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What inequality means for children: evidence from Young Lives

Woodhead, Martin; Dornan, Paul and Murray, Helen (2013). What inequality means for children: evidence from Young Lives. Young Lives, University of Oxford, Department of International Development.

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Understanding how poverty and inequalities impact on children is the major goal of Young Lives, a unique longitudinal, mixed-methods research and policy study. We are tracking two cohorts of 12,000 children growing-up in Ethiopia, the state of Andhra Pradesh (AP) India, Peru and Vietnam. In this expanded version of the paper prepared for UN Global Consultatation on Inequalities we offer eight key research messages, focusing on:

1. How inequalities interact in their impact on children’s development, and the vulnerability of the most disadvantaged households.

2. The ways inequalities rapidly undermine the development of human potential.

3. How gender differences interconnect with other inequalities, but do not always advantage boys in Young Lives countries.

4. The links between poverty, early stunting, and later outcomes, including psychosocial functioning, as well as emerging evidence that some children may recover.

5. Inequalities that open up during the later years of childhood, linked to transitions around leaving school, working, and anticipating marriage etc.

6. Children’s own perceptions of poverty and inequality, as these shape their well-being and long-term prospects.

7. Evidence of the growing significance of education, including the ways school systems can increase as well as reduce inequalities.

8. The potential of social protection programmes in poverty alleviation.

We conclude that since inequalities are multidimensional, so too must be the response. Equitable growth policies, education and health services, underpinned by effective social protection, all have a role to play.

Item Type: Other
Copyright Holders: 2013 Young Lives
Extra Information: Official background paper to the global thematic consultation "Addressing inequalities within the post-2015 development agenda", expanded to include child case studies.

This publication is copyright, but may be reproduced by any method without fee for teaching or non-profit purposes, but not for resale. Formal permission is required for all such uses, but normally will be granted immediately. For copying in any other circumstances, or for re-use in other publications, or for translation or adaptation, prior written permission must be obtained from the publisher and a fee may be payable.
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 36535
Depositing User: Martin Woodhead
Date Deposited: 30 Jan 2013 13:44
Last Modified: 07 Dec 2018 10:13
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