After access: Divergent learning profiles in Vietnam and India

Rolleston, Caine; James, Zoe

doi:10.1007/s11125-015-9361-2

Cited by 12 publications

(4 citation statements)

References 21 publications

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“… Kaffenberger and Pritchett (2020) created adult retrospective learning profiles across ten countries using Financial Inclusion Insight data with young adults ages 18 to 37, as did Pritchett and Sandefur (2020) who used DHS literacy data from women aged 25–34 in 51 countries. The longitudinal study, Young Lives, utilizes similar questions across four countries – Ethiopia, India, Peru, and Vietnam – and has in several papers demonstrated vast differences in learning gains over time across countries using panel learning profiles ( Rolleston, 2014 ; Rolleston and James, 2015 ; Singh, 2020 ). Also using panel profiles, the LEAPS program in Punjab, Pakistan followed the same children over four rounds or years of schooling, highlighting learning changes as children transitioned from public to private school and vice versa ( Andrabi et al, 2008 ; Bau et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014

Beatty

Berkhout

Bima³

et al. 2021

International Journal of Educational Development

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Highlights We use nationally representative data to create mathematics learning profiles for Indonesia. We compare student learning levels and changes in learning from 2000 to 2014 to curriculum expectations. Students’ mastery of basic skills is low. Over 14 years, learning declined by approximately 0.25 standard deviations. The average child in grade 7 in 2014 had learned as much as the average child in grade 4 in 2000. Changes in learning were not driven by changes in student composition.

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Section: Introductionmentioning

confidence: 99%

Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014

Beatty

Berkhout

Bima³

et al. 2021

International Journal of Educational Development

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“…In a cross-country context, several papers originating from Young Lives, a child-level panel data study utilizing similar questions from Ethiopia, India, Peru, and Vietnam, demonstrated vast differences in learning gains over time across countries using learning profiles (Rolleston, 2014;Rolleston and James, 2015;Singh, 2017). Others construct learning profiles from adult survey data.…”

Section: Introductionmentioning

confidence: 99%

Indonesia Got Schooled: 15 Years of Rising Enrolment and Flat Learning Profiles

Beatty¹,

Berkhout²,

Bima³

et al. 2018

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Indonesia has instituted wide-ranging educational reforms over the past twenty years, but recent international assessments of student learning indicate that these reforms may not have translated into learning gains-the country is performing comparatively poorly and worse than its regional neighbours. To examine the relationship between schooling completed and learning gains, and how that changed over time, we developed learning profiles using five rounds of data from the Indonesian Family Life Survey (IFLS). We show that Indonesia has succeeded in achieving high levels of school enrolment and attainment, with particular gains concentrated in junior secondary and senior secondary school between 2000 and 2014. However, we also find a large gap between students' mathematical ability and what they are supposed to know based on the education curriculum. Absolute learning levels as well as marginal learning levels are low, meaning that students are learning little as they are promoted from grade to grade. Even high school graduates struggle to correctly answer numeracy problems that they should have mastered in primary school. We also find that learning is decreasing slightly over time. We extend our analysis by identifying characteristics of children who are educationally left behind: children who are performing particularly poorly compared to their peers. Children with low numeracy levels are more likely to live in Eastern Indonesia, in rural areas, and be older and male. Our findings, albeit limited to a narrow set of test items, demonstrate the incredibly slow pace of learning occurring throughout Indonesia, and reiterate the importance of focusing system reforms on learning progress.

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“…Part of the explanatory power of these 19 Ethiopian math teachers were tested on their mathematics knowledge in the primary school survey, but this test was very different from those given in the other three countries, and it did not assess their pedagogical skills. 20 For an earlier analysis of differences in student performance between Vietnam and India using the first three rounds of the Young Lives data, see Rolleston and James (2015).…”

Section: Discussionmentioning

confidence: 99%

What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam

Glewwe¹,

James²,

Lee³

et al. 2021

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.

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After access: Divergent learning profiles in Vietnam and India

Cited by 12 publications

References 21 publications

Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014

Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014

Indonesia Got Schooled: 15 Years of Rising Enrolment and Flat Learning Profiles

What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam

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