “ nothing special” to one that produces students whose academic achievement is so consistently outstanding that Finland’s system is often referred to as the best in the world. This book describes how Finland achieve that transformation.
In this books , Pasi Sahlberg details the policy decisions that guided that transformation. He documents the choice of polices that chose not to embrace “ tougher competition, more data, abolishing teacher unions, opening more charter schools, or employing corporate world management models in education systems”. To the contrary, Finnish policies focused on “ improving the teaching force, limited student testing to a necessary minimum , placing responsibility and trust before accountability and handing over school and district-level leadership to education professionals. The result is an educational system that “ lacks school inspection, standardized curriculum, high-stakes student assessments, test based accountability and a race-to-the-top mentality with regard to educational change?
Sahlberg characterizes the policies of the current system as
Having a vision of education committed to building a publicly financed & locally governed basic schools for every child
Building on educational ideas from other nations to produce unique “ Finnish way” that preserves the best traditions and present good practices
Systematically developing respectful and interesting working conditions for teachers and leaders in Finnish schools.
The Finnish experience in building an education system in which all students learn well is one that has focused on equity and cooperation rather than choice and competition and that rejects the paying of teachers based on students test scores or converting public schools to private schools.
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
IIEP-UNESCO Strategic Debate: the impact of inequalities on learning achievementIIEP-UNESCO
Towards progressive universalism: the impact of inequalities on learning achievement.
IIEP Strategic Debate - May 2017
Speaker: Pauline Rose, Director, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge
Moderator: Suzanne Grant Lewis (Director IIEP)
Drawing on analysis of available large-scale datasets, this session will show how inequalities in learning between the rich and poor and, amongst the poor by gender, widen substantially over the primary school cycle. It will also identify that children with disabilities are most likely to be left behind. The evidence further demonstrates that access to higher education for children from poor households is strongly dependent on their learning in the early years. Analysis will be presented showing that, where children from poor backgrounds have the same opportunities as those from rich backgrounds, learning gaps narrow significantly. It will further identify the importance of changing the way in which public resources are allocated, to achieve ‘progressive universalism’. The Debate will conclude by identifying ways in which data collection could be improved in resource-poor environments to enable better monitoring of education SDGs related to learning, with a focus on tracking progress for the most disadvantaged groups.
Pursuing cumulative advantage through early childhood education. the paradox ...Daniel Gabadón-Estevan
There is no doubt that school credentials are at the centre of the stratification process in meritocratic societies and there is evidence that the starting point is well ahead of the primary (compulsory) education (Lareau, A., 2003; Kalil, A., Ryan, R. & Corey, M., 2012). Through early childhood education parents not only invest in their offspring’s future chances to maintain or increase their relative position in the social ladder by investing in their human and social capital (Keys et al., 2013), but also perceive that educational decisions as providing a framework that will influence child development in terms of life goals, life values and attitudes (Galán, 2009; Ballantine & Hammack, 2011; Ryan, 2001).
However, how much parents are able to determine children school characteristic is dependent on the institutional arrangements and the welfare regime where their educational system is set (Feito, 1994; Mancebón Torrubia, 2007; Fernández Enguita, 2008). At some regions, such as for instance the Valencia region in Spain, there has been a consistent policy promoting the development of private early childhood educational facilities that have reinforced in recent years the already none-comprehensive school system (Sintes, E., 2012; Ancheta Arrabal, A., 2012; Fernández Enguita, M., 2002). In the present study we combine both an institutional and a case study analysis on the city of Valencia, to deepen the understanding on how the early childhood education choice operates.
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
Growing up in poverty young lives r4 findings_20march2015Young Lives Oxford
Overview of findings and data presented by Ginny Morrow at visit to Oxford by Baroness Northover, Parliamentary Under Secretary of State at the Department for International Development, 20 March 2015
Presentación de Santiago Cueto, coordinador en el Perú del estudio Niños del Milenio / Young Lives y director de investigación de GRADE, en UKFIET, conferencia internacional sobre educación y desarrollo. Este evento se realizó del 15 al 17 de septiembre en la Universidad de Oxford.
