Achieving universal access to good quality basic education is a key priority for Vietnam, as it is for other rapidly developing countries. Improving educational opportunities may be expected to play a role in reducing economic and social inequalities. However, attending school is only one set of influences on a child’s learning development, and even in an equitable education system, home background and contextual influences may perpetuate or widen differences in learning progress between more and less advantaged pupils.
This note is a summary of a longer research report, Making Progress: Report of the Young Lives School Survey in Vietnam, to be published later in 2013. The analysis builds on the longitudinal survey of all the Young Lives children and their households (on-going, with data collected since 2002), with the addition of a school survey carried out during the school year 2011-12. It examines how children’s progress in Mathematicsand Vietnamese reading during primary Grade 5 is linked to their schooling and home backgrounds, and how these factors influence the evolution of ‘learning gaps’.
Dornan, P.; James, Z. Making Progress: Report of the Young Lives School Survey in Vietnam. Summary Young Lives, Department of International Development at the University of Oxford, Oxford, UK (2013) 6 pp. [Vietnam Policy Brief]
Making Progress: Report of the Young Lives School Survey in Vietnam