1. MORE OR LESS EQUAL? Introduction: Welcome to Young Lives
We highly recommend that you use this introductory slideshow before you begin any of the other sessions. The activities are appropriate for use in geography, maths and English lessons but could also be used in a tutor group or year group assembly.
These introductory materials introduce learners to the Young Lives project and the Sustainable Development Goals.
Closely linked to the national curricula in England, Scotland and Wales, More or Less Equal? enables learners to develop their knowledge, skills and understanding through an exploration of young people’s lives in Ethiopia, India, Peru, Viet Nam and the UK. With separate sessions in geography (social studies in Scotland), maths and English, More or Less Equal? can be used in both a subject-specific and cross-curricular way.
Supported by:

2. WHAT DO WE NEED TO BE DOING WELL IN LIFE?
Think
Pair
Share
Ask learners what they think people need to be doing well in life, such as having food, shelter and a loving family.
Think: Ask learners to think about the question on their own for a minute.
Pair: Give learners a couple of minutes to compare their ideas.
Share: Spend a few minutes sharing some of the learners’ suggestions as a whole group.

3. What do you think development means?
How developed do you think your community or country is?
Do you think your community or country is more or less developed than other communities or countries? Why do you think this?
Explain to learners that doing better in life in a variety of ways can be seen as ‘development’. Use the questions on the above slide to encourage learners to explore the meaning of development further and draw out the point that different people have different views on development. If you have time, use the further ideas to consider the concept in more depth.
Further ideas
Use the Internet to explore other definitions of development. Older or more able learners could research different theories such as dependency, human development and modernisation.
Explore the concept of development in more detail using ideas from Learning to Read the World Through Other Eyes, Vanessa Andreotti and Lynn Mario TM de Souza, Global Education, Derby, 2008 (
Show learners the following quotation and ask them the questions that follow:
“They say we are poor because we have little money and no development. Well, I visited their land and saw their roads and houses and computers and airplanes and their way to educate their children, but I did not see how these things made them closer to one another. I saw a lot of waste and disrespect for the forests and rivers, and for the generations to come. I saw that even those who have a lot can be depressed and without hope. They only seem to be happy when they are drinking, or eating or buying. They live to compete. They send their elders away and teach their children that they will only be useful if they can make money when they grow up. Some are destroying themselves and others, for their lack of hope, of love and of guidance. They are very poor people. Our problems are nothing in comparison to theirs.”
Source: Critical Literacy in Global Citizenship Education, Global Education Derby,
Discuss what learners think about the quote. You might like to ask the following questions:
Who do you think might have said this quote?
Where in the world do you think this person might live? Why do you think this?
Do you agree with this person’s view?
Do you think everyone would agree with your definition of development? Who might not agree?

4. WHAT IS DEVELOPMENT?
Development can be viewed as the process through which a place becomes better in some way.
‘Developed’ countries can be thought of as those which have better standards of living than ‘less developed’ countries.
Although there are different definitions of development, a summary of what is meant by development in the More or Less Equal? resource is provided on this slide. See Background notes for teachers for further information.

5. Tell learners that on 25 September 2015 the United Nations announced ‘the Global Goals for Sustainable Development’. These sustainable development goals (SDGs) are a set of goals for the world that aim to make our planet fair, healthy and sustainable by The SDGs build on the progress and achievements of the Millennium Development Goals (MDGs) which were agreed by world leaders in 2000 and expired in 2015.
Explain that there are 17 SDGs as shown on this slide and tell learners that progress on the SDGs will be measured by governments every year, in order to help achieve them all by 2030.
If you have time, do the activity, Thinking about the Sustainable Development Goals, with your learners (see separate resource for instructions).
Image source: The Global Goals for Sustainable Development,

6. Average income per person
MEASURING DEVELOPMENT
Average income per person
Access to water
Life expectancy
Explain that there are many different ways in which development is measured. Here are a few examples. Explain that learners will be exploring these development indicators in more detail in later sessions.
Say that learners are now going to be asked a series of questions about what they think the values of some of these development indicators might be.
Clockwise from top left:
Image info: A man withdraws money from a cash machine in Baqa, Jordan.
Photo credit: Sam Tarling
Image info: Women and children gather in Harre village in Ethiopia as a jerrycan washing campaign gets under way.
Photo credit: Shumon Alam/Oxfam
Image info: A mother and child in Pampamarca main square in Peru.
Photo credit: Percy Ramírez/Oxfam
Image info: A classroom in Andhra Pradesh. Chalk boards are used in many schools in India.
Photo credit: © Young Lives/Farhatullah Beig
Image info: Ranbeer and his wife Sundari next to a water pump in India. The pump is powered byuses electricity and was installed recently after electricity was supplied to their community.
Photo credit: Rajendra Shaw/Oxfam
Image info: Housing for the wealthier upper middle class rises above the shacks that are home to the residents of a slum area called Shanti Busti in India. 
Photo credit: Tom Pietrasik/Oxfam
Percentage living in extreme poverty
Access to electricity
Primary school enrolment