"Epistemological and ideological clashes in research and policy around children and childhood" presented by Jo Boyden of Young Lives, University of Oxford at plenary session of ICYRN 2015 Conference, Cyprus
A presentation by Virginia Morrow as part of the Practicalities of Cohort and Longitudinal Research panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
IIEP-UNESCO Strategic Debate: the impact of inequalities on learning achievementIIEP-UNESCO
Towards progressive universalism: the impact of inequalities on learning achievement.
IIEP Strategic Debate - May 2017
Speaker: Pauline Rose, Director, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge
Moderator: Suzanne Grant Lewis (Director IIEP)
Drawing on analysis of available large-scale datasets, this session will show how inequalities in learning between the rich and poor and, amongst the poor by gender, widen substantially over the primary school cycle. It will also identify that children with disabilities are most likely to be left behind. The evidence further demonstrates that access to higher education for children from poor households is strongly dependent on their learning in the early years. Analysis will be presented showing that, where children from poor backgrounds have the same opportunities as those from rich backgrounds, learning gaps narrow significantly. It will further identify the importance of changing the way in which public resources are allocated, to achieve ‘progressive universalism’. The Debate will conclude by identifying ways in which data collection could be improved in resource-poor environments to enable better monitoring of education SDGs related to learning, with a focus on tracking progress for the most disadvantaged groups.
Pursuing cumulative advantage through early childhood education. the paradox ...Daniel Gabadón-Estevan
There is no doubt that school credentials are at the centre of the stratification process in meritocratic societies and there is evidence that the starting point is well ahead of the primary (compulsory) education (Lareau, A., 2003; Kalil, A., Ryan, R. & Corey, M., 2012). Through early childhood education parents not only invest in their offspring’s future chances to maintain or increase their relative position in the social ladder by investing in their human and social capital (Keys et al., 2013), but also perceive that educational decisions as providing a framework that will influence child development in terms of life goals, life values and attitudes (Galán, 2009; Ballantine & Hammack, 2011; Ryan, 2001).
However, how much parents are able to determine children school characteristic is dependent on the institutional arrangements and the welfare regime where their educational system is set (Feito, 1994; Mancebón Torrubia, 2007; Fernández Enguita, 2008). At some regions, such as for instance the Valencia region in Spain, there has been a consistent policy promoting the development of private early childhood educational facilities that have reinforced in recent years the already none-comprehensive school system (Sintes, E., 2012; Ancheta Arrabal, A., 2012; Fernández Enguita, M., 2002). In the present study we combine both an institutional and a case study analysis on the city of Valencia, to deepen the understanding on how the early childhood education choice operates.
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
Growing up in poverty young lives r4 findings_20march2015Young Lives Oxford
Overview of findings and data presented by Ginny Morrow at visit to Oxford by Baroness Northover, Parliamentary Under Secretary of State at the Department for International Development, 20 March 2015
Presentación de Santiago Cueto, coordinador en el Perú del estudio Niños del Milenio / Young Lives y director de investigación de GRADE, en UKFIET, conferencia internacional sobre educación y desarrollo. Este evento se realizó del 15 al 17 de septiembre en la Universidad de Oxford.
"Epistemological and ideological clashes in research and policy around children and childhood" presented by Jo Boyden of Young Lives, University of Oxford at plenary session of ICYRN 2015 Conference, Cyprus
A presentation by Virginia Morrow as part of the Practicalities of Cohort and Longitudinal Research panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
The social class of people determines how they will lead their life. While it comes to provide the better life chances of children, the living standard of the parent plays an important role.
