%0 Journal Article
%9 ACL : Articles dans des revues avec comité de lecture répertoriées par l'AERES
%A Tran, T. N. M.
%A Pasquier-Doumer, Laure
%T Full-day schooling and educational inequality in Vietnam
%D 2019
%L fdi:010075185
%G ENG
%J Journal of Development Studies
%@ 0022-0388
%K VIET NAM
%M ISI:000458332300003
%N 5
%P 786-804
%R 10.1080/00220388.2018.1469744
%U https://www.documentation.ird.fr/hor/fdi:010075185
%> https://www.documentation.ird.fr/intranet/publi/2019/02/010075185.pdf
%V 55
%W Horizon (IRD)
%X 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.
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