@book{fdi:010069642,
  title = {{D}oes full-day schooling reduce educational inequality in {V}ietnam ?},
  author = {{T}ran {N}go {T}hi {M}inh {T}am and {P}asquier-{D}oumer, {L}aure},
  editor = {},
  language = {{ENG}},
  abstract = {{P}rivatization of education sector has recently been observed in many low and middle  income countries. {Y}et public debate remains, specifi cally on educational inequality  associated with the alternatives (non-state) providers. {T}his paper contributes an  empirical evidence to the ongoing discourses by looking into the full-day schooling and  educational inequality in {V}ietnam.  {F}ull-day schooling is implemented initially to deal with the current defi ciency in primary  instructional time in {V}ietnam. {M}oreover, as a semi- or purely public schooling, the policy  to some extent targets the equality of opportunity in education. {L}earning outcomes are  often high for full-day schooling students, but whether the outcome gap between children  of different social background is not yet known. {T}his paper therefore examines whether  full-day schooling decreases the educational inequality using the data from the {S}chool  {S}urvey 2011 under the {Y}oung {L}ives {P}roject in {V}ietnam. {S}pecifi cally we 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 background. {T}hen we investigate how full-day schooling relates to  student learning achievement applying the {V}alue-added model estimated by {O}rdinary  {L}east-square with interaction terms of full-day schooling and social background. {T}he  estimation of the {Q}uantile {R}egression is also employed to study the heterogeneity in  the extent to which full-day schooling correlates to learning progress across quantile  of student learning progress. {A}nalysis results show that full-day schooling improves  student learning progress. {H}owever full-day schooling does not narrow the inequality  in education, and appears to associate with the rising gap in learning progress. {A}mong  students that attend full-day schooling, the high social background children have more  instructional, better resources and obtain higher learning progress in comparison with  the low social background. {H}igher extent of attendance in full-day schooling magnifi es  the effect of social background on learning progress. {R}egarding the heterogeneity of  full-day schooling’s effect on across quintiles of learning progress, the negative effect  is stronger at higher quintile. {M}eanwhile the positive effect of full-day schooling on  learning progress in {V}ietnamese, and positive effect of better school resources in {M}ath  magnifi es across the progress distribution.},
  keywords = {{VIET} {NAM}},
  address = {{B}udapest},
  publisher = {{O}pen {S}ociety {F}oundations},
  series = {{PERI} {ESP} {W}orking {P}aper {S}eries},
  pages = {62},
  year = {2015},
  URL = {https://www.documentation.ird.fr/hor/fdi:010069642},
}