Examining the Relation between “Socialization” Practices and the Quality of Primary School Student Learning in Vietnam

Duong Bich Hang
Publication Date:
Mon, 14/09/2015 - 13:16
File Size:
4.02 MB

This paper seeks a deeper understanding of education ‘socialization’ policy in Vietnam, and explores the broader context (and policy discourse) within which the policy has been forged and implemented. The study investigates the associations between whether students paid for full-day schooling, which represents family expenditures on education and private tutoring hours, and student learning quality, as characterized by academic achievement, confidence, and effort. The findings reveal that spending on full-day schooling was not associated with the difference in primary school students’ academic achievement and confidence, but it had a positive relation with students’ effort. Also, the number of private tutoring hours was not a significant predictor of student learning quality. The findings suggest that an increased amount of money channeled from household contributions through school fees does not necessarily lead to better learning quality. The study concludes by raising some important equity concerns that result from the institutionalized ‘socialization’ practices.

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.

This document appears in the following categories: