皇家华人

UCL education expert is contributing to a major collaboration to reduce aspects of poverty in low- and middle- income countries

More than听170听million people could听escape听extreme poverty if听every child听left school with basic reading skills.听But听despite a focus on educational programmes worldwide,听the world听is still听facing听an education crisis.听

In 2002, an ambitious longitudinal study听began following the lives听of听12,000听new-born听children from Vietnam, Ethiopia, Peru and India,听a group of whom听were born听in 2002鈥�02, and second, older, group who were born in 1994鈥�95. The听Young Lives听study, led by the University of Oxford鈥檚听Department of International Development,听was launched听to听help听shed light both on the drivers and impacts of child poverty, with听an听emphasis听on听education听and skills.听听

鈥淎s many as听six out of ten children and adolescents听worldwide听are not achieving minimum proficiency levels in reading and mathematics,鈥� explains听Dr听Caine Rolleston听(UCL Institute of Education),听who听has led the education research within Young Lives since 2011.听

鈥�鈥淎 key challenge to tackling poverty is to deliver on every child鈥檚 right to learn basic skills.鈥澨�

His work focusses on education in developing countries, including learning outcomes听and educational access听and equity.听鈥淎听key听challenge听to听tackling poverty听is to听deliver on every child鈥檚 right to听learn听basic skills,鈥澨齢e says.听

In Ethiopia and India听where attainment levels are听poor听overall听despite听government programmes to support schools,听Dr听Rolleston听and colleagues found that disadvantaged children commonly ended up at schools听where teaching was less听鈥榚ffective鈥�.听听

By contrast, in Vietnam,听educational attainment is high.听Success comes from education policies听that听focus听on foundation skills听at primary school, and teachers working to a standard that all children are expected to reach, while there, of course, remain challenges听

There is also positive discrimination听for children from听disadvantaged听homes听in some cases. For example,听through听free school places at boarding schools. This听removes听certain听economic barriers and听protects children from听pressures to听work听at home.听听

Data from Young Lives have been used at national and international levels to support change in education including by DFID, UNESCO and the World Bank.听

鈥淭his听has听informed听local policies and practices听that听can help听correct disadvantages presented by socio-economic status,鈥澨鼶r听Rolleston says.听