Educational Equity in Thailand and Vietnam: Comparing Policies and Outcomes toward SDG 4.1

Abstract

Abstract

This study employs comparative documentary analysis, drawing on the conceptual framework of Phillips and Schweisfurth (2007), to examine the mechanisms driving educational equity in Thailand and Vietnam within the context of Sustainable Development Goal 4.1                   (SDG 4.1). The analysis focuses on four dimensions: policy intent, operational mechanisms, resource allocation, and equity-related outcomes. The findings reveal that although Thailand has adopted several innovative policies and mechanisms—such as the Equity Education Fund (EEF)—its highly centralized administrative structure continues to limit the effectiveness of equity enhancement efforts. This has resulted in persistent outcome disparities, as reflected               in Thailand’s PISA 2022 mathematics score of 394 and the substantial performance gap between socioeconomic groups. In contrast, Vietnam implements a decentralized governance system combined with needs-based resource allocation and legally embedded principles of qualitative equity. These mechanisms have effectively reduced regional and socioeconomic disparities, contributing to Vietnam’s PISA 2022 mathematics score of 469 and its steadily narrowing performance gaps. The study concludes that Thailand should shift from a paradigm of                      “equity of opportunity” toward “equity of outcomes” through genuine decentralization,                 the establishment of legally binding equity-oriented policy frameworks, and the development of flexible, evidence-based resource allocation systems. These reforms would strengthen Thailand’s progress toward achieving SDG 4.1 and ensuring more equitable learning outcomes for all students.