CRITERIA FOR EVALUATING EDUCATION POLICIES ON SUSTAINABLE DEVELOPMENT IN VIETNAM

CRITERIA FOR EVALUATING EDUCATION POLICIES ON SUSTAINABLE DEVELOPMENT IN VIETNAM

Nguyen Thu Ha* hant@vnies.edu.vn The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Cua Nam ward, Hanoi, Vietnam
Le Anh Vinh vinhle@vnies.edu.vn The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Cua Nam ward, Hanoi, Vietnam
Kieu Thi Kinh ktkinh@ued.udn.vn Trường Đại học Sư phạm, Đại học Đà Nẵng 459 Tôn Đức Thắng, phường Hòa Khánh, Thành phố Đà Nẵng, Việt Nam
Summary: 
Education for Sustainable Development (ESD) has garnered global support and is widely recognized as an essential mechanism for achieving the Sustainable Development Goals. However, its implementation often encounters significant challenges due to a lack of contextualization, which may overlook the specific cultural, social, political, ecological, and economic characteristics of local settings. Policy promotion, which is one of the five priority areas of the Global Action Programme initiated by the United Nations, has similarly faced these challenges and therefore requires careful consideration within the specific context of each country. This paper examines the evaluation criteria for ESD policies in the context of Vietnam. Drawing on consultations with 11 education policy experts in Vietnam, the authors propose a set of evaluation criteria that are appropriate to the Vietnamese context. The proposed framework includes three key dimensions: policy content, policy implementation, and policy impact, along with sixteen associated criteria that may serve as a reference for future policy evaluation research.
Keywords: 
criteria
evaluating policies
Education for Sustainable Development (ESD)
Vietnam.
Refers: 

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