The Transition to Adulthood for Young Adults with Disabilities who Experience...Robin Harwick, PhD
This presentation describes an ecological approach to the transition to adulthood for young adults with disabilities who experience foster care. Recommendations for practice are included.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Abstract: India is a developing country having so many challenges. One of the greatest challenges before a socialist and democratic country is the education of its disadvantaged people because in absence of education these people become a major liability on it. It cannot be over emphasised that economic development of a country depends to a large extent on the quality and level of the education of its people. Indian society has been crushed for ages socially, economically and politically only because a large proportion of its population has been the deprived of proper education since time immemorial. Mass education has ever been non-existent phenomenon in this so called highly cultured and affluent ancient country. These deprived people lived a life characterised in poverty, ignorance and superstition. They were easily deprived of the basic human rights and treated as domestic animals by the few rich and powerful men in the feudal social system.
Keywords: Academic Achievement, Deprived Children.
Title: Academic Achievement of the Deprived Children
Author: Dr. N.K Singh
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Ethical challenges in research on the well-being of children and young peopleYoung Lives Oxford
A presentation by Virginia Morrow on the ethical challenges in the context of multi-national research
on the well-being of children and young people, given
to the International and Interdisciplinary Conference, Exploring the Global Well-Being of Children and Youth on 9 July 2015 at the Technische Universität Berlin, Germany
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
Marriage and Divorce among Adolescents: Before and After COVID19, why we can'...Young Lives Oxford
For many young people, adolescence is a time when the world opens up as they choose their future paths. But for those living in the most marginalised families, their choices remain limited. Twelve million girls are still married under the age of 18 every year, and UN agencies warn of a doubling of this number due to the coronavirus pandemic.
This presentation was delivered on the 19th of May, as part of a webinar, organised by Young Lives, Child Frontiers, Girls not Brides and GreeneWorks, and included a presentation from WHO's Chandra Mouli.
The webinar brought together Girls Not Brides’ Agenda for Action in the face of COVID-19, new research from Young Lives and Child Frontiers on married, cohabiting and divorced adolescents, and GreeneWorks’ research on the pathways and obstacles to leaving child, early, and forced marriage.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This presentation by Tanya Barron, Chief Executive Officer of Plan International UK, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Challenges and Priorities - Child protection and use of evidence to inform po...Young Lives Oxford
This presentation by Cornelius Williams, Associate Director and Global Chief of Child Protection at UNICEF, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Ensure strong beginnings and support for development from conception to adole...Young Lives Oxford
This presentation by Andy Dawes, Professor Emeritus in the Department of Psychology at the University of Cape Town, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
'How can we best support young people in situations of adversity?'Young Lives Oxford
This presentation by Alula Pankhurst, Young Lives Ethiopia Country Director, was delivered as part of the Child Protection panel at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Intersecting inequalities: Evidence from Young Lives IndiaYoung Lives Oxford
This presentation by Renu Singh, Young Lives India Country Director, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Young Lives 2016-17 School Survey: Value-added analysis and school effectivenessYoung Lives Oxford
This slidedeck is from the Young Lives classroom observation sub-study dissemination event held in India on 1 June 2018. The event showcased learnings from the sub-study, and sought to answer questions such as 'where is value added in the classroom?', and 'who is taught by the most effective teachers?'.
A related blog reflecting on this event, written by Rhiannon Moore, is available here: http://younglives.org.uk/node/8694
System Expansion Step Three: Capitalising on Student Talents for a Middle-Inc...Young Lives Oxford
•Progress is strongly strongly linked to factors other than home background.
• Early achievement strongly influences whether students carry on at the expected rate.
• Encouraging enrolment on time and support for students that enrol late could provide smoother progression through the school system.
• To capitalise on talents of all: ensure that all students in the earliest grades reach minimum minimum expectations as a basis for smooth progress.
Beyond the basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
There are still inequities that need to be addressed at all stages of the Vietnamese education system, but we find that home advantage does not become more important than ability over time in determining learning outcomes
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
Caine Rolleston and Rhiannon Moore tackle the following questions: What are the characteristics of children attending different school types? How do learning and learning progress compare across different types of school? How does this change when we include controls for student background? Within private schools, what is the relationship between fees paid and learning gains? Considering all of these things, what are the implications for equity within the Indian education system?