7. How long do you think the average newborn infant in the world will live for?
82 years
71 years
63 years
Click on the slide to show the correct answer: 71 years. Click again to see the life expectancy in Ethiopia and the UK.
Explain to learners that this slide shows life expectancy at birth, indicating the average number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.
Data source: World Bank Open Data, 2013: data.worldbank.org Figure rounded to the nearest whole number.
Image info: A mother and child in Pampamarca main square in Peru.
Photo credit: Percy Ramírez/Oxfam
In 2013, life expectancy at birth in Ethiopia was 64, while in the UK it was 81.

8. What percentage of people in the world do you think have access to electricity?
85%
73%
61%
Click on the slide to show the correct answer: 85%. Click again to share the fact that over 1 billion people are without access to electricity.
This is the percentage of the world’s total population with access to electricity.
Data source: World Bank Open Data, 2012: data.worldbank.org Percentage rounded to the nearest whole number.
Image info: Ranbeer and his wife Sundari next to a water pump in India. The pump is powered by electricity and was installed recently after electricity was supplied to their community.
Photo credit: Rajendra Shaw/Oxfam
This means over 1 billion people are without it.

9. This means over 650 million people don’t.
What percentage of people in the world do you think have access to safe drinking water?
88%
91%
76%
Click on the slide to show the correct answer: 91%. Click again to share the fact that over 650 million people are without access to safe drinking water.
This is the percentage of the world’s total population with access to an improved water source. Improved water sources are those that are protected in some way from outside contamination, such as piped water, public taps and boreholes.
Data source: World Bank Open Data, 2015: data.worldbank.org Percentage rounded to the nearest whole number.
Image info: Women and children gather in Harre village in Ethiopia as a jerrycan washing campaign gets under way.
Photo credit: Shumon Alam/Oxfam
This means over 650 million people don’t.

10. What do you think is the average yearly income per person in the world?
£14,571
£8,152
£7,071
In Ethiopia, it is £373.
In the UK, it is £30,067.
In Norway, it is £64,194.
Click on the slide to show the correct answer: £7,071. Click again to share the income per person in Ethiopia, the UK and Norway.
The average income of each person in a country is frequently described as GDP per capita.
Data source: World Bank Open Data, 2014: data.worldbank.org Figures converted from US$ to British £.
Image info: A man withdraws money from a cash machine in Baqa, Jordan.
Photo credit: Sam Tarling

11. In 1990, there were 102 million children missing out on school.
How many primary-school age children in the world do you think are missing out on school?
59 million
37 million
10 million
Click on the slide to show the correct answer: 59 million.
This is the total number of primary-school-age children in the world who are not enrolled in either primary or secondary schools.
Data source: World Bank Open Data, 2013: data.worldbank.org Figure rounded to the nearest million.
Image info: A classroom in Andhra Pradesh. Chalk boards are used in many schools in India.
Photo credit: © Young Lives/Farhatullah Beig
In 1990, there were 102 million children missing out on school.

12. Extreme poverty rates have been cut by more than half since 1990.
How many people in the world do you think are living in extreme poverty?
3 billion
922 million
500 million
Click on the slide to show the correct answer: 922 million. Click again to share the fact that extreme poverty rates have been cut by more than half since 1990.
This is the total number of people in the world who are living in extreme poverty. Extreme poverty is usually defined as living on less than US$1.90 a day for all your needs.
Explain that learners are going to be finding out more about extreme poverty and development and how they are measured in the following sessions.
Data source: World Bank Open Data, 2012: data.worldbank.org Figure calculated using data for poverty headcount ratio at US$1.90 a day (2011 PPP) (% of population) and the total world population. Actual figure is 922,102,837.
Image info: Housing for the wealthier upper middle class rises above the shacks that are home to the residents of a slum area called Shanti Busti in India. 
Photo credit: Tom Pietrasik/Oxfam
Extreme poverty rates have been cut by more than half since 1990.

