Education
Duyệt Education theo Nhan đề
- Ấn phẩmA dataset of Vietnamese junior high school students’ reading preferences and habits.(2019) Quan, Hoang Vuong; Anh, Le Vinh; Viet, La Phuong; OthersBooks are the invaluable, colossal storage of mankind’s immense scholarship and are still commonly perceived as a more reliable source of knowledge even in this age of digitized information. Extensive reading is often promoted as being vital to cognitive development, especially for students in primary and secondary education. While it could now be considered common knowledge that reading is highly beneficial, reading habits vary among individuals in the same culture and receiving the same public education. This could be due to demographic variations and differences in socioeconomic status, or other factors such as family background and education. Despite the ample literature on reading habits, there still exists a lack of holistic approach with empirical results concerning the reciprocal interactions of reading and its relevant affecting factors. This data article presents a dataset of 1676 responses to the survey “Studying reading habits and preferences” of junior high school students in Vietnam. Result analysis facilitates evaluation of reading habits and their affecting factors, thus holding implications on education measures and policy. The dataset is available with the paper.
- Ấn phẩmA large-scale donor attempt to improve educational status of the poor and household income distribution: The experience of PEDC in VietnamA. Carr-Hill, RoyIn 2003, donors combined together in Vietnam to support the provision of quality primary schooling for 226 disadvantaged districts (about a third of the country). US$160 million was invested in infrastructure, materials and training across the 226 districts. The programme has been commended by donors and received good press inside Vietnam. Comparison of achievement surveys in 2001 and 2007 showed, however, that there had been a decline in performance in the targeted districts. This article explores various hypotheses as to how this could have happened; and in particular the increasing amounts spent by better-off households on their children's education
- Ấn phẩmA review of the integrated effects of changing climate, land use, and dams on Mekong river hydrology(3/3/2018) Pokhrel, Yadu; Burbano, Mateo; Kang, Hyunwoo; Roush, Jacob; Hyndman, David W.; Sridhar, VenkataramanaThe ongoing and proposed construction of large-scale hydropower dams in the Mekong river basin is a subject of intense debate and growing international concern due to the unprecedented and potentially irreversible impacts these dams are likely to have on the hydrological, agricultural, and ecological systems across the basin. Studies have shown that some of the dams built in the tributaries and the main stem of the upper Mekong have already caused basin-wide impacts by altering the magnitude and seasonality of flows, blocking sediment transport, affecting fisheries and livelihoods of downstream inhabitants, and changing the flood pulse to the Tonle Sap Lake. There are hundreds of additional dams planned for the near future that would result in further changes, potentially causing permanent damage to the highly productive agricultural systems and fisheries, as well as the riverine and floodplain ecosystems. Several studies have examined the potential impacts of existing and planned dams but the integrated effects of the dams when combined with the adverse hydrologic consequences of climate change remain largely unknown. Here, we provide a detailed review of the existing literature on the changes in climate, land use, and dam construction and the resulting impacts on hydrological, agricultural, and ecological systems across the Mekong. The review provides a basis to better understand the effects of climate change and accelerating human water management activities on the coupled hydrological-agricultural-ecological systems, and identifies existing challenges to study the region’s Water, Energy, and Food (WEF) nexus with emphasis on the influence of future dams and projected climate change. In the last section, we synthesize the results and highlight the urgent need to develop integrated models to holistically study the coupled natural-human systems across the basin that account for the impacts of climate change and water infrastructure development. This review provides a framework for future research in the Mekong, including studies that integrate hydrological, agricultural, and ecological modeling systems.
- Ấn phẩmA skills beyond school commentary on Viet Nam(2017-12) Kis, ViktoriaThis report is a contribution towards a UNIDO project entitled “Benchmarking study and strategy development review for the modernization of Viet Nam’s industrial skills training system” conducted between 2014 and 2016. The counterpart in Vietnam is the Ministry of Industry and Trade (MOIT). Part of the UNIDO project focuses on mechatronics and automation, with input from specialists in the field from Austria. The aims of the broader UNIDO project are: • Benchmark Viet Nam’s industrial manufacturing skills training system against international and regional competitors, and identifying transferable best practices. • Elaborate a strategic blueprint and roadmap for reforming the industrial skills training system, in line with the industrial development strategy of Viet Nam. • Propose a structure able to effectively initiate and co-ordinate the strategy implementation during a second project phase. --- The aim of this OECD report is to inform and assist VET policy development in Viet Nam. It builds on experience from 40 studies on vocational education and training conducted in over 30 countries all over the world. The OECD has been conducting two major thematic reviews of vocational education and training. The first series of reviews was launched in 2007 and looked at initial VET, often at upper secondary level. Following 17 country reviews, the project was completed with the publication of a final comparative report entitled Learning for Jobs in 2010. More recently, a second series of reviews focusing at postsecondary level has looked at the preparation of younger people and adults for technical and professional jobs. In the course of these two projects country studies have been conducted in Austria, Australia, Belgium (Flanders), Canada, Costa Rica, the Czech Republic, Chile, China, Denmark, Egypt, Germany, Hungary, Iceland, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, Romania, South Africa, Spain, Sweden, Switzerland, the United Kingdom (including separate studies for England, Northern Ireland, Scotland and Wales), and the United States. --- These series of studies of VET at upper secondary and postsecondary level have identified a set of key characteristics of strong vocational education and training systems.
- Ấn phẩmA structured approach to prebriefing in nursing simulation education: Setting the stage for effective learning(2025) Roth, Kathy J.Background: Nursing simulation faculty identified a need to create a standardized prebriefing template with important components of prebriefing for use with every simulation. Methods: The International Nursing Association for Clinical Simulation in Learning Healthcare Simulation Standards of Best Practice, Prebriefing was utilized to create a template ensuring simulation-based experiences follow best practices. Results: After implementation of the modified prebriefing template, results demonstrated that students are consistently meeting the simulation objectives and are able to translate learning into future practice. Conclusion: Utilizing a standardized template for prebriefing prepares and engages nursing students in simulation-based experiences, which facilitates greater real-world application in nursing practice
- Ấn phẩmA typology of educational democratic values: perspectives from teachers and students in Vietnamese secondary schools(2021) Tinh, Le T.T; Tigelaar, Dineke; Admiraal, WilfriedEducational democratic (ED) values and their manifestation in school are related to the school context and the socio-political-cultural setting. In-depth interviews were conducted with nine participants, including two principals, four teachers, and three students in two secondary schools in Da Nang city, Central Vietnam. The participants indicated sixteen ED values, either instrumental (e.g., friendliness, autonomy) or terminal (e.g., fairness, equality). These ED values can be recognized in both formal and informal school spaces. The findings shed light on the Vietnamese stakeholders’ views on ED values, their manifestation, and their contribution to the democratic school, which could be a premise for further exploring stakeholders’ democratic commitment in the Vietnamese educational context.
- Ấn phẩmAbsorbing Australian Culture Through the Exchange Program at RMIT International University in Vietnam.Chi, Nguyen Ho PhuongThis paper outlines a case study of four Vietnamese students who have just completed their exchange semester at RMIT University, Melbourne. Results indicate that the students appreciate multiple benefits brought by this experience, including a developing sense oflanguage use, responsibility, dependence, self-awareness, integration, and problem-solving skills. But to them, the journey to Melbourne has especially opened their mind to the issues of cultural diversity and sensitivity, which they have never imagined before coming to Australia. The term “culture shock” might be best suited for them in the early days. What experiences have they gone through? What are the pros and cons of being an exchange student? How have they overcome their problems? How might these challenges contribute to their future plan? How do they conceptualize the term “global citizen”?What is their advice for those who want to go on an exchange program? Adopting an exploratory case study approach, this study will give a comprehensive picture on theexperiences of these four Vietnamese students.
- Ấn phẩmAcademic integrity in higher education: the case of plagiarism of graduation reports by undergraduate seniors in vietnam.(2018-03) Ut, Tran T.; Thanh, Huynh; Hoa, Nguyen Thi ThanhPlagiarism in higher education has become widespread among students in Vietnam. This paper aims to examine the seriousness of the problem by comparing the severity of plagiarism in two universities, one of which uses Turnitin software to check its student reports. For that purpose, 977 samples have been drawn from 1434 required graduation reports written by senior undergraduates in the economics and management field from 2013 to 2015. Turnitin’s “Similarity Index” was used to check for alleged plagiarism, which was found to be more widespread at the university not using Turnitin. At that university, 91.7% of the graduation reports were defined as plagiarized, while 61.7% of the reports were plagiarized at the university using the software. The main source of this problem was the use of information from the internet without citing the original authors.
- Ấn phẩmAcademic integrity in higher education: the case of plagiarism of graduation reports by undergraduate seniors in vietnam.(2018-03) Ut, Tran T.; Thanh, Huynh; Hoa, Nguyen Thi ThanhPlagiarism in higher education has become widespread among students in Vietnam. This paper aims to examine the seriousness of the problem by comparing the severity of plagiarism in two universities, one of which uses Turnitin software to check its student reports. For that purpose, 977 samples have been drawn from 1434 required graduation reports written by senior undergraduates in the economics and management field from 2013 to 2015. Turnitin’s “Similarity Index” was used to check for alleged plagiarism, which was found to be more widespread at the university not using Turnitin. At that university, 91.7% of the graduation reports were defined as plagiarized, while 61.7% of the reports were plagiarized at the university using the software. The main source of this problem was the use of information from the internet without citing the original authors.
- Ấn phẩmAccess to Credit and Quality of Education in Vietnam(6/29/2016) HUR, Yoon SunThis paper tries to determine the relationship between two of growth engines in Vietnam: access to credit and education. To avoid potential bias due to the endogeneity of access to credit variable, this paper utilizes the propensity score matching. This paper takes advantage of the Young Lives Survey of Vietnam that collected information on children of various ages to observe the effect of credit access in different stage of childhood. The result of propensity score matching analysis shows that the quality of education, measured by test scores, is impacted significantly by access to credit when the child is young and household income is low. However, when the child is older, most of the input to enhance the quality of education comes from outside of household resources, such as school, friends, and teachers, and the access to credit status of the household does not have significant effects on the quality of education
- Ấn phẩmAccess to Credit and Quality of Education in Vietnam(6/29/2016) HUR, Yoon SunThis paper tries to determine the relationship between two of growth engines in Vietnam: access to credit and education. To avoid potential bias due to the endogeneity of access to credit variable, this paper utilizes the propensity score matching. This paper takes advantage of the Young Lives Survey of Vietnam that collected information on children of various ages to observe the effect of credit access in different stage of childhood. The result of propensity score matching analysis shows that the quality of education, measured by test scores, is impacted significantly by access to credit when the child is young and household income is low. However, when the child is older, most of the input to enhance the quality of education comes from outside of household resources, such as school, friends, and teachers, and the access to credit status of the household does not have significant effects on the quality of education
- Ấn phẩmAccessing higher education in developing countries: panel data analysis from India, Peru and Vietnam.(2016-05) Sánchez, Alan; Singh, AbhijeetWe use unique individual-level panel data from India (Andhra Pradesh), Peru and Vietnam on a cohort of individuals surveyed from the age of 8 years to 19 years to study factors affecting enrolment in higher education in these middle-income countries. We document that (a) similar to nationally representative data, the proportion having accessed higher education at this age is high (~35-45%); (b) that there are steep gradients in higher education access across wealth and parental education; (c) that a substantial part of the gradient with regard to parental education is explained by parental and child aspirations for education, collected at 12 years of age, and previous measures of learning; (d) in contrast, wealth gradients decline much less with the inclusion of these variables, indicating that the correlation between household economic circumstances and higher education access is only partly due to differences in early childhood human capital formation; and (e) that there are important differences across gender in access to higher education in levels (favouring boys in India and girls in Vietnam) and in the association of various household and individual characteristics and parental and child aspirations with enrollment in higher education by 19 years of age. To the best of our knowledge, this is the first such comparative longitudinal analysis of access to higher education in developing country settings.
- Ấn phẩm(Accidental) Internationalisation of higher education beyond English, and complementary, intersecting desires: Korean international students pursuing education in Vietnam(7/18/2022) Phan Le, Ha; Dang Thi Phuong, Anh; Ngo T.D, HangThe increasing number of Korean students in Asian countries such as Vietnam and Indonesia is a new phenomenon in the region?s higher education landscape. This article pays attention to this phenomenon, with a focus on the case of unconventional Korean students in Vietnamese Studies (VS) at universities in Vietnam. Informed by interview data collected from Vietnamese teachers at a major university in Hanoi, the article examines their perceptions, experiences and reflections on (a) the ways in which the mobilities of Korean students in Vietnam have (re)shaped VS; and (b) factors and reasons influencing Korean students? enrolments in VS. The increased demand among Korean students for VS is shaped by a multitude of factors and aspirations, ranging from policy drive, institutional responses, and personal circumstances, to religious pursuits. This demand, the students? accompanying aspirations and desires, and the value attached to VS have led to what we call ?accidental internationalization? on the part of the surveyed Vietnamese institution. Our study enriches scholarly inquiries on inter-Asian student mobilities and offers original implications for the internationalisation of higher education beyond the dominance of English.