Learn, Grow and Thrive: An agenda to empower rural girls (evidence from the Young Lives study of childhood poverty) presentation at a side event of the Commission on the Status of Women 2018.
For more details of the side event, please see: http://younglives.org.uk/node/8615 and follow @yloxford on Twitter
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
Presentation from Professor Jo Boyden (Young Lives Director) and Dr Renu Singh (Young Lives India Country Director) at the International Association for Adolescent Health's 11th World Congress in New Delhi, 26th October 2017
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Beating the Odds: Why have some children fared well despite growing up in poverty?
1. Beating the Odds: Why have some children fared
well despite growing up in poverty?
gina.crivello@qeh.ox.ac.uk
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa
Addis Ababa, Ethiopia
23-25 October 2017
Gina Crivello and Virginia Morrow
Department of International Development
University of Oxford
2. Outline
• About the Young Lives study
• Approach to answering the question and
identifying children who ‘beat the odds’
• Emerging findings – examples of children
• Challenges and implications
3. AIM: to improve understanding of
the causes & consequences of
childhood poverty and provide
evidence to improve policies &
practice.
LONGITUDINAL: Following 12,000
children in 4 countries (Ethiopia,
India-Andhra Pradesh, Telengana -
Peru, Vietnam) over 15 years.
METHODOLOGY: Interdisciplinary
and mixed method: survey data
collection combined with
longitudinal qualitative research
SAMPLE: Pro-poor; 20 sites in
each country selected to reflect
country diversity, rural-urban,
livelihoods, ethnicity, etc;
roughly equal numbers of boys
and girls.
COHORT DESIGN: Two age cohorts in each country
o 2,000 children born in 2000-01 (younger cohort)
o 1,000 children born in 1994-95 (older cohort)
Young Lives: cohort study of child poverty
4. Child-focused methods
Repeat biographical interview
(qualitative)
Main data sources for this paper
Children’s life-maps / timelines
(children identify important life events, current circumstances and aspirations for the future)
Repeat survey questionnaire
(quantitative)
5. Exploring Trajectories of Hope
Age 12 Age 19/20
MIKI
TUFA
AFEWORK
(Sense of hope)
(Sense of hopelessness)
Miki: “Working hard but not changing your
life” (the crushing effects of poverty)
‘Tufa’ – ‘Since I am the only boy in the
family…’ (gender and sibling composition)
Afework: ‘I am the fruit of their hard
work’ (the role of family support)
6. What we looked for in the data (4 countries)
What are the determining moments in children’s
lives?
What makes a difference for children during these
turning points?
What made a difference in the lives of those children
who have fared well despite facing adversity?
How do children/youth navigate their life
trajectories in contexts of adversity and uncertainty?
7. A variety of potential approaches
‘resilient cases’
‘positive deviants’
‘outliers’
‘success stories’
‘exceptional cases’
children who ‘buck the trend’
‘overcome the odds’
8. Ordinariness of resilience
‘Resilience does not come from rare and special qualities, but from the
everyday magic of ordinary, normative human resources in the minds,
brains and bodies of children, in their families and relationships, and in
their communities. This has profound implications for promoting
competence and human capital in individuals and society…’ (Masten
2001:235)
Differing approaches in resilience studies
‘variable-focused’ (loses a sense of the whole person) vs ‘person-focused’
analysis (but risks obscuring specific linkages) Masten (2001; et al 2004)
‘ecological perspective’ (mainly quantitative) vs ‘constructionist
approach’ (better accounts for cultural and contextual differences) Ungar
(2004)
‘children’s own perspective on their culturally embedded pathways to resilience
have remained largely silenced’ (Ungar 2004: 358)
9. Critical approaches to the life course & its contexts
‘vital conjunctures’ (Johnson-Hanks 2002) – move away from ‘stages of life’
approach, and defined as a ‘socially structured zone of possibility that emerges
around specific periods of potential transformation in a life or lives’
Identifying: ‘what horizons, what futures, are imagined, hoped for, or feared’ and
what shifts these
Agency (Ortner 2006) – seen less as a psychological property of individuals and
more of a disposition toward the enactment of ‘projects’ and the pursuit of goals.
