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Levels of basic literacy and numeracy skills among Vietnamese primary school children are high by comparison with other countries of a similar income level, and the country has made impressive gains in primary enrollment in recent years as well as improving the quality of schooling. Nonetheless, there remain substantial gaps in school performance between children from more and less advantaged backgrounds. Part of the justification of free public schooling consists in the equalization of "opportunities to learn" and the mitigation of learning inequalities which result from differences in home-background advantage. In this paper we examine the learning achievement of pupils in primary Grade 5 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. Analysis of the predictors of attainment suggests that some of these are likely to constitute an important part of the explanation for the persistence of learning inequalities by home background in Vietnam, suggesting that following success in equalising basic inputs, policy attention should turn more directly to boosting wider "opportunities to learn" among disadvantaged pupils.

Primary school enrolment in Ethiopia has more than doubled over the past two decades. In spite of this impressive achievement, and as in many low- and middle-income countries that have experienced rapid expansion, the Ethiopian education system is characterised by a 'learning crisis' in which many children are leaving school without basic numeracy and literacy skills. In this paper, we explore the relationship between low learning levels and the features of an education system characterised by a sudden increase in learners from disadvantaged backgrounds, including 'first generation learners', or students whose parents have never been to school. Using unique longitudinal school survey data, we examine whether first-generation learner status represents an additional layer of disadvantage in the Ethiopian education system; the relationship between first-generation learner status and learning outcomes; and the educational trajectories of first generational learners through primary school. Based on these findings, we consider the implications of a rising tide of access for Ethiopia as it seeks to provide equitable, quality education for all by 2030. [ABSTRACT FROM AUTHOR]

In recent decades, both India and Vietnam have successfully expanded access to schooling to near-universal levels and have shifted their focus to quality-oriented policy reform. Yet, international and national evidence shows strongly contrasting learning profiles for children within the two systems. Simple indicators of numeracy suggest similar learning levels in both countries for 5-year-olds, but data suggest that, by the time they are 15, Vietnamese pupils outperform those in many OECD countries, while many pupils in India fail to master even the most basic skills. This article examines evidence from the Young Lives longitudinal surveys for Vietnam and the Indian state of Andhra Pradesh on the diverging learning profiles of children in the light of their socioeconomic, cultural, and educational contexts. It considers various explanations for this divergence, including recent education policies, and highlights potential areas for cross-country policy learning. [ABSTRACT FROM AUTHOR]

Levels of basic literacy and numeracy skills among Vietnamese primary school children are high by comparison with other countries of a similar income level, and the country has made impressive gains in primary enrolment in recent years as well as improving the quality of schooling. Nonetheless, there remain substantial gaps in school performance between children from more and less advantaged backgrounds. Part of the justification of free public schooling consists in the equalisation of ‘opportunities to learn’ and the mitigation of learning inequalities which result from differences in home-background advantage. In this paper we examine the learning achievement of pupils in primary Grade 5 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. Analysis of the predictors of attainment suggests that some of these are likely to constitute an important part of the explanation for the persistence of learning inequalities by home background in Vietnam, suggesting that following success in equalising basic inputs, policy attention should turn more directly to boosting wider ‘opportunities to learn’ among disadvantaged pupils. [ABSTRACT FROM PUBLISHER]

An abstract of the research degree paper "Education, poverty and culture in Ghana 1991-2010," by Caine Rolleston, is presented.