Education and Inequalities in Rural Vietnam in the 1990s

Autor/inn/en	Belanger, Daniele; Liu, Jianye
Titel	Education and Inequalities in Rural Vietnam in the 1990s
Quelle	In: Asia Pacific Journal of Education, 28 (2008) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Community Characteristics; Economically Disadvantaged; Disadvantaged Youth; Living Standards; Educational Attainment; Rural Areas; Foreign Countries; Family Characteristics; Surveys; Risk; Socioeconomic Background; Gender Differences; School Holding Power; Educational Change; Educational Finance; Longitudinal Studies; Probability; Dropouts; Vietnam + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Lebensstandard; Bildungsabschluss; Bildungsgut; Rural area; Ländlicher Raum; Ausland; Survey; Umfrage; Befragung; Risiko; Sozioökonomische Lage; Geschlechterkonflikt; Bildungsreform; Bildungsfonds; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	This article examines the determinants of children's schooling during the 1990s in rural areas of Vietnam. It focuses on the impact of family attributes on the likelihood of children remaining in school or leaving during the primary and secondary school years. Using data from the Vietnam Living Standard Survey (VLSS) of 1992-93 and 1997-98, the authors apply the survival analysis technique to follow a group of 3301 children aged between 6 and 13 over a 5-year period. In addition to the characteristics of the children and their families, they consider community attributes as larger contextual variables that also affect children's school leaving. Overall, they found very significant socioeconomic differentiations between families with respect to schooling, which puts economically disadvantaged children at risk for having their schooling interrupted at a young age. The results also indicate that for girls, compared with boys, the likelihood of staying in school is more responsive to household and community characteristics. (Contains 4 tables, 5 figures and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10