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Zlata Bruckauf

Former Consultant (Former title)

Zlata is a consultant researcher working on the Innocenti Report Card series. She leads the cross-national comparative work on inequality of educational outcomes, educational and socio-economic disadvantage. Her research focuses on education, child-poverty, and family dynamics as related to child rearing and time use. Prior to joining Innocenti, she carried out research for the Department of Social Policy and Intervention, University of Oxford and UNICEF Bosnia and Herzegovina on child poverty and deprivation. She also worked on USAID, WB and other donor funded social protection and research support projects in Russia and Central Asia. She has a doctorate degree in social policy from the University of Oxford (UK), and a master in international development policy from Duke University (USA).
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In this paper, we provide estimates and analysis of child multidimensional poverty in Mozambique. Drawing on data from the Mozambique Household Budget Survey of 2014/15 (IOF), we define child multidimensional poverty using the Multiple Overlapping Analysis (MODA). We define three age groups of children, and a total of seven dimensions of deprivation: Family, Nutrition, Education, Child labour, Health, WASH, Participation, and Housing. Results show that 81 per cent of children are deprived in at least two dimensions. Children are especially vulnerable in rural areas, where deprivation rates reach 95 per cent, and in the provinces of Niassa, Zambezia, and Cabo Delgado. The dimensions that more frequently overlap in Mozambique are Housing, Health, and WASH, with one third of children being deprived in these three dimensions at the same time. The data also allow the analysis of the interplay between monetary and multidimensional child poverty: 46 per cent of children suffer both forms of poverty. Children who are poor and deprived are children who live in rural areas, in more remote provinces; they live in households whose heads are less educated and whose main activity is agriculture. Finally, there is a direct correlation with shocks affecting the household and multidimensional poverty, with children of families who experienced weather shocks being more likely to be poor, deprived, or both.


Lucia Ferrone; Andrea Rossi; Zlata Bruckauf

In the world’s richest countries, some children do worse at school than others because of circumstances beyond their control, such as where they were born, the language they speak or their parents’ occupations. These children enter the education system at a disadvantage and can drop further behind if educational policies and practices reinforce, rather than reduce, the gap between them and their peers. These types of inequality are unjust. Not all children have an equal opportunity to reach their full potential, to pursue their interests and to develop their talents and skills. This has social and economic costs. This report focuses on educational inequalities in 41 of the world’s richest countries, all of which are members of the Organisation for Economic Co-operation and Development (OECD) and/or the European Union (EU). Using the most recent data available, it examines inequalities across childhood – from access to preschool to expectations of post-secondary education – and explores in depth the relationships between educational inequality and factors such as parents’ occupations, migration background, the child’s gender and school characteristics. The key feature of the report is the league table, which summarizes the extent of educational inequalities at preschool, primary school and secondary school levels. The indicator of inequality at the preschool level is the percentage of students enrolled in organized learning one year before the official age of primary school entry. The indicator for both primary school (Grade 4, around age 10) and secondary school (age 15) is the gap in reading scores between the lowest- and highest-performing students.


Yekaterina Chzhen; Anna Gromada; Gwyther Rees; Jose Cuesta; Zlata Bruckauf


Household income and sticky floors in children’s cognitive development: Evidence from the United Kingdom Millennium Cohort Study (2019)

Yekaterina Chzhen, Zlata Bruckauf
Longitudinal and life course study, 2019-7, vol. 10 (3), pp. 307-326.

Multidimensional Poverty Among Adolescents in 38 Countries: Evidence from the Health Behaviour in School-aged Children (HBSC) 2013/14 Study (2017)

Yekaterina Chzhen, Zlata Bruckauf, Emilia Toczydlowska, Frank Elgar, Conception Moreno-Maldonado, Gonneke W.J.M. Stevens, Dagmar Sigmudova, Geneviève Gariépy
Child Indicator Research, 2017-8, pp. 1-25.


Child and adolescent mental health key indicators of progress toward SDG targets (14 Jun 2017)

Any parent can recognise the signs of early distress in a small child.  Young children can be very vocal in showing their emotions: cry ...


Multidimensional Child Poverty in Mozambique: Measurement & Methods to END Poverty For Every Child