Caine Rolleston
Learning profiles and the ‘skills gap’ in four developing countries: a comparative analysis of schooling and skills development
University of London
abstracteducational access developing countries improved significantly recent years less evidence available learning learning progress comparative perspective paper employs data young lives examine levels trends cognitive skill development links enrolment school across four study countries pupils aged five 15 noncontinuous patterns enrolment linked lower learning levels countries key indicators home background disadvantage large differences learning learning progress also found four countries education sytems learning gains typically highest vietnam much lower india andhra pradesh ethiopia inequalities linked prior learning home backgrounds wide peru ethiopia india relatively low levels learning progress general concern ethiopia enrolment quality improvements remain priorities policy india high levels primary school enrolment younger ages study countries suggest comprehensive quality improvements may required nonetheless focus disadvantaged pupils low attainment early yearskeywords cognitive skillslearning profileslongitudinal studieseducational accesspoverty acknowledgementsthis paper draws analysis conducted background paper prepared 201314 efa education global monitoring report teaching learning achieving quality author would like thank zoe james elisabetta aurino angela w little comments earlier drafts paper young lives teams oxford four study countries