Publication: Vietnam: High Quality Education for All by 2020
Loading...
Published
2011-06
ISSN
Date
2017-06-28
Author(s)
Editor(s)
Abstract
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.
Link to Data Set
Citation
“World Bank. 2011. Vietnam: High Quality Education for All by 2020. © World Bank. http://hdl.handle.net/10986/27450 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Diagnostics and Policy Advice for Supporting Roma Inclusion in Romania(Washington, DC, 2014-02-28)Romanian Roma families today constitute a large, young, and extremely poor ethnic minority group, facing exclusion from markets and services. Investments in Roma inclusion are essential for Romania to achieve its Europe 2020 social inclusion goals, and the considerable returns on such investments will lay a more solid foundation for achieving sustained, shared prosperity across Romanian society. Therefore, Roma inclusion is not only a moral imperative, but also smart economics for Romania. This report discusses what it will take for Romania to achieve the socioeconomic inclusion of its Roma population. The report identifies the most important socioeconomic achievement gaps of Romanian Roma. It identifies obstacles to Roma inclusion and examines the relevant institutional framework. It draws policy recommendations based on the observed gaps in outcomes and policies, informed by evidence on what works from international experience. These recommendations focus on providing support and enhancing opportunities for the next generation of Roma while helping to improve the living conditions of the current generation. In this context, the report is organized as follows: chapter one focuses on Roma inclusion is smart economics for Romania; chapter two presents socioeconomic achievement gaps of Roma; chapter three focuses on obstacles to Roma inclusion; and chapter four presents priority interventions and policy measures.Publication Out of the Ashes(Washington, DC, 2011)This Country Status Report (CSR) for Liberia is part of an ongoing series of country specific reports being prepared by the World Bank in collaboration with governments and development partners. The series aims to enhance the knowledge base for policy development. This report is intended to help engage a diverse audience on issues and policies in the education sector and to develop a shared vision for the future of Liberia. It is the first sector-wide report produced on the education system in Liberia since the end of the war. A policy options matrix follows the executive summary, which will provide government and partners with guidance on the key priorities to tackle. Besides consolidating information in a policy-relevant manner, this CSR makes a unique contribution to the education knowledge base by documenting not only traditional and basic indicators, such as gross enrollment rates and retention, but also examining the performance of the education system in terms of access, quality, equity, and resource allocation and utilization. The report also includes chapters on education governance and teacher management. This report highlights the country's significant education progress since the end of the 14-year civil war in 2003 and the challenges that need to be addressed.Publication Colombia - The Quality of Education in Colombia : An Analysis and Options for a Policy Agenda(Washington, DC, 2008-11-04)The main objective of this report is to analyze student learning in Colombia in order to foster policies to improve education quality that are grounded in research and the Colombian context. In 2006, Colombia participated for the first time in the Programme for International Student Assessment (PISA) of the Organization for Economic Cooperation and Development (OECD), which provides an important opportunity to benchmark the quality and equity of its education system globally and to inform its education policy. Using the PISA results, this report calls attention to the need for improved student learning in Colombia and provides new analytical work on the factors associated with learning in Colombia and other participant countries. Based on an assessment of the current state of the Colombian education system (chapter first), a review of the relevant literature (chapter second), an analysis of PISA (chapter third), and the report concludes with a set of policy options that may inform a future agenda for system design and reform (chapter fourth).Publication Findings from the 2010-11 Basic Education Service Delivery Survey(Washington, DC, 2012-04)Enrollment in basic education in the Republic of the Sudan has risen continuously since 2005. However, service delivery in basic schools and student learning outcomes are generally weak The papers included in this book use survey data to describe how basic schools function in four states of the Republic of the Sudan. The main objective is to provide representative data on basic school resources and student learning levels to allow targeting of resources to priority areas and increase the efficiency of resource use in order to promote student learning. The source of data is the second Basic Education Service Delivery Survey (SDS2) that covered 253 schools in the 2010-11 academic year across the states of Blue Nile, North Darfur, Red Sea and South Kordofan in Sudan. Basic education is the fundamental cycle of education in Sudan, combining primary and lower secondary education into one eight-year cycle. Enrollments in basic schools have surged in recent years, from 3.3 million students in 2000-01 to 4.9 million in 2008-09, with particularly rapid enrollment growth in post-conflict states, including the four states examined in this paper. This paper complements the education sector status report published in 2012.5. It contributes to the knowledge of basic education in the four states by providing a systematic account of service delivery and student achievement in basic schools. These two reports, along with other analytical work, are being used to inform the preparation of a new national education sector plan for 2012-16. Key contributions of this paper include the measurement of learning outcomes, comparisons between urban and rural schools, information on the role of the education councils in school financing and specific data on schools for internally displaced persons (IDPs) in North Darfur.Publication How Can Bulgaria Improve Its Education System? An Analysis of PISA 2012 and Past Results(Washington, DC, 2012-09-26)Bulgaria's performance on all three disciplines of the program for international student assessment (PISA) 2012 was slightly better than its PISA 2000 performance, after having dropped between 2000 and 2006. The improvements in performance between 2006 and 2012 promoted shared prosperity, but equality of opportunities is still a major challenge. In fact, disaggregating students' PISA scores across a number of variables for example, location and ethnicity - shows that large inequalities exist in Bulgaria's education system. Peer characteristics and school segregation are the key drivers of the Bulgarian education system's performance. An in-depth analysis into math and reading skills shows imbalances in performance in Bulgaria. The main areas in which Bulgaria can further improve its educational system involve: delaying the tracking of students to reduce segregation in schools; continue improving the quality of educational resources to ensure that all students learn in an environment with books, lab equipment, and technological hardware and software; encouraging longer pre-primary education for all children; learning from successful schools to improve accountability mechanisms for schools countrywide, particularly in rural areas; reevaluating the curriculum and assessment framework to better align student learning to the envisaged country goals; and promoting effective classroom management and strengthening teaching practices.
Users also downloaded
Showing related downloaded files
Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication Lebanon Economic Monitor, Fall 2022(Washington, DC, 2022-11)The economy continues to contract, albeit at a somewhat slower pace. Public finances improved in 2021, but only because spending collapsed faster than revenue generation. Testament to the continued atrophy of Lebanon’s economy, the Lebanese Pound continues to depreciate sharply. The sharp deterioration in the currency continues to drive surging inflation, in triple digits since July 2020, impacting the poor and vulnerable the most. An unprecedented institutional vacuum will likely further delay any agreement on crisis resolution and much needed reforms; this includes prior actions as part of the April 2022 International Monetary Fund (IMF) staff-level agreement (SLA). Divergent views among key stakeholders on how to distribute the financial losses remains the main bottleneck for reaching an agreement on a comprehensive reform agenda. Lebanon needs to urgently adopt a domestic, equitable, and comprehensive solution that is predicated on: (i) addressing upfront the balance sheet impairments, (ii) restoring liquidity, and (iii) adhering to sound global practices of bail-in solutions based on a hierarchy of creditors (starting with banks’ shareholders) that protects small depositors.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.