Thẻ: inequality in education

Inequality is bad for growth of the poor

~ Đào Thu Hằng ~ Bình luận về bài viết này

Recent economic thinking has discredited the idea that high inequality stimulates economic growth. Public investment in education is the key to both cutting inequality and achieving sustainable growth, argue Roy Van der Weide, Branko Milanovic and Mario Negre.

Branko Milanovic is Visiting Presidential Professor at the The Graduate Center, City University of New York, and senior scholar at the Luxembourg Income Study Centre. Roy Van der Weide works as an economist at the Poverty and Inequality Unit of the World Bank Research Department. Mario Negre is senior economist at the Poverty and Inequality Unit of the World Bank Research Department and senior researcher at the German Development Institute / Deutsches Institut für Entwicklungspolitik (DIE). Tiếp tục đọc “Inequality is bad for growth of the poor” →

Does Full-day Schooling Reduce Educational Inequality in Vietnam?

~ Đào Thu Hằng ~ Bình luận về bài viết này
  • 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.