Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 to 2010, we document four facts related to education gender gaps.
Multilingual Assessment of Early Child Development: Analyses from Repeated Observations of Children in Kenya
In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country’s official language(s). Thus, assessments of children before school age, conducted in a nation’s official language, may not fully reflect a child’s development, underscoring the importance of test translation and adaptation.
Enhancing Young Children’s Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya - Working Paper 502
Worldwide, 250 million children under five (43 percent) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits for children’s development, but the programs are often expensive and resource intensive. The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children.
Gender languages assign many—sometimes all—nouns to distinct sex-based categories, masculine and feminine. We construct a new data set, documenting this property for more than four thousand languages which together account for more than 99 percent of the world’s population.