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Tran T. N. M., Pasquier-Doumer Laure. (2019). Full-day schooling and educational inequality in Vietnam. Journal of Development Studies, 55 (5), 786-804. ISSN 0022-0388
doi:10.1080/00220388.2018.1469744
| Titre | Full-day schooling and educational inequality in Vietnam |
| Année de publication | 2019 |
| Type de document | Article référencé dans le Web of Science WOS:000458332300003 |
| Auteurs | Tran T. N. M., Pasquier-Doumer Laure. |
| Source | Journal of Development Studies, 2019, 55 (5), p. 786-804. ISSN 0022-0388 |
| Résumé | 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. |
| Plan de classement | Société, développement social [106] |
| Descr. géo. | VIET NAM |
| Localisation | Fonds IRD [F B010075185] |
| Identifiant IRD | fdi:010075185 |
| Lien permanent | http://www.documentation.ird.fr/hor/fdi:010075185 |
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