13. WHAT DOES INEQUALITY MEAN?
We can think of inequality as the difference between the things some groups of people have compared with other groups of people.
It is a bit like looking at how a big a slice of cake one person has compared with another.
Explain that as well as measuring development, we can also measure inequality. We can think of this as how well some people are doing compared with others.
There is inequality between countries in the world. This means that things are not shared fairly between countries. For example, some countries are wealthy while others are extremely poor.
There is also inequality within countries. This means that things are not shared fairly within the same country. For example, some people may have more money than others.
Photo credit: Liz Newbon/Oxfam

14. Tell learners that in early 2014 Oxfam found that the world’s 85 richest people owned the same wealth as the poorest half of the world’s population. By January 2015, this number had fallen to 80. Discuss learners’ responses to this statistic. Do they think it is fair?
Source: Wealth, Having It All and Wanting More, Deborah Hardoon, Oxfam, 2015:
policy-practice.oxfam.org.uk/publications/wealth-having-it-all-and-wanting-more

15. Explain that inequality also exists in the UK
Explain that inequality also exists in the UK. In 2014, Oxfam found that the five richest families in the UK are wealthier than the poorest 20% of the population. That’s just five households with more money than 12.6 million people. Discuss learners’ responses to this statistic. Do they think it is fair?
Source: A Tale of Two Britains: Inequality in the UK, Sarah Dransfield, Oxfam, 2014:

16. THINKING ABOUT INEQUALITY
Inequality is not just about how money is shared between and within countries.
There can also be inequality in the kinds of opportunities people have in life.
Tell learners that inequality isn’t just about how much money is shared out between or within countries. Inequality also affects the opportunities that people have in life. Explain that learners are going to be finding out more about inequality in the following sessions.
Photographs, clockwise from top left:
Access to water
Image info: A boy collects water from a well in Dargalar, Azerbaijan.
Photo credit: David Levene/Oxfam
Access to play
Image info: Lucas lives in Macuscani, a small town high in the mountains of Peru.
Photo credit: Annie Bungeroth/Oxfam
Access to education
Image info: Students at a girls’ school in the village of Sanjar Bhatti, Kambar Shahdad Kot district, Sindh Province, Pakistan. From left to right: Gori Bhatt, Amna Khatoon Brohi and Shazzia Bhatti.
Photo credit: Irina Werning/Oxfam
Access to technology
Image info: Women’s leader Noorkishili Naing’isa receives a call on her mobile phone while grazing her livestock in Mairowa Chini, Ololosokwan, Ngorongoro, Tanzania.
Photo credit: Geoff Sayer/Oxfam
Access to health care
Image info: Dr Amen Yagoub examines Barka, 6, at the Maddodha Health Clinic in Sayoun, Yemen.
Photo credit: Abbie Trayler-Smith/Oxfam

17. WHAT IS YOUNG LIVES?
Young Lives is an international research project looking at how poverty is affecting young people’s lives. It is led by a team in the Department of International Development at the University of Oxford in the UK.
Researchers have followed the lives of 12,000 young people in four different countries – Ethiopia, India, Peru and Viet Nam – for 15 years, from 2000 to 2015.
Explain that Young Lives is an international research project looking at how poverty and inequality are affecting young people’s lives. For 15 years, researchers have followed the lives of 12,000 young people in four different countries: Ethiopia, India, Peru and Viet Nam.

18. WHERE IN THE WORLD? UK
Viet Nam
India
Ethiopia
Peru
Click forward on the slide to reveal the locations of these countries.
The countries will appear in the following order: the UK, Ethiopia, India, Peru and Viet Nam.
Map source: Geographical Association
Can you locate the UK, Ethiopia, India, Peru and Viet Nam on a world map?

