Full-day schooling and educational inequality in Vietnam Tran, T. N. M. /Pasquier-Doumer, Laure 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. 2019 text https://www.documentation.ird.fr/hor/fdi:010075185 fdi:010075185 Tran T. N. M., Pasquier-Doumer Laure. Full-day schooling and educational inequality in Vietnam. 2019, 55 (5), 786-804 EN VIET NAM