Publications so far from the qualitative video study of classrooms in Vietnam include:

•  DeJaeghere, J., Dao, V., Duong, B.-H., & Luong, P. (2021). Learning inequities in Vietnam: Teachers’ beliefs about and classroom practices for ethnic minorities. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2021.1924621
•  DeJaeghere, J., Duong, B. and Dao, V. 2021. Teaching Practices That Support Thinking and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. 2021/024. https://doi.org/10.35489/BSG-RISE-RI_2021/024  (associated blog: https://riseprogramme.org/blog/learning-high-performing-classrooms-vietnam)  

Quantitative study from the RISE Vietnam team finding that conventional statistical indicators cannot fully account for Vietnam’s educational performance:

• Dang, H., Glewwe, P., Lee, J., and Vu, K. 2020. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the 2012 and 2015 PISA Data. RISE Working Paper Series. 20/036. https://doi.org/10.35489/BSG-RISE-WP_2020/036
•  Glewwe, P., James, Z., Lee, J., Rolleston, C. and Vu, K. 2021. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. RISE Working Paper Series. 21/078. https://doi.org/10.35489/BSG-RISE-WP_2021/078

Other RISE publications mentioned: 

• On narrowly standardized accounting vs richer narrative accounts in accountability: Honig, D. and Pritchett, L. 2019. The Limits of Accounting-Based Accountability in Education (and Far Beyond): Why More Accounting Will Rarely Solve Accountability Problems. RISE Working Paper Series. 19/030. https://doi.org/10.35489/BSG-RISE-WP_2019/030
• Blog interview with Janeli Kotzé (RISE Fellow based at South Africa’s Department for Basic Education) on bridging research and policy: https://riseprogramme.org/blog/kotze-interview  

Joan DeJaeghere is a Principal Investigator for the RISE Vietnam team. She is an Associate Professor of Comparative and International Development Education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota, where she teaches courses in international development and education; comparative education; and gender, education and development. Her scholarly work and professional practice are concerned with education, development, poverty and inequalities, and particularly gender, socio-economic and ethnic inequalities in education. She has served as the Principal Investigator on multi-year, multi-country studies funded by The MasterCard Foundation and CARE. She has also worked on education projects with UNICEF, USAID, Aga Khan, the World Bank, and the Department of Labor, and conducted research in Vietnam, Bangladesh, India, Pakistan, Tanzania, Uganda, South Africa, Honduras, and Australia. She was a Fulbright Scholar in 2013 with the Academy of Policy and Development of the Ministry of Planning and Investment and a Fulbright Specialist in 2014, with Vietnam Institute of Education Sciences under the Ministry of Education and Training. She served as a board member of the Comparative and International Education Society (2013-16) and as an associate editor of International Journal of Educational Development (2013-16). She has published widely in journals including Comparative Education Review, International Journal of Educational Development, Comparative Education, Progress in Development Studies and Critical Studies in Education.

Vu Dao is a member of the RISE Vietnam team and a graduate research assistant at the Organizational Leadership, Policy and Development Department at the University of Minnesota. She is an experienced research assistant with a demonstrated history of working in the higher education sector. She is skilled in nonprofit organizations, educational technology, instructional design, English, and Teaching English as a Second Language (TESL). Her Master's degree was in Comparative and International Development Education from the University of Minnesota, College of Education and Human Development.

RISE is funded by the UK’s Foreign, Commonwealth and Development Office; Australia’s Department of Foreign Affairs and Trade; and the Bill and Melinda Gates Foundation. The Programme is implemented through a partnership between Oxford Policy Management and the Blavatnik School of Government at the University of Oxford. The Blavatnik School of Government at the University of Oxford supports the production of the RISE Podcast.