In this paper we examine the learning achievement of primary school pupils in Vietnam and explore the relationships between home-background, teacher, peer and school factors and learning progress in Grade 5, using data from Young Lives. We find that disadvantaged pupils receive relatively equitable access in relation to indicators of ‘fundamental’ school quality, a considerable policy success regarding the provision of ‘minimum standards’. However, differences by home advantage are relatively large where more sophisticated ‘opportunities to learn’ are considered, such as the number of hours of instruction received, including through ‘extra classes’, as well as access to learning resources such as computers, internet and non-text books.
Authors
Deputy Research Director
Sonya Krutikova is an Associate Professor of Economics at Manchester University and IFS Deputy Research Director.
Caine Rolleston
Journal article details
- DOI
- 10.1080/03054985.2013.875261
- Publisher
- Taylor & Francis
- Issue
- January 2014
Suggested citation
Krutikova, S and Rolleston, C. (2014). 'Equalising Opportunity? School Quality and Home Disadvantage in Vietnam' (2014)
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