19. Urban or rural?
Say that the researchers have been working with a number of communities in each of the countries. Some of these communities are in urban areas and some are in rural areas. Explain that ‘urban’ is generally used to describe areas that are more densely populated, such as towns and cities. ‘Rural’ is generally used to describe areas that are less densely populated. There are different types of rural area, depending on how accessible they are from urban areas. Some rural areas are close to the edge of an urban area, while others are in remote countryside.
Explain that each of these photographs was taken in one of the Young Lives countries. Some were taken in urban areas and some were taken in rural areas. Ask learners to try to identify which country each photograph was taken in and whether or not it was taken in an urban or rural area. Select learners to share the reasons for their choices. Image information is provided below.
Photographs, clockwise from top left:
Ethiopia – urban
Image info: Many children in Addis Ababa, the capital of Ethiopia, live in homes made of corrugated iron. This settlement is soon due to be demolished to make way for new buildings. All the families living here will have to move.
Credit: © Young Lives/Alula Pankhurst
Peru – rural
Image info: Walking along a road in the mountains of Peru.
Credit: © Young Lives/Raúl Egúsquiza Turriate
India – rural
Image info: A young woman collects water in rural Andhra Pradesh.
Credit: © Young Lives/Sarika Gulati
Viet Nam – urban
Image info: Going to school in Viet Nam. Nearly all children use bicycles to get to school. Smaller children are often taken to school by their parents on motor-cycles.
Credit: © Young Lives/Nguyen Quang Thai & Trinh Van Dang
India – urban
Image info: A night scene in the city of Anantapur in Andhra Pradesh.
Credit: Abbie Trayler-Smith/Oxfam
Ethiopia – rural
Image info: Young people on their way to school in rural Ethiopia. In some parts of Ethiopia, children can spend up to an hour walking each way to school.
Credit: © Young Lives/Yisak Tafere
Peru – urban
Image info: Looking out over Lima, Peru's capital city, at sunset.
Credit: Quado678, commons.wikimedia.org/wiki/File:Lima,_Peru_Sunset_Skyline_%26_Cityscape.png
Viet Nam – rural
Image info: Harvesting rice in rural Viet Nam.

20. HOW DOES THE YOUNG LIVES TEAM WORK?
Young Lives researchers have collected a lot of data about the young people’s lives. They have also interviewed the young people and some of their families.
This is Elmer, one of the young people interviewed in the project. He is from Peru.
Explain that the Young Lives researchers have collected a lot of data about the lives of the young people in their study. They have done this by interviewing all the young people and their parents or carers. They have also collected data about how the young people’s communities have ‘developed’ over time and identified aspects that have got better as well as aspects that have got worse.
Photo credit: © Young Lives/Sebastian Castañeda Vita

21. Meet Netsa and Hadush from Ethiopia
Tell learners that the researchers have also been following some of the young people more closely. The final slides show examples of some of these young people from each of the four Young Lives countries. They have spent a week with these young people in their communities to find out more about their lives.
Introduce the young people from Ethiopia:
Clockwise from top left:
Hadush (Haa-doo-sh) is a 13 year old boy who lives in a village in a rural area in the Tigray region, in the northern part of Ethiopia.
Photo credit: © Young Lives/Antonio Fiorente
Netsa (Ne-as-sa) is 12 year old girl who lives in a slum area in the city of Addis Ababa, the capital of Ethiopia.
Tufa (Too-fa) is 13 year old boy who lives in a rural area of Oromia region in Ethiopia.
Photo Credit: © Young Lives/Antonio Fiorente
Afework (A-fee-work) is a 12-year-old boy who lives in Addis Ababa, the capital city of Ethiopia.
Photo credit: © Young Lives/Aida Ashenafi
Haymanot (Hay-ma-not) is a 12 year old girl who lives in the same rural community as Hadush, in the Tigray region, in the northern part of Ethiopia.

22. Meet Sarada and Salman from India
Introduce the young people from India:
Clockwise from top left:
Sarada (Saa-ru-daa) is a 12 year old girl and lives in a rural village in the south of the state of Telangana in India.
Photo credit: © Young Lives/Sarika Gulati
Salman (Sull-maan) is a 12 year old boy and lives in a city in the state of Telangana in India.
Photo credit: © Young Lives/Farhatullah Beig
Harika (Har-i-ka) is a 12 year old girl who lives in a village in the state of Telangana in India.
Ravi (Rav-y) is a 12-year-old boy who lives in a village in the state of Andhra Pradesh in India.

23. Meet Elmer and Eva from Peru
Introduce the two young people from Peru:
Elmer (El-mer, pictured on the left) is a 12 year old boy who lives in Lima, the capital city of Peru.
Photo credit: © Young Lives/Sebastian Castañeda Vita
Eva (Aa-va, pictured on the right) is a 14 year old girl who lives in a small rural village in the southern Andean highlands in Peru.
Photo credit: © Young Lives/Mariluz Aparicio

24. Meet Phuoc and H’Mai from Viet Nam
Introduce the young people from Viet Nam.
From left to right:
Phuoc (F-ooo-c) is 16 year old boy who lives in the city of Da Nang.
Photo credit: © Young Lives/Pham Viet Anh
Hung (Hungh) is a 13 year old boy who lives in a peri-urban area in the Red River Delta region.
H’Mai (H-My) is 13 year old girl who lives in a rural village in Viet Nam.
Photo credit: © Young Lives/Nguyen Quang Thai and Trinh Van Dang