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This article presents survey results of educational management and injury prevention at primary schools in Binh Duong province. The research mainly uses quantitative methods. Data were collected from a sample of 306 managers, teachers at primary schools in Binh Duong province in 2022. The findings demonstrated a strong association between injury prevention management and factors such as planning, organizing, directing, checking, and evaluating prevention education as well as injury response results at these primary schools. Specifically, the outcomes of responding to injuries in these primary schools are positively impacted by two factors: organizing and directing prevention education.

Developing cooperative skills for children aged 5-6 is one of the crucial tasks of care and education in preschools. The article presents the current situation of organizing the shaping activities by teamwork method to develop self-study skills for children aged 5-6 through a questionnaire survey of 60 teachers at eight preschools in the city and suburbs of Hue city, in-depth interviews with four teachers to gather more information, and observation of how they organize the shaping activities. The survey results explore several issues that need further research, such as the current status of preschool children’s self-study skills at different ages or the influence of environmental conditions, methods, and forms of organizing activities on their cooperative skills.

Phát triển kĩ năng hơp tác cho trẻ mẫu giáo 5 - 6 tuổi là một trong những nhiệm vụ quan trọng của công tác chăm sóc, giáo dục ở các trường mầm non. Bài viết phản ảnh một phần bức tranh thực trạng tổ chức hoạt động tạo hình theo phương thức làm việc nhóm nhằm phát triển kĩ năng hợp tác cho trẻ mẫu giáo 5 - 6 tuổi thông qua nghiên cứu khảo sát bằng phiếu hỏi đối với 60 giáo viên mầm non đang công tác tại 08 trường mầm non thuộc phạm vi nội thành và ngoại thành của thành phố Huế, đồng thời phỏng vấn sâu nhằm tìm hiểu các thông tin định tính đối với bốn giáo viên mầm non và quan sát cách tổ chức hoạt động tạo hình của giáo viên mầm non. Kết quả khảo sát mở ra một số vấn đề cần nghiên cứu tiếp theo, liên quan đến thực trạng mức độ kĩ năng hợp tác của trẻ mầm non ở các độ tuổi, hoặc các điều kiện về môi trường, phương pháp, hình thức tổ chức hoạt động có ảnh hưởng như thế nào đến mức độ kĩ năng hợp tác của trẻ mầm non.

STEAM education is gradually becoming one of the modern educational methods that plays a crucial role in children’s development throughout the world, including Vietnam. It has been implemented in different approaches towards the goal of comprehensive development for children, especially enhancing children’s creative ability, at the practical preschools of The National College for Education. The study explores the current situation of managing and implementing STEAM education activities for children aged 5-6 toward developing children’s creative competence at preschools of The National College for Education. By the combination of quantitative and qualitative research methods, the study surveyed 17 administrators and 93 teachers teaching kindergarten classes from 5 to 6 years old. Research results show proactive and active management despite some limitations.

In recent years, Vietnam has made crucial progress in implementing the 2030 Agenda’s commitment to sustainable development, especially in education and training. The article analyzed and synthesized theories and practical experience in assessing the quality of early childhood education (ECE) to Sustainable Development Goal 4 (SDG4) in four countries, including Australia, Singapore, Finland, and The United States of America, about policies, criteria, indicators, evaluation processes and methods, analyzing methods and use of results. The research also clarified challenge and factors affecting the evaluation of the quality of ECE according to SDG4. Based on the analysis results, the article made recommendations for the Government, Ministry of Education and Training, ECE management units, and ECE facilities in Vietnam and localities on implementing, monitoring, and evaluating ECE quality according to SDG4.

Vocational skill level is always one of the prerequisites that determine the quality of vocational education, vocational teaching staff in particular and the quality of vocational education institutions in general. Nevertheless, there remains a low rate of educators who satisfy the vocational skill requirements for integrating and practical instruction. Focusing on the following three primary categories of solutions is essential to ensure that teachers of vocational education have the skills required to adhere to regulations and advance global integration: 1) Recognizing credentials in vocational skills as a requirement for teaching practice; 2) Improving teacher preparation and development to match vocational skill standards to achieve parity with developed countries in the area and worldwide; 3) Building solid relationships with businesses to promote the sharing and advancement of vocational skills among teachers.

The 2018 General Education Curriculum has been implemented with new textbooks for more than three years. This curriculum requires teachers to support students develop their qualities and competencies through educational contents with basic, practical, and modern knowledge and skills, harmonizing knowledge, ethics, physics, and beauty; focusing on applying knowledge and skills learned to solve problems in learning and real life, educational methods and forms to promote the initiative and potential of each student, and assessment methods consistent with educational goals and methods to achieve curriculum goals. Researching the implementation of teaching new textbooks, including Mathematics grade 3, is necessary to analyze, identify, and explain the advantages and disadvantages in the teaching process, thereby proposing measures to improve the teaching effectiveness of the new curriculum and textbooks.