Individuals always embedded in webs of relations and of power.
‘Anthropologies of Hope’ (Crapanzano 2003) and ‘Ethnographies of Uncertainty’
(Cooper and Pratten 2014; Di Nunzio 2014)
Uncertainty (not only as context) as ‘the lived experience of a pervasive sense of
vulnerability, anxiety, hope, and possibility mediated through the material
assemblages that underpin, saturate, and sustain everyday life.’ (Cooper and
Pratten 2014: 1)
Uncertainty as productive of hope, something that is embraced by youth (Di
Nunzio 2014:169)
10. How did we identify ‘beating the odds’?
SURVEY DATA
Select a list of indicators (age 19):
enrolment, math and reading scores,
socio-emotional scores, marriage status,
subjective wealth, work
Identify ‘the averages’: by gender,
location, wealth status & whole cohort
And then…
Located cases from qualitative sample
in relation to the averages (age 19/20):
Prioritised children from poorest
households
Identified a shortlist of girls and boys:
Created longitudinal profiles of a selection of
cases based on 5 time points of data
11. Diversity within country
0
5
10
15
20
25
Primary level Secondary Pre-university Vocational/diploma University
female male
Grade levels of 19 year-olds enrolled in school in Ethiopia (n=539)
Shows: there is a huge spread among those enrolled at age 19, from primary
through to university levels (Source: Tafere 2017)
12. Emerging Findings – Beating the Odds
What are the determining moments in children’s
lives?
What makes a difference for children during these
turning points?
13. “Pressure points” in children’s lives (full sample)
• Poverty, chronic illness and family discord created ongoing pressures for children; these were
punctuated by intense shocks (e.g. death) and transitions (e.g. changing school)
• Coming of age created pressure points: e.g., around puberty: for girls, constrained mobility, and for
boys, pressures to work; for aid beneficiaries (e.g. ‘orphans’): ‘ageing out’ and losing benefits
• Vital conjunctures: under highly pressurised conditions, turning points could become tipping points.
Factors meditating the effects
Household & sibling composition ---- Family resources ---- Availability & access to services
Child’s age, gender, birth order, location ---- Social connections, migration network
Potential effects
Long absences from school,
leaving school Increased responsibilities,
paid/unpaid work Diminished hope
Economic decline
Climatic shocks
(drought, rains, pests)
School structures
(exams, teacher
conflict)
Child illness
Parental illness
and death
Household changes (divorce,
job or asset loss, sibling
marriage)
14. Children who fared well in adversity
What helped?
Rather than one single factor, a combination of timely, mutually reinforcing factors
were needed for children to ‘overcome the odds’ in the face of poverty and adversity
Relationships - Where formal support & safety nets were lacking, children relied heavily on their social connections
Community, NGOs - External support systems moderated the effects of household adversity on children,
particularly during pressure points but, for some (eg ‘orphans’), over the long-term
Individual resources - Children fared well when their positive dispositions and competencies were supported by
their relationships, wider structures and opportunities
• Siblings - especially elder sisters, as role models, financial support and migration facilitators
• Parents – supportive of schooling/education
• Wider kin – cousins, aunts, grandparents, for access to jobs, schooling, networks, migration and places to live
• Teachers – sympathetic, supportive champions during pressure points
• Motivated, with a belief in the ability to succeed (despite obstacles)
• Access to work that is compatible with schooling
• Access to migration network (for schooling, work)
• Rewarded for achievements (e.g. relieved of work responsibilities to focus on academics)
• Positive outlook on the future
• NGOs (food aid, support for schooling, bicycles, tutoring); church, youth groups and clubs
• Schools – flexibility during pressure points for children
• Services – electricity, new irrigation systems
• Norms encouraging children’s schooling
15. Case example: MULU
What helped Mulu?
