Vietnam

This study examines the changes in Vietnam's primary and secondary education over the past 20 years as well as key factors that affect such critical educational outcomes as attendance, grade attainment, and student achievement in order to derive implications for public education policy. It is divided into an analytical report and shorter overview/policy report. The study finds significant improvement in attendance, attainment, and achievement across all populations. Nonetheless, vulnerable populations (in particular the poorest and ethnic minorities) continue to fare poorly as a result of persistent, and in some cases, increasing inequalities in educational attainment and poor student achievement. Educational attainment and achievement are also shown to be complementary to a large extent. Despite the methodological limitations, evidence consistently confirms that certain characteristics of schools and teachers are significantly related to both educational outcomes. This opens the door for public policy and provides multiple (potential) policies 'entrance points' for addressing the remaining challenges. Some measures have implications for public funding, its priorities and/or efficiency, and others are more closely related to the management of public institutions. Some of the main policy implications derived from the analytical findings are re-asserting or expanding priorities for public funding through expanding support for the Fundamental School Quality Level (FSQL), and supporting full day schooling and conditional cash transfers for vulnerable groups; improving spending efficiency through better targeted fee exemptions and the strengthened application of teacher standards; and improving the management of public sector schools through higher principals' management capacity, strengthened accountability of schools to their communities and better information.

Bibliographic Details

Main Author:	World Bank
Format:	Report biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2011-06
Subjects:	ACCESS TO LEARNING, ACHIEVEMENT DATA, ACTIVE LEARNING, ACTIVE LEARNING METHODOLOGIES, AGE GROUPS, ATTENDANCE RATE, BASIC EDUCATION, BOARDING, CLASS SIZE, CLASSROOM, CLASSROOM PRACTICE, CLUSTER OF SCHOOLS, COGNITIVE SKILLS, COLLEGE DEGREE, COMPLETION RATES, COMPULSORY PRIMARY EDUCATION, CURRICULUM, DISADVANTAGED GROUPS, DROPOUT RATE, EARLY CHILDHOOD, EARLY CHILDHOOD INTERVENTIONS, EDUCATED PARENTS, EDUCATED STUDENTS, EDUCATION ACTIVITIES, EDUCATION ATTAINMENT, EDUCATION EXPENDITURE, EDUCATION FOR ALL, EDUCATION MANAGEMENT, EDUCATION OUTCOMES, EDUCATION POLICY, EDUCATION SECTOR, EDUCATION STRATEGY, EDUCATION SYSTEM, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ATTAINMENT, EDUCATIONAL OUTCOMES, EDUCATIONAL PERFORMANCE, EFFECTIVE LEARNING, EFFECTIVE TEACHERS, ENROLLMENT RATES, ETHNIC GROUPS, ETHNIC MINORITY, ETHNIC MINORITY CHILDREN, ETHNIC MINORITY GROUPS, EXAM, FEE WAIVER, FEEDBACK FROM TEACHERS, FORMAL TEACHER TRAINING, FREE PRIMARY EDUCATION, GENDER BIAS, GENDER PARITY, GENDER STEREOTYPES, GENERAL EDUCATION, GOVERNMENT SUPPORT FOR EDUCATION, GROSS ENROLLMENT, HEAD TEACHER, HIGH QUALITY EDUCATION, HIGHER EDUCATION, HIGHER ENROLLMENT, HIGHER GRADES, HIGHER LEARNING, HIGHER LEVELS OF EDUCATION, HUMAN DEVELOPMENT, INSTRUCTIONAL TIME, JUNIOR SECONDARY, JUNIOR SECONDARY LEVEL, KINDERGARTENS, LANGUAGE OF INSTRUCTION, LEADERSHIP, LEARNING, LEARNING AIDS, LEARNING OPPORTUNITIES, LEARNING OUTCOMES, LEARNING RESOURCES, LEARNING TIME, LEVEL OF EDUCATION, LIBRARIES, LITERACY, LITERACY RATES, LOCAL SCHOOLS, LOWER SECONDARY EDUCATION, LOWER SECONDARY LEVEL, MINIMUM QUALIFICATIONS, MOTHER TONGUE, NATIONAL EDUCATION, NATIONAL EDUCATION SYSTEM, NATIONAL SCHOOL, NET ENROLLMENT, NUMBER OF SCHOOLS, NUMBER OF STUDENTS, NUMBER OF TEACHERS, NUTRITION, NUTRITION INTERVENTIONS, PARENT TEACHER ASSOCIATIONS, PARENTAL EDUCATION, PARENTAL INVOLVEMENT, PARTICIPATION OF PARENTS, PEDAGOGICAL PRACTICES, PERFORMANCE IN MATHEMATICS, PERSISTENT INEQUALITIES, PRIMARY CLASSES, PRIMARY COMPLETION, PRIMARY COMPLETION RATES, PRIMARY CURRICULUM, PRIMARY CYCLE, PRIMARY EDUCATION, PRIMARY EDUCATION STUDENTS, PRIMARY ENROLLMENT, PRIMARY LEVEL, PRIMARY LOWER SECONDARY, PRIMARY SCHOOL, PRIMARY SCHOOL COMPLETION, PRIMARY SCHOOL COMPLETION RATE, PRIMARY SCHOOL DROPOUT, PRIMARY SCHOOL-AGE POPULATION, PRIMARY SCHOOLING, PRIMARY TEACHERS, PROBLEM SOLVING, PUBLIC INSTITUTIONS, PUPIL EXPENDITURE, PUPIL-TEACHER RATIO, QUALITY OF EDUCATION, QUALITY SCHOOLING, QUALITY SCHOOLS, QUALITY STANDARDS, QUALITY TEACHING, READING, REMOTE SCHOOLS, RURAL AREAS, RURAL STUDENTS, SATELLITE SCHOOLS, SCHOLARSHIP PROGRAM, SCHOLARSHIP PROGRAMS, SCHOOL ACTIVITIES, SCHOOL ATTENDANCE, SCHOOL AUTONOMY, SCHOOL COMMITTEE, SCHOOL DEVELOPMENT, SCHOOL DROPOUTS, SCHOOL EDUCATION, SCHOOL ENROLLMENT, SCHOOL FACILITIES, SCHOOL FEES, SCHOOL GOVERNANCE, SCHOOL HEADS, SCHOOL INFRASTRUCTURE, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL ORGANIZATION, SCHOOL PRINCIPALS, SCHOOL QUALITY, SCHOOL SUPPORT, SCHOOL SYSTEM, SCHOOL-AGE, SCHOOLING, SCHOOLS, SECOND LANGUAGE, SECONDARY EDUCATION, SECONDARY SCHOOL, SERVICE TRAINING, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT SCORES, TEACHER, TEACHER CERTIFICATION, TEACHER COMPETENCIES, TEACHER COSTS, TEACHER DEVELOPMENT, TEACHER EDUCATION, TEACHER EFFECTIVENESS, TEACHER QUALIFICATIONS, TEACHER SHORTAGE, TEACHER STANDARDS, TEACHER TRAINING, TEACHER TRAINING INSTITUTIONS, TEACHER TRAINING PROGRAMS, TEACHING, TEACHING ASSISTANTS, TEACHING FORCE, TEACHING MATERIALS, TEXTBOOKS, TUITION, TUITION FEE, UNEQUAL ACCESS, UNIVERSAL PRIMARY SCHOOL COMPLETION, VULNERABLE GROUPS,
Online Access:	http://documents.worldbank.org/curated/en/185781468321872704/Analytical-report https://hdl.handle.net/10986/27450
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