Ấn phẩmAccreditation of Viet Nam’s higher education: achievements and challenges after a dozen years of development.(2017-07) Cuong, Nguyen Huu; Marshall, Stephen; Evers, Colin W.Purpose – The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the last dozen years since its establishment, focussing on the achievements and challenges. Design/methodology/approach – This is a desktop analysis study. The paper analyses the policies and practices related to the development of Viet Nam’s higher education accreditation system through reviewing associated literature. Findings – The research has found out that there are several achievements, including: the accreditation framework has been developed; accrediting agencies were established; almost universities have completed their self-assessment reports; some institutions have undergone an external assessment exercise, a few of which were awarded accreditation certificates. However, there are still a number of challenges related to the independence of the accrediting agencies, human resources, accreditation standards and criteria, institutions’ awareness about accreditation, and the pace of accreditation implementation. Research limitations/implications – The primary limitation of this study is the research methodology which merely relies on document analysis. It would be more credible if the findings could be triangulated with data taken from other sources such as interviews with key stakeholders. Originality/value – Based on the analysis of achievements and challenges at both macro and micro levels, discussion and recommendations are made for future policy-making and management in the field of higher education accreditation.- Ấn phẩmAchievements and Lessons Learned from Vietnam’s Higher Education Quality Assurance System after a Decade of Establishment(4/3/2017) Cuong, Nguyen Huu; Hien, Ta Thi Thu; Huong, Nguyen Thi ThuHigher education quality assurance and accreditation were officially implemented in Vietnam over twelve years ago. From a totally centralized model, Vietnam’s accreditation system has been becoming more independent, especially with the establishment of accrediting agencies. The first accreditation certificates were also awarded to universities that met quality standards and criteria. This paper investigates the development of Vietnam’s higher education quality assurance and accreditation for the last decade since the national quality assurance organization was established. The study first synthesizes the results achieved within this system, both in policy and practice, leadership and management. It also discusses human resources development for quality assurance and accreditation in the national context. Next, the paper highlights the self-evaluation and external evaluation activities, two most important steps of the accreditation process. In addition, building a quality culture within higher education institutions is also paid attention to. Finally, lessons from the establishment and development of Vietnam’s accreditation are drawn. This study looks at an overall picture of Vietnam’s higher education quality assurance system since its establishment with a focus on policy, practice, leadership and management. It also hopes to contribute to the literature related to accreditation of Vietnam’s higher education
- Ấn phẩmAction Research on Mother Tongue-Based Bilingual Education: Improving the equity and quality of education for ethnic minority children in Viet NamProgramme BriefViet Nam has made overall progress in basic education. Net enrolment rates for primary and second level are 95.5 per cent and 86.2 per cent, respectively (2009 Census). Between 1992 and 2008, primary level completion rates rose from 45.0 per cent to 89.8 per cent. -- Despite major achievements in the education sector in Viet Nam, however disparities still remain and education attainment is much lower among several groups, particularly among ethnic minority groups. For ethnic minority children, low enrolment and completion and high drop-out and repetition rates remain a challenge. According to the Government’s Multiple Indicator Cluster Survey (MICS, 2011), the primary school completion rate among ethnic minority children is significantly lower than that of Kinh and Hoa children: 79.8 per cent and 103.1 per cent, respectively. There is also inequality between different ethnic minority groups. Figure 1 shows that the primary school net attendance rate among the Mong is as low as 69.6 per cent, while the rate among theTay is the highest of all, 93.5 per cent, followed by Kinh of 92.6 per cent (Census, 2009).
- Ấn phẩmAdapting the CDIO approach in developing learning outcomes for economics and business disciplines in Vietnam: a case-study of University of Economics and Business at Vietnam National University, HanoiDung, Vu Anh; Nha, Phung XuanThis paper shows how we adapt the CDIO approach (atthe first step) in developing learning outcomes or syllabus at the 3rd (XXX) level of detail, at the conceptual stage