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.
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.
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.
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
As the world has become more digitally interconnected than ever before in the 21stcentury, the next generation is required to possess various sets of new skills to succeed in their works and lives. The purpose of the article is to present a dataset of socio-demographic, in-school, out-of-school factors as well as the eight domains of 21st-century skills of Vietnamese secondary school students. A total of 1183 observations from 30 secondary schools in both rural and urban areas of Vietnam are introduced in this dataset. The linear regression analysis was also utilized as an analysis example for this dataset. The insights generated from the dataset are hoped to contribute to skills-based education and policy planning in Vietnam.
As the world has become more digitally interconnected than ever before in the 21stcentury, the next generation is required to possess various sets of new skills to succeed in their works and lives. The purpose of the article is to present a dataset of socio-demographic, in-school, out-of-school factors as well as the eight domains of 21st-century skills of Vietnamese secondary school students. A total of 1183 observations from 30 secondary schools in both rural and urban areas of Vietnam are introduced in this dataset. The linear regression analysis was also utilized as an analysis example for this dataset. The insights generated from the dataset are hoped to contribute to skills-based education and policy planning in Vietnam.
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.
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.
Information Technology (IT) human resource development has been put on the top agenda for all countries’ development in the fourth industrial revolution.In this movement, Vietnam also has to deal with a huge gap between the demand and supply of high-quality IT human resources. The paper puts forward five major solutions for the inadequate IT human resources in Vietnam including (i) developing an optimum strategy for high-quality IT human resources; (ii) enhancing the cooperation and networking among different partiesincluding Government, training institutions, businesses; (iii) updating and diversifying the training programs; (iv) regenerating the good model/practice of connecting business - university - technology providers in integrated efforts of IT human resource development; (v) developing an information connecting portal.
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.