Does Full-day Schooling Reduce Educational Inequality in Vietnam?

Part of the Young Lives series, this paper examines the relationship between full-day schooling and educational inequality in Vietnam

Tran Ngo Thi Minh Tam and Laure Pasquier-Doumer
Publication Date:
Mon, 14/09/2015 - 13:10
File Size:
1.44 MB

This paper contributes an empirical study to the ongoing discourses on privatisation in education by looking into full-day schooling and educational inequality in Vietnam. The research examines whether full-day schooling decreases educational inequality using the data from Young Lives Project in Vietnam. Specifically, the authors conduct descriptive analysis to examine how the transition from private extra classes to full-day schooling and accompanied school resources affect the gap in learning achievement between children with different social backgrounds. Analysis results show that full-day schooling improves student learning progress, however it does not narrow inequality in education, and appears to be associated with the rising gap in learning progress.

This paper is part of a series supported by PERI and Young Lives, a longitudinal study of childhood poverty following the lives of 12,000 children in Ethiopia, India, Peru and Vietnam over 15 years. More information about Young Lives can be found at www.younglives.org.uk.

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