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In this article, the author describes the outline of experiential teaching and learning activities such as project-based learning, learning games and so on. Besides, this article also focuses on organizing mini project-based learning activities and learning games in the experiential teaching of System Thinking subject at Ho Chi Minh City University of Technology and Education. Combination of both qualitative (observation, interview, practical product-based research) and quantitave (rubrics) research methods were applied to identify gradually changes of the core competences (collaboration and problem-solving) of technical students through participating in the experiential learning activities. Some minor suggestions are made on organizing the experiential learning activities in cohesion with learning outcomes, teaching and learning activities as well as using assessment to improve the core competences of technical students.
Geometric thinking is considered to be one of the most controversial thinkings. Many researches have observed that children have various opportunities to cultivate the elements of geometric thinking at different levels throughout mathematical activities. Having experimented, we found out that these puzzle games are both attractive and potential to develop visualization, imagination and thinking in terms of shapes. Tri Uan is a seven-piece tangram, which is popular in Vietnam. This article presents the research of geometric thinking components and geometric activities through Tri Uan in order to develop geometric thinking at each level in children.
Besides the formal education mode, constant education mode plays an important role and function in meeting with needs of human resources to help decrease the gap of level of production and social life in Viet Nam compared with developing countries in the region and in the world, integrate Vietnamese education into regional and global education, which is developing continuously. To make sure of the above missions, aside from diversifying modes of training, constant education mode requires evaluating and understanding the roles, functions together with opportunities and challenges of this mode correctly to support and influence it positively. In the process of human resource training in the Mekong Delta during this time, it is undeniable to mention the role of Can Tho University, which makes a great effort to maintain and develop the effectiveness of constant education mode.
SOGIE-related school violence covers sexuality and gender-identity/ expression-related bullying and other violent acts and threats, occurring in and around educational contexts. These may result in physical, verbal, sexual, psychosocial or technology-related harm to children. It is based on gender and sexuality stereotypes, particularly roles and norms expected of children because of the privileging of heterosexual norms and gender roles in society. The study on SOGIE-related school violence in secondary schools of Viet Nam revealed some important findings on the level of SOGIE-related violence that LGBT students experienced in schools, their perception of school safety, as well as their responses to this form of school violence. Based on the evidence collected from the study results, several recommendations were proposed, including those for policy makers, curriculum developers, and schools, to prevent SOGIE-related school violence and build a safe, healthy school environment for all learners.
Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.
This article reflects a comparative analysis and assessment on structure of the education system of the countries, comparing structure of Vietnam national education system and ISCED 1997-2011(UNESCO), giving some basic orientation on Vietnam national education system appropriate to the International Standard Classification of Education (ISCED 2011) and the Vietnamese National Qualifications Framework (VQF).
There is no argument amongst educators that a teacher’s feedback represents a significant contribution to a learner’s in-class learning outcomes. However, while the contribution of a teacher’s feedback is significant there are also challenges associated with the effectiveness of a teacher’s feedback. These challenges, the authors suggest, centre mainly on the effectiveness of the discourse between the teacher and the leaner. To possibly assist in addressing some of the challenges associated with the effectives of a teacher’s feedback this paper outlines that there needs to be an emphasis on Future Actionable Knowledge. Future Actionable Knowledge, the authors contend, is driven by Assessment To Learning, which highlights the use of interconnected formative assessment tasks within the teaching and learning space. By highlighting the use of interconnected formative assessment to drive Assessment To Learning, the authors believe, influences a teacher’s feedback to the learner by providing the leaner and the teacher with Future Actionable Knowledge, facilitated through Multi-Dimensional Discourse, via Feedback-Feedforward Learning, whereby, the teaching and learning activities associated with the learning space focus on value-adding to the in-class learning of the learner
The paper presents the lecturing staff professional development process of the Education Faculty in a multi-disciplinary university the Mekong Delta of Vietnam within the current educational reform context. The paper is based on a qualitative interpretive case study that explored the context of the faculty and the practices of professional development for the teaching staff to address new requirements in higher education. Two data collection methods were used: analysis of policy documents (e.g. national educational policies, Education Law 2018, Higher Education Law 2019, provincial documents, and faculty reports), and informal interviews with four educational managers. The findings provided insights into the faculty context and developmental strategy, and revealed an imbalance in the faculty’s lecturing staff development and practical requirements. The paper offers some suggestions for the faculty’s developmental strategy and lecturers’ professional development, particularly to enhance the qualifications of the teaching staff who are capable of enacting educational reforms successfully in their local contexts.
Global Citizenship Education (GCED) plays a critical role in training learners, including youths, to be critically literate, socially connected and concerned citizens. As well as the increasing international attention, GCED is also becoming a key point of focus in Vietnam educational context. The Vietnam National Institute of Educational Sciences (VNIES) has conducted a national research project in which approximately 2000 school students, over 200 teachers and 100 school managers were involved to fill in paper questionnaires and interviews regarding GCED in their school settings. The results sketch a general picture of knowledge, skills and attitudes of Vietnamese students in relation with GCED. Insights from this research open up suggestions for further studies and investigations into teaching, learning and managing activities in Vietnamese schools in order to better implement GCED in the national education system.
The purpose of this study is to test the correct perceptions of parents on the influence of families on the formation and personality development of primary students in Vietnamese urban. This study uses a quantitative approach to data collection. The questionnaire was designed based on the Linkert scale that includes the awareness and evaluation of 136 parents of the students on the impact of family education on the personality of primary students in Vietnamese urban. The reliability of the scale was conducted on SPSS 20.0 software. The research results show that there are 5 contents and 5 family education methods that are commonly used by parents of students in urban areas of Vietnam where economic and social conditions are common. The parenting and educational level of the parents is relatively favorable. Most parents are aware of the importance of family education to the personality of primary students. The attention of parents plays an important role in the child’s personal development at the beginning of elementary school. With a traditional education background based on Confucian thought, Vietnamese families always give a lot of attention to their children. However, the fact shows that, in Vietnamese urban, the overdone care of parents negatively affects the personal development of children. The paper contributes to the literature on the role of family education in Vietnamese urban in the development of elementary school student character. In addition, the study also provides evidence to adjust the views of Vietnamese parents on the contents and methods of developing the personality of children, which is meant for reference for families, educators and researchers in similar contexts.
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