What were the turning points in her life?
• RELATIONSHIPS: Supportive elder sister (role model, economic provider, migration facilitator)
• INDIVIDUAL RESOURCES: Determination and self-identification as a clever student; working to
pay for school
• COMMUNITY AND EXTERNAL SUPPORTS: Electricity, extended hours of school library, aid
• From rural community, Amhara region
• Poorest household (quintile 1)
• 5th of 7 siblings
• Managed paid work and schooling through out childhood
• Despite poverty and recent pressure to redirect her attention to
paid work, she remains focused on schooling
• Used her family network (elder sister) to migrate
• Age 22, she is in her 3rd year of university
16. Case example: MESIH
What helped Mesih?
What were the turning points in his life?
• RELATIONSHIPS: Supportive older siblings and mother ( economic providers, migration facilitators)
• INDIVIDUAL RESOURCES: Self-belief (‘good student’) and determination
• COMMUNITY AND EXTERNAL SUPPORTS: Community development, agricultural improvements,
teachers
• From rural community, Tigray region
• Poorest household (quintile 1)
• 4th of 5 siblings
• Early low school ambition becomes stronger in light of good
school performance
• Moved in and out of school, facing difficulties
• Endurance in school rewarded with reduced workload
• Used his family network (elder sister) to migrate
• Age 22, he is in Grade 12
17. Case example - HAFTEY
The most striking feature during her first decade of life was the death of both of her
parents. Haftey was raised by her grandmother since the age of 7 and she doesn’t have
any siblings. She went to live with her aunt in the city so she could access a better school.
18. When life doesn’t go to plan…alternative pathways
FAILS EXAM
MIGRATES
TO AUNT’S
IN CITY TO
WORK IN
GARAGE
FAMILY HELPS
SECURE VISA,
MIGRATES TO
MIDDLE EAST
RETURNS HOME
WITH SAVINGS
(AGE 20)
19. Serendipity and second chances
Follow-up interview age 20: Haftey had progressed well in school and completed the
10th grade. She was expecting to continue in her education, but did not pass the 10th
grade examination. At that point, she lost all hope for her education. She found a job
working in a garage.
A chance meeting with relatives led to them helping her secure a visa to work as a
domestic maid in the Middle East which she did for two years. Fortunately, her
employers were kind to her. She remitted money back home and saved ~1400USD
for herself which she planned to use to open her own garage.
Looking back at her childhood Haftey is pleased that she at least made it to grade 10.
She explained: “Because if I’d dropped out earlier, say in the 3rd or 4th grade, maybe
they would have made me get married, and that would have ruined me as a child. For
those who stay in the village soon you’ll be married. In the city it is different, they
push you towards schooling. I can say that since I reached up to the 10th grade, I
know myself and I can support myself. I can lead my life by working.”
20. Challenges and reflections
• Searching for the ‘extraordinary’ children was a futile exercise;
those who ‘beat the odds’ are ordinary children in extraordinary
circumstances.
• A focus on individuals (‘cases’) needs to be balanced by a
relational perspective / trajectories are intertwined (e.g.
siblings, Mulu’s ‘success’ needs to be in light of negative
repercussions on younger sister) / points to the value of intra-
household analysis
21. Challenges and reflections
• Age 22, although we can identify aspects of intergenerational change
and social mobility (e.g. 25% children reached secondary school level
compared to 6% of parents), we cannot say which children have
‘escaped poverty’ (1 in 3 still enrolled in school)
‘beating the odds’ – an ongoing process
• A flexible, open-ended approach is required:
There are limits to a ‘snapshot’ approach to gauging ‘success’ at any
one age, for any one individual, but even a longer-term view shows
that young people’s trajectories in poverty remain fragile and dynamic
and their futures uncertain.
*importance of second (third, fourth…) chances*
22. www.younglives.org.uk
• methodology and research papers
• datasets (UK Data Archive)
• publications
• child profiles and photos
• e-newsletter
FINDING OUT MORE