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Ensuring the ethical conduct of officers within the People's Public Security is paramount in cultivating individuals with strong moral fiber and exemplary character, aligning them with the demands of the present context. As emphasized in the Resolution of the 7th Congress of the Central Public Security Party Committee, enhancing the professional ethics of the People's Public Security stands as an immediate concern. At the core of this endeavor lies the education of students attending People's Police Schools, aimed at shaping their perceptions, attitudes, and actions towards ethical standards relevant to the policing profession and broader society. However, the efficacy of this educational process is subject to various influencing factors. This article delves into analyzing these factors and their impact on the professional ethics education of students enrolled in People's Public Security universities within the current context.

Giáo dục đạo đức nghề nghiệp Công an nhân dân là nhiệm vụ quan trọng góp phần đào tạo ra những cán bộ, chiến sĩ công an có phẩm chất đạo đức tốt, có nhân cách hoàn thiện đáp ứng yêu cầu, nhiệm vụ trong bối cảnh hiện nay. Nghị quyết Đại hội VII của Đảng ủy Công an Trung ương khẳng định đạo đức nghề nghiệp Công an nhân dân là vấn đề mang tính thời sự cấp thiết. Giáo dục đạo đức nghề nghiệp cho học viên các trường Công an nhân dân là hoạt động nhằm tác động đến nhận thức, thái độ và hành vi của học viên. Qua đó, học viên hiểu biết được hành vi đạo đức phù hợp với yêu cầu của ngành Công an và yêu cầu của xã hội. Quá trình giáo dục đạo đức nghề nghiệp Công an nhân dân luôn chịu sự ảnh hưởng của nhiều yếu tố. Bài viết phân tích sự ảnh hưởng của các yếu tố đến quá trình giáo dục đạo đức nghề nghiệp cho học viên các trường đại học Công an nhân dân trong buổi cảnh hiện nay.

The article explores Ho Chi Minh's ideology of “Diligence, frugality, probity, integrity, and public-mindedness”. Uncle Ho paid much attention to educating these ethical standards, which guide and adjust human behavior. These standards are associated with people’s daily work, strictly guiding how to live and work properly. These qualities remain theoretical and practical valid. The article also examines the real status of implementing and applying them in educating and training cadres and Party members of the Party Committee at Can Tho City, then proposing several solutions to improve their efficiency.

Every country has been investigating both short-term and long-term adaptation strategies in light of the intricate developments of climate change worldwide. Including teaching about climate change in the curriculum is one of the measures that many nations have implemented globally. Vietnam's schools have been offering climate change education to pupils in accordance with the Ministry of Education and Training's plan since the 2011-2012 academic year. To increase its effectiveness, management strategies must be specifically designed for the kind of school and the unique needs of children in each area. Natural disasters are becoming more frequent due to climate change, so it's important to teach students about both disaster avoidance and climate change adaptation at the same time. It is the basis for this investigation. According to survey data on the current state of affairs, students are more interested in learning through clubs among all other types of instruction. The author highlights some of the most important findings of this study within the limits of this article.

Trước những diễn biến phức tạp của biến đổi khí hậu trên toàn cầu. Mỗi quốc gia đều nghiên cứu về giải pháp ứng phó trước mắt và lâu dài. Một trong những giải pháp được nhiều nước trên thế giới áp dụng là đưa giáo dục biến đổi khí hậu vào hệ thống trường học. Ở Việt Nam, từ năm học 2011-2012, các nhà trường đã thực hiện giáo dục biến đổi khí hậu cho học sinh theo kế hoạch của Bộ Giáo dục và Đào tạo. Để đáp ứng nhu cầu quản lí hoạt động trên hiệu quả rất cần những biện pháp quản lí phù hợp với loại hình trường, đặc điểm học sinh theo vùng miền. Biến đổi khí hậu là nguyên nhân dẫn đến gia tăng thiên tai. Vì vậy, cần đồng thời giáo dục cho học sinh kĩ năng ứng phó với biến đổi khí hậu và phòng tránh thiên tai. Đó là lí do tác giả đã nghiên cứu về quản lí hoạt động này, số liệu khảo sát thực trạng cho thấy trong các hình thức giáo dục, học sinh hứng thú nhất với hình thức giáo dục thông qua câu lạc bộ. Trong phạm vi bài viết, tác giả trình bày một số điểm chính về nghiên cứu này.

