Does Full-day Schooling Reduce Educational Inequality in Vietnam?

  • Date: 14 Sep 2015
  • Series: PERI ESP Working Paper Series 2015 No. 72
  • Author: Tran Ngo Thi Minh Tam and Laure Pasquier-Doumer
  • Download the file ( English, 1402 KB, PDF document )

Privatization of the education sector has recently emerged in many low- and middle- income countries. This paper contributes empirical evidence to the ongoing discourses by looking into full-day schooling and educational inequality in Vietnam. Full-day schooling was implemented initially to deal with deficiencies in primary instructional time in Vietnam. Using data from the Vietnam Young Lives School Survey (2011), this paper examines whether full-day schooling decreases educational inequality. Specifically we examine how the transition from private extra classes to full-day schooling and accompanied school resources affect the gap in learning achievement between children from different social backgrounds.

Analysis results show that full-day schooling improves student learning progress. However full-day schooling does not narrow the inequality in education, and appears to associate with the rising gap in learning progress. Among students that attend full-day schooling, those from more-advantaged backgrounds have more instruction, better resources and obtain higher learning progress in comparison with those from more disadvantaged backgrounds. Higher attendance in full-day schooling magnifies the effect of social background on learning progress.

 

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