Chương trình Giáo dục phổ thông 2018 đã triển khai thực hiện hơn 3 năm, thông qua việc dạy học theo sách giáo khoa mới. Theo yêu cầu của Chương trình, các giáo viên phải giúp học sinh phát triển phẩm chất và năng lực thông qua nội dung giáo dục với những kiến thức, kĩ năng cơ bản, thiết thực, hiện đại; hài hòa đức, trí, thể, mĩ; chú trọng thực hành, vận dụng kiến thức, kĩ năng đã học để giải quyết vấn đề trong học tập và đời sống, vận dụng các phương pháp, hình thức tổ chức giáo dục phát huy tính chủ động và tiềm năng của mỗi học sinh, các phương pháp đánh giá phù hợp với mục tiêu giáo dục và phương pháp giáo dục để đạt được mục tiêu của Chương trình. Nghiên cứu tình hình triển khai dạy học theo sách giáo khoa mới, trong đó có môn Toán lớp 3 tại các nhà trường là việc làm cần thiết nhằm phân tích, xác định, lí giải những thuận lợi và khó khăn trong quá trình dạy học, từ đó đề xuất một số kiến nghị giúp nâng cao hiệu quả dạy học theo chương trình và sách giáo khoa mới.

In the 21st century, culture is the key factor in determining a country’s soft power and position. It is shown in all social and individual activities. With its own role, function, as well as rules of acculturation, inheritance, and development; culture affects education to complete a person’s personality and bravery along with national identity, character, and bravery. Therefore, educating, training, and fostering "Vietnamese people’s cultural values and strengths in the cause of building and protecting the Fatherland" is a crucial task being the goal of protecting the Party's ideological foundation and fighting against distorted and hostile views in the new situation through educating, training, and completing Vietnamese culture and people. This article aims to spread the importance of educating, training, and fostering Vietnamese culture and people today to all social classes, especially spreading and resonating in the whole education system. The author considers educating, training, and fostering Vietnamese culture and people to be the main driving force in promoting the quick and early improvement of Vietnam’s national cultural system and structure as well as its people.

For any country in the world, young people, pupils, and students are the future of the country and the core force to build a rich, strong, and developed nation. Therefore, Ho Chi Minh was very interested in Vietnam’s core force during his lifetime. One of the manifestations of Ho Chi Minh's elite is his style. It is a unified whole of thinking style, working style, expression style, and behavior style. The article focuses on analyzing his independent, autonomous, and creative thinking style, thereby developing creative thinking skills in learning and scientific research for students.

The use of information technology (IT) in teaching has transformed the way people work, learn, and study. Therefore, the application of IT has become a rapidly growing trend in various schools and educational levels in recent years. The application of IT in teaching to enhance students' problem-solving skills is significant, as it helps students utilize information and knowledge with the assistance of technological software. By exploring the application of IT in teaching Physics, we propose several solutions that use IT to develop problem-solving skills for first-year students at the Thai Nguyen University of Information and Communication Technology (ICTU).

In the context of strong digital transformation, combining teaching with the application of information technology is becoming a common and essential trend in domestic and global education. In order to improve the quality of higher education and equip students with knowledge and skills as digital citizens, this article presents the application of the flipped classroom model to organize teaching for Lao exchange students at Tay Bac University. Through theoretical research and pedagogical investigation, the authors clarify the following aspects: characteristics of the flipped classroom model, its advantages and challenges of organizing teaching for Lao exchange students at Tay Bac University, steps of teaching toward this model, and some measures to organize teaching toward this model for Lao exchange students. The creative application of this model is an important measure to develop self-learning capabilities, problem-solving skills, and students’ engagement in the learning process, contributing to the innovation of teaching methods at the current universiites.

Trong bối cảnh chuyển đổi số diễn ra mạnh mẽ, việc dạy học kết hợp với việc ứng dụng công nghệ thông tin đang là một xu thế phổ biến, tất yếu trong giáo dục trong nước và thế giới. Nhằm nâng cao chất lượng giáo dục đào tạo đại học và trang bị cho sinh viên kiến thức, kĩ năng của một công dân số, bài viết trình bày về việc vận dụng mô hình lớp học đảo ngược để tổ chức dạy học cho lưu học sinh Lào tại Trường Đại học Tây Bắc. Bằng phương pháp nghiên cứu lí thuyết và phương pháp điều tra, khảo sát, thực nghiệm sư phạm nhóm tác giả làm rõ những nội dung: Đặc trưng mô hình lớp học đảo ngược; Thuận lợi và khó khăn khi vận dụng mô hình lớp học đảo ngược để tổ chức dạy học cho lưu học sinh Lào tại Trường Đại học Tây Bắc; Các bước dạy học theo mô hình lớp học đảo ngược; Một số biện pháp tổ chức dạy học theo mô hình lớp học đảo ngược cho lưu học sinh Lào. Việc vận dụng sáng tạo mô hình lớp học đảo ngược là biện pháp quan trọng để phát triển năng lực tự học, năng lực giải quyết vấn đề và tạo sự hứng thú cho sinh viên trong quá trình học tập, đồng thời góp phần đổi mới phương pháp dạy học ở bậc đại học hiện nay.

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.

The professional competence of preschool teachers is stated as an indispensable part of "the National Preschool Education Quality Standards" in Singapore. This article explores experiences in designing a professional competency framework for preschool teachers, including the purpose of the competence framework, necessary competencies, how to present and use them, and the requirements for training to help graduates meet the professional competence standards. Singapore's experience will help Vietnam develop the professional competence framework for preschool teachers to meet the implementation of the Preschool Education Curriculum toward the competence-based approach.

Developing university teaching staff is the most crucial task toward the current trend of higher education innovation, which is the purposeful, planned impact of management entities to build and develop a team of lecturers with sufficient quantity, reasonable structure, high quality, and perfect qualities and abilities. Research results show it is necessary to focus on planning, selection and use, training and fostering, testing and assessment, develop policies, and create a working environment and work motivation to develop university teaching staff toward educational innovation. These are the basis for practical research and proposed measures to develop lecturers toward the current trend of higher education innovation.