@article{fdi:010075185,
  title = {{F}ull-day schooling and educational inequality in {V}ietnam},
  author = {{T}ran, {T}. {N}. {M}. and {P}asquier-{D}oumer, {L}aure},
  editor = {},
  language = {{ENG}},
  abstract = {{F}ull-day schooling was introduced in {V}ietnam to deal with the lack of instructional time in primary education compared to international standards. {Y}et 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. {T}his paper draws on data from the 2011-2012 {Y}oung {L}ives {S}chool {S}urvey to investigate whether the massive rollout of full-day schooling in recent years could improve equality of opportunity in {V}ietnam. {F}irst, it examines the variation in instructional time and school resources between pupils with and without full-day schooling from different social backgrounds. {I}t then investigates the learning progress associated with full-day schooling across social backgrounds. {T}he paper suggests that full-day schooling has not narrowed the inequality of opportunity in learning achievement at this stage of its implementation.},
  keywords = {{VIET} {NAM}},
  booktitle = {},
  journal = {{J}ournal of {D}evelopment {S}tudies},
  volume = {55},
  numero = {5},
  pages = {786--804},
  ISSN = {0022-0388},
  year = {2019},
  DOI = {10.1080/00220388.2018.1469744},
  URL = {https://www.documentation.ird.fr/hor/fdi:010075185},
}