After Access: Divergent Learning Profiles in Vietnam and India

Autor/inn/en	Rolleston, Caine; James, Zoe
Titel	After Access: Divergent Learning Profiles in Vietnam and India
Quelle	In: Prospects: Quarterly Review of Comparative Education, 45 (2015) 3, S.285-303 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-015-9361-2
Schlagwörter	Foreign Countries; Comparative Education; Longitudinal Studies; Educational Policy; Educational Change; Profiles; Cognitive Style; Learning Processes; Numeracy; Socioeconomic Background; Cultural Context; Educational Environment; Educational Practices; India; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Bildungsreform; Charakterisierung; Profilanalyse; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Rechenkompetenz; Sozioökonomische Lage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Indien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01