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Beyond the basics: Access and equity in the
expansion of post-compulsory schooling in Vietnam
Caine Rolleston (UCL Institute of Education)
Padmini Iyer (Young Lives, University of Oxford)
UKFIET 2017
Oxford, 5 September 2017@yloxford
@caine_rolleston
@padmini_iyer #YLEducation
OUTLINE
Introduction to Young Lives
Upper secondary education in
Vietnam
Findings:
• Access to Grade 10
• Learning outcomes in Grade 10
• Patterns of equity in learning
outcomes
Conclusions
YOUNG LIVES: INTRODUCTION
Longitudinal survey of children, their
households, schools and communities
running for 15 years from 2002
12,000 children in four countries –
Ethiopia, India (Andhra Pradesh &
Telangana), Peru, Vietnam
Two age cohorts in each country:
• 2,000 children born in 2000-01
• 1,000 children born in 1994-95
Pro-poor sample: 20 sites in each country
selected to reflect national diversity
VISUALISING THE HOUSEHOLD DATA
YOUNG LIVES SCHOOL SURVEYS, 2010-17
Introduced in 2010
Conducted with a sub-sample of
Younger Cohort children and their
peers
School effectiveness surveys:
2011-12: Vietnam (Grade 5)
2012-13: Ethiopia (Grades 4-5)
2016-17: Ethiopia (Grades 7-8)
India (Grade 9)
Vietnam (Grade 10)
Primary school survey (2011-12)
• 3284 Grade 5 pupils (56 schools, 92 school sites)
• Progress in Maths and Vietnamese in Grade 5
• Tests at the beginning & end of the school year
YOUNG LIVES SCHOOL SURVEYS: VIETNAM
Secondary school survey (2016-17)
• 8860 Grade 10 students (52 schools)
• Progress in Maths and English in Grade 10
• Tests at the beginning & end of the school year
YOUNG LIVES SCHOOL SURVEYS: VIETNAM
‘BEYOND THE BASICS’
Basic education in Vietnam – mass
access and mass learning
‘Moving up the value chain’
• Upper secondary education =
key to ‘skilling up’ Vietnam’s
young people
Access to USE has expanded rapidly
– but not equitably
• Enrolment: 79% Kinh/Hoa, 50%
ethnic minority
Limited evidence (beyond PISA) of
learning outcomes in USE
RESEARCH QUESTIONS
1. What are the characteristics of
children who successfully make
the transition to Grade 10?
2. What are the factors associated
with learning outcomes in Grade
10?
3. What are the patterns of inequity
in learning outcomes in Grade 10?
IN THIS PAPER…
1. What are the characteristics of
children who successfully make
the transition to Grade 10?
2. What are the factors associated
with learning outcomes in Grade
10?
3. What are the patterns of inequity
in learning outcomes in Grade 10?
2000 Young Lives
Younger Cohort children
1060 children (Young
Lives children & their
peers) who participated
in the Young Lives
school surveys -
2011-12: Grade 5
2016-17: Grade 10
(1) WHO MAKES THE TRANSITION TO GRADE 10?
Young Lives children eligible to be in Grade 10 in 2016-
17 (b. 2001):
• 64.9% enrolled in Grade 10
• 19.3% not enrolled in school
Comparison of 1031 Young Lives children in Grade 10 in
2016-17 and 300 Young Lives children eligible for Grade
10 but out of school in the same year
Probit regression model: probability of being enrolled in
Grade 10 in 2016
GRADE 10 CHILDREN: MORE ADVANTAGED THAN OUT-OF-
SCHOOL CHILDREN
GRADE 10 CHILDREN: HIGHER MATHS ABILITY AGED 12
THAN OUT-OF-SCHOOL CHILDREN
PROBABILITY OF BEING ENROLLED IN GRADE 10
VARIABLES
(1)
Grade 10 enrolment
without prior test scores
(2)
Grade 10 enrolment
with prior test scores
Female 0.108*** 0.0938***
(0.0227) (0.0214)
Ethnic minority -0.109** -0.0330
(0.0498) (0.0470)
Main caregiver's education
(6 or more years)0.176*** 0.137***
(0.0303) (0.0291)
Wealth index, 2013 0.658*** 0.443***
(0.116) (0.109)
Maths score, 2013 - 0.00115***
(0.000132)
Observations 1,298 1,257
Controls included for site-level effects.
Standard errors in parentheses: *** p<0.01, ** p<0.05, * p<0.1
(1) WHO MAKES THE TRANSITION TO GRADE 10?
Access to upper secondary education in Vietnam not as
equitable as at earlier stages of education
In an equitable system in which access is purely
determined by merit, would not expect wealth / parents’
education to be significant predictors after controlling
for prior ability
Ethnic minority status is not a significant predictor after
controlling for prior ability – but lower test scores among
EM children may reflect disadvantage earlier in the
education system
(2) LEARNING OUTCOMES IN GRADE 10
How equitable are learning outcomes for those who do
make it to Grade 10?
Sub-sample of 1060 Young Lives children and their peers
in both Grade 5 and Grade 10 school surveys
Background characteristics, prior achievement, Grade 5
school quality: effects on Maths achievement at
beginning of Grade 10?
OLS and district fixed-effects regression models
VARIABLES (1) OLS (2) Fixed-effects
Grade 5 W1 Maths score0.333***
(0.0348)
0.356***
(0.0354)
Grade 5 W1 Vietnamese score0.141***
(0.0338)
0.140***
(0.0332)
School Value-Added, Grade 50.0155
(0.0816)
-0.0669
(0.0897)
Female0.396
(5.477)
-0.585
(5.392)
Ethnic minority-12.90
(12.12)
-17.53
(11.93)
Wealth Index, Grade 57.357***
(2.087)
6.319***
(2.084)
Mother's education =
Secondary education
8.761
(7.385)
8.434
(7.269)
Mother's education =
Higher education
18.32*
(10.54)
18.83*
(10.38)
Observations 1,028 1,028
R-squared 0.295 0.242
Standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1
(2) LEARNING OUTCOMES IN GRADE 10
High performing students at
primary level continue to be
high performers at the start
of upper secondary school
Continuing influence of forms
of home advantage – wealth
and mother’s education –
from Grade 5 to Grade 10
(3) PATTERNS OF EQUITY
How do inequities in learning
performance develop over time?
Unsurprising to find students
from more advantaged groups
performing better educationally
Greater debate about where gaps
emerge and develop
(3) PATTERNS OF EQUITY
Potential definition of
equitable system: one in which
educational merit / potential is
a key determinant of learning
outcomes, separated as far as
possible from economic
circumstances
Feinstein (2003): an example of an inequitable system
Vietnam 2011-16: an example of an equitable system?
CONCLUSIONS
There are still inequities that need to be addressed at all stages of
the Vietnamese education system:
Primary / lower secondary level: to address lower learning
outcomes among ethnic minority students
Lower to upper secondary transition:
• Compensatory policies for ethnic minorities to encourage Grade 10
enrolment
• Further work required on longer term implications of ‘reverse
gender gap’ in access to upper secondary education
But –
Home advantage does not become more important than ability
over time in determining learning outcomes
Suggests relatively equitable system – an encouraging starting
point for further reforms
Thank you!
Any questions or comments?
@caine_rolleston
@padmini_iyer
