VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

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EDUCATION RESPONSE TO COVID-19 PANDEMIC: INTERNATIONAL EXPERIENCE AND POLICY IMPLICATIONS FOR VIETNAM

EDUCATION RESPONSE TO COVID-19 PANDEMIC: INTERNATIONAL EXPERIENCE AND POLICY IMPLICATIONS FOR VIETNAM

Pham Thu Phuong* phuongpt@vnu.edu.vn
Tran Thi Lan Huong lanhuongviames@yahoo.com
Vinh Bao Ngoc ngocvb@vnu.edu.vn
Summary: 
The coronavirus (COVID-19) was discovered for the first time in Wuhan, Hubei province, China, posing unprecedented challenges to all nations. Globally, the pandemic has severely impacted all facets of socioeconomic life, including education. Each nation maintains, modifies, or proposes new short- and long-term economic and social policies to ensure the achievement of post-pandemic recovery objectives. This article reviews international education response strategies to the pandemic and challenges confronting the Vietnamese education sector, therefore providing some implications for the post-pandemic development of Vietnam’s education.
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Keywords: 
Covid-19
Education
Policy
Experience
Vietnam
Refers: 

[1] Bộ Giáo dục và Đào tạo, (29/3/2022), Kế hoạch số 353/ KH-BGDĐT Kế hoạch tổng thể của ngành Giáo dục thích ứng với tình hình dịch COVID-19, bảo đảm tổ chức dạy và học an toàn, chất lượng

[2] Bộ Giáo dục và Đào tạo, (18/4/2023), Công văn số 1687/BGDĐT-GDTC về Tăng cường công tác phòng, chống dịch COVID-19 trong trường học

[3] Krishnamurthy, S, (2020), The future of business education: A commentary in the shadow of the COVID-19 pandemic, https://doi.org/10.1016/j.jbusres. 2020.05.034.

[4] Baber, H, (2021), Social Interaction and Effectiveness of the Online Learning - A Moderating Role of Maintaining Social Distance during the Pandemic COVID-19, https://doi.org/10.1108/AEDS-09-2020- 0209

[5] S. Chauhan, S. G, (2022), Examining continuance intention in business schools with digital classroom methods during COVID-19: a comparative study of India and Italy, https://doi.org/10.1080/014492 9X.2021.1892191.

[6] David Máté Hargitai, F. P, (2021), Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic, DOI:10.3390/su13052478.

[7] Bộ Giáo dục và Đào tạo, Báo cáo Tổng kết các năm 2019, 2020, 2021, 2022, 2023.

[8] Báo cáo tổng hợp của các Vụ, cơ sở, địa phương về rà soát tác động của đại dịch COVID-19 (2020, 2021)

[9] Ritika Mahajan, W. M, (2020), COVID-19 and management education: From pandemic to endemic.

Journal: 
No. 12, December 2023

Articles in Issue

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CURRENT SITUATION AND SOLUTION ORIENTATION FOR DEVELOPING PROFESSIONAL SKILLS AMONG VOCATIONAL EDUCATION TEACHERS TO MEET STANDARDIZATION AND INTERNATIONAL INTEGRATION
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ISSUES OF TEACHING MATHEMATICS GRADE THREE TOWARD THE 2018 GENERAL EDUCATION CURRICULUM
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THE PROFESSIONAL COMPETENCE OF PRESCHOOL TEACHERS TO MEET THE PRESCHOOL EDUCATION CURRICULUM TOWARD THE COMPETENCE APPROACH - SINGAPORE'S EXPERIENCE AND ITS APPLICATION INTO VIETNAM
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APPLYING THE FLIPPED CLASSROOM MODEL TO ORGANIZE TEACHING FOR LAO EXCHANGE STUDENTS AT TAY BAC UNIVERSITY
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CURRENT STATE OF DIGITAL TRANSFORMATION IN MANAGING PRESCHOOLS AND GENERAL SCHOOLS
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APPLYING INFORMATION TECHNOLOGY INTO TEACHING PHYSICS TOWARD DEVELOPING PROBLEM-SOLVING COMPETENCE FOR FIRST-YEAR STUDENTS AT THAI NGUYEN UNIVERSITY OF INFORMATION AND COMMUNICATION TECHNOLOGY
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INSTITUTIONALIZATION OF RESOLUTION NO. 29-NQ/TW IN LEGAL POLICY DEVELOPMENT AND STATE MANAGEMENT INNOVATION OF EARLY CHILDHOOD EDUCATION
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DEVELOPING STUDENTS’ CREATIVE THINKING SKILLS IN SCIENTIFIC RESEARCH AND LEARNING TOWARD HO CHI MINH STYLE
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ETHICAL STANDARDS OF TEACHERS - SOME THEORETICAL ISSUES
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