Vietnam : High Quality Education for All by 2020
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 deri...
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| Format: | Report |
| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/185781468321872704/Analytical-report http://hdl.handle.net/10986/27450 |
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okr-10986-27450 |
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oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
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 |
| spellingShingle |
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 World Bank Vietnam : High Quality Education for All by 2020 |
| geographic_facet |
East Asia and Pacific Vietnam |
| description |
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. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Vietnam : High Quality Education for All by 2020 |
| title_short |
Vietnam : High Quality Education for All by 2020 |
| title_full |
Vietnam : High Quality Education for All by 2020 |
| title_fullStr |
Vietnam : High Quality Education for All by 2020 |
| title_full_unstemmed |
Vietnam : High Quality Education for All by 2020 |
| title_sort |
vietnam : high quality education for all by 2020 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/185781468321872704/Analytical-report http://hdl.handle.net/10986/27450 |
| _version_ |
1764464025169559552 |
| spelling |
okr-10986-274502021-04-23T14:04:41Z Vietnam : High Quality Education for All by 2020 World Bank 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 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. 2017-06-28T18:32:51Z 2017-06-28T18:32:51Z 2011-06 Report http://documents.worldbank.org/curated/en/185781468321872704/Analytical-report http://hdl.handle.net/10986/27450 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work :: Education Sector Review Economic & Sector Work East Asia and Pacific Vietnam |