‘A dream come true’? Adolescents’ perspectives on urban relocation and life in condominiums in Addis Ababa, Ethiopia

Pankhurst, Alula; Araya, Mesele; Tiumelissan, A.; Birhanu, Kiros

doi:10.1080/17531055.2022.2135246

“…By the end of primary school, the Young Lives study found that most children were performing at two or three grade levels below curricular expectations. The widest gaps were observed between children in urban and rural communities in mathematics, and between poor and wealthy children in English (Pankhurst et al, 2018).…”

Section: Case Study: Ethiopiamentioning

confidence: 99%

5. Reducing Inequality in Education Using “Smaller, Quicker, Cheaper” Assessments

Crouch¹,

Slade²

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

20

0

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The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

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“…This view is perceived to be an applicable approach to understanding the social and cultural meaning attached to children's involvement in child labor (Abebe & Bessell, 2011b). In reflection of this, in rural areas of the Amhara region, Ethiopia, children are viewed as an indispensible source of labor supporting household livelihood, including through engagement in child labor migration (Abeje, 2021;Kassa & Abebe, 2016;Pankhurst et al, 2015).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

“…In this context, Ethiopia lacks a well-designed internal migration policy which may impede development benefits and increase the scope for migrant laborers vulnerability at the destination (Ayele & Degefa, 2022;Dessalegn et al, 2020). Furthermore, the Ethnic-based Regionalism policy may also discourage child labor mobility across regions and it may influence spatial and temporal patterns as well as the employment situation of laborers (Dessalegn et al, 2020;Pankhurst et al, 2015). Hence, it is assumed that the political economy view behind child labor in the context of migration would explain the processes, structures, and policies at local, national and international levels behind the causes of child labor migration as well as influencing their working conditions.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Causes of child labor and working conditions in Ethiopia: evidence from temporary inter-rural child labor migrants from Sekela district

Zewdie,

Berlie,

Mersha

2024

CMS

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Child labor migration is a critical issue that has received limited attention from academic and policy domains in many developing countries. This article analysis the causes of child labor migration and working conditions at the destination of temporary inter-rural child labor migration from Sekela district, Northwest Ethiopia. Mixed research methods is employed. Quantitative data is collected from randomly selected 204 respondents engaged in child labor migration. Focus group discussion, informal conversational interviews, and observation are also undertaken to gather qualitative data. Most child labor migrants participate in child labor migration due to localized economic constraints, which are reflected through a desire to have modern goods and cloth, food scarcity, and resource degradation. Also, the expansion of commercial farms at destination areas directly or indirectly due to the globalized market indicates that migrant children’s local labor cannot be delinked from material realities created by both national and international economic policy. The income from child labor migration supports children and their households’ livelihood, though it is at the expense of children’s education as well as exposure to worse working conditions at their destination in terms of exploitation, underpayment, malnutrition, breaching of an agreement by employers, and harassment. Hence, to exploit the benefits and minimize the risks, balanced measures should be taken at the origin and destination. Education programs should be supportive in increasing food productivity and assisting households to diversify their means of income by allowing them to participate in non-farm activities. It is also essential to the establishment of support groups in migrant destination places and the expansion of labor inspectorates who continuously supervise the safety of child labor migrants.

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“…The country's first National Children's Policy was approved in 2017 and provides a framework for implementing the Conventions on the Rights of the Child. Additional pro-poor policies and initiatives within the Ministry of Education's Sector Development Programs have targeted improving quality and equity of educational services for all children (Pankhurst et al, 2018;UNICEF, 2017).…”

Section: Case Study: Ethiopiamentioning

confidence: 99%

11. India

Novak¹

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

0

View full text Add to dashboard Cite

The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

show abstract

‘A dream come true’? Adolescents’ perspectives on urban relocation and life in condominiums in Addis Ababa, Ethiopia

Cited by 4 publications

References 23 publications

5. Reducing Inequality in Education Using “Smaller, Quicker, Cheaper” Assessments

5. Reducing Inequality in Education Using “Smaller, Quicker, Cheaper” Assessments

Causes of child labor and working conditions in Ethiopia: evidence from temporary inter-rural child labor migrants from Sekela district

11. India

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