Full-day Schooling and Educational Inequality in Vietnam

Tam Tran () and Laure Pasquier-Doumer

Journal of Development Studies, 2019, vol. 55, issue 5, 786-804

Abstract: Full-day schooling was introduced in Vietnam to deal with the lack of instructional time in primary education compared to international standards. Yet full-day schooling could impact educational inequality by filling the gap in instructional time between children from different family backgrounds, given that well-off families tend to offset the lack of instructional time with private tutoring. This paper draws on data from the 2011–2012 Young Lives School Survey to investigate whether the massive rollout of full-day schooling in recent years could improve equality of opportunity in Vietnam. First, it examines the variation in instructional time and school resources between pupils with and without full-day schooling from different social backgrounds. It then investigates the learning progress associated with full-day schooling across social backgrounds. The paper suggests that full-day schooling has not narrowed the inequality of opportunity in learning achievement at this stage of its implementation.

Date: 2019
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DOI: 10.1080/00220388.2018.1469744

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