Measuring and evaluating the achievement of program learning outcomes is a required quality assurance practice for higher education institutions. The study aims to initiate a reference model composed of data objects and related components in a life cycle of evaluating the achievement of learning outcomes in an undergraduate program. Based on quality criteria and standards such as AUN-QA and ABET, and the regulations for the higher education system in Vietnam; this model sets a foundation for the success of the digital transformation of education activities, including measuring and evaluating the achievement of program learning outcomes in higher education institutions. This article also presents the software to support the reference model and initial piloting results of evaluating the achievement of learning outcomes in an undergraduate program.

In the context of the 4.0 Industrial Revolution, the need for highquality human resources is high to meet the domestic and international labor market and to prepare the workforce to welcome shifting FDI capital. In Vietnam, training high-quality human resources for industries in general and the economic sector in particular has interwoven potential and challenges. In terms of potential, the high-quality programs have made significant progress with adding and upgrading facilities and improving teaching quality. Thereby, Vietnam provides an abundant human resource to meet international standards and access more programs from prestigious organizations worldwide. Besides, there are unavoidable challenges such as unequal lecturer quality, the disproportion between tuition fees and training quality, and especially the change of the Ministry of Education and Training regulations on high-quality programs. Therefore, it is essential to improve training quality and optimize costs to meet the needs of students and employers.

This study aims to measure the accuracy of the free version of the Merci App, an automatic error correction tool used in teaching French writing. The research data consists of 30 B2 level essays written by 30 second-year students majoring in French Language. The results show that the number of errors accurately detected by the Merci App accounts for 82.7% of the total errors detected by the application and 45.3% of the total number of local errors made by students in the drafts. The number of errors being well detected, diagnosed, and corrected by the Merci App represents 63.4% of the total errors detected by the application and 34.7% of local errors appearing in the essays. Merci App often incorrectly identifies errors in gender and number agreement in a noun phrase; misses a large number of errors in expression, vocabulary, gender and number agreement, prepositions; wrongly diagnoses and corrects many vocabulary, verbs, gender and number agreement. We recommend that language teachers instruct learners to use automatic error correction tools, provide a meta-linguistic vocabulary to help them understand error diagnoses and error corrections in the Merci App, and focus on correcting high or low level errors that can not be found or inaccurately detected, diagnosed and corrected by this tool.

Statistical content - Mathematics subject, in the 2018 General Education Curriculum is presented throughout from grade 2 to grade 12 towards developing students' abilities and qualities. The actual teaching statistics shows that despite understanding procedures and applying formulas to solve problems, students have difficulties connecting and applying concepts to practical situations. The study uses the epistemological model of Garfield and Ben-Zvi (2005) to teach the topic of dispersion measurement parameters in grade 10 to develop students’ statistical literacy. The results show its potential in developing their statistical literacy, helps students understand concepts deeply and apply them successfully in real-life situations, contributing to the formation of their statistical problem-solving ability.

Inclusive education stands as a global trend, recognized by the Ministry of Education and Training in Vietnam as the primary means to uphold the fundamental rights of all children, especially the right to education. It provides an opportunity for equal and quality education for all children, including those with disabilities. This article presents several solutions aimed at enhancing the quality of inclusive education and advancing towards sustainable education for children with disabilities in the current Vietnamese context.

Giáo dục hòa nhập là xu hướng chung của hầu hết các nước trên thế giới và đã được Bộ Giáo dục và Đào tạo Việt Nam xác định là con đường chủ yếu để thực hiện những quyền cơ bản của mọi trẻ em, đặc biệt là quyền được giáo dục. Đây là cơ hội để mọi trẻ em trong đó chú trọng đến trẻ khuyết tật được tiếp cận nền giáo dục bình đẳng, có chất lượng. Trong bài viết này, nhóm tác giả đề xuất một số giải pháp góp phần nâng cao chất lượng giáo dục hòa nhập và hướng tới giáo dục bền vững cho trẻ khuyết tật ở Việt Nam trong bối cảnh hiện nay.

This comprehensive research embarks on an extended journey through the ever-evolving landscape of special education in Vietnam, focusing specifically on educators dedicated to nurturing the growth and development of children with Autism Spectrum Disorder (ASD). The study delves even deeper into the multifaceted challenges and intricate opportunities that these educators encounter while diligently striving to enhance the educational experiences of children with developmental disabilities. Additionally, it presents a meticulous analysis of the impact of a transformative 7-day Applied Behavior Analysis (ABA) professional development course on the professional growth of its participants. The overarching goal of this research is to provide not only insightful observations but also a plethora of recommendations to further enrich the quality of special education in Vietnam.

This comprehensive research embarks on an extended journey through the ever-evolving landscape of special education in Vietnam, focusing specifically on educators dedicated to nurturing the growth and development of children with Autism Spectrum Disorder (ASD). The study delves even deeper into the multifaceted challenges and intricate opportunities that these educators encounter while diligently striving to enhance the educational experiences of children with developmental disabilities. Additionally, it presents a meticulous analysis of the impact of a transformative 7-day Applied Behavior Analysis (ABA) professional development course on the professional growth of its participants. The overarching goal of this research is to provide not only insightful observations but also a plethora of recommendations to further enrich the quality of special education in Vietnam.

This study evaluated the nutritional status of 150 children aged 3 to 6 years with developmental disorders, including autism and attention deficit hyperactivity disorder (ADHD), attending six special education centers in Northern Vietnam. The results showed a higher rate of malnutrition, with underweight malnutrition being the most common, accounting for 13.3% of evaluated children, followed by stunting malnutrition at 1.3%, and wasting malnutrition at the lowest rate of 0.7%. Notably, the rate of overweight children is very low, only 0.7%. The study also identified various factors influencing the nutritional status of these children, including oral health problems, difficulty chewing and swallowing, oral-tongue motor coordination disorders, picky eating, and gastrointestinal issues. A concerning finding was the relatively high proportion of children facing challenges related to chewing and swallowing, oral-motor coordination disorders, and selective eating. This underscores the urgency of implementing timely and appropriate intervention strategies. To address these challenges effectively and comprehensively, the study emphasizes the need to strengthen cross-sectoral collaboration across the fields of Healthcare, Education, and Nutrition to develop integrated solutions capable of meeting the specific needs of this group of children. The study underscores the need to strengthen cross-sectoral collaboration, particularly in Healthcare, Education, and Nutrition, to develop integrated solutions that can effectively meet the specific needs of this group of children.

This study evaluated the nutritional status of 150 children aged 3 to 6 years with developmental disorders, including autism and attention deficit hyperactivity disorder (ADHD), attending six special education centers in Northern Vietnam. The results showed a higher rate of malnutrition, with underweight malnutrition being the most common, accounting for 13.3% of evaluated children, followed by stunting malnutrition at 1.3%, and wasting malnutrition at the lowest rate of 0.7%. Notably, the rate of overweight children is very low, only 0.7%. The study also identified various factors influencing the nutritional status of these children, including oral health problems, difficulty chewing and swallowing, oral-tongue motor coordination disorders, picky eating, and gastrointestinal issues. A concerning finding was the relatively high proportion of children facing challenges related to chewing and swallowing, oral-motor coordination disorders, and selective eating. This underscores the urgency of implementing timely and appropriate intervention strategies. To address these challenges effectively and comprehensively, the study emphasizes the need to strengthen cross-sectoral collaboration across the fields of Healthcare, Education, and Nutrition to develop integrated solutions capable of meeting the specific needs of this group of children. The study underscores the need to strengthen cross-sectoral collaboration, particularly in Healthcare, Education, and Nutrition, to develop integrated solutions that can effectively meet the specific needs of this group of children.

Rối loạn ngôn ngữ phát triển (Developmental Language Disorder) (Bishop và cộng sự, 2017), là thuật ngữ xuất hiện trong các nghiên cứu trên thế giới để chỉ những trẻ có khả năng giao tiếp hạn chế, vốn từ vựng nghèo nàn, các câu nói ít đa dạng và không đủ thành phần. Khó khăn về ngôn ngữ của trẻ rối loạn ngôn ngữ phát triển thường gây hậu quả nặng nề ở lứa tuổi mầm non và đầu tiểu học. Thực tiễn về sự ảnh hưởng lâu dài của rối loạn ngôn ngữ phát triển cho thấy tầm quan trọng về can thiệp ngôn ngữ trong quá trình phát triển của trẻ không chỉ là những định hướng ngắn hạn mà cần có những mục tiêu dài hạn để kịp thời nhìn nhận và có những ưu tiên trong từng giai đoạn. Trong 26 bài báo, chúng tôi đã tìm kiếm được 14 tài liệu phù hợp tiêu chí. Kết quả phân tích cho thấy, có 4 nhóm can thiệp rối loạn ngôn ngữ phát triển bao gồm: Can thiệp từ vựng, ngữ pháp, lời kể và âm vị. Các can thiệp này không thể thiếu trong các giai đoạn phát triển ngôn ngữ của trẻ. Chúng được lồng ghép hài hòa trong quá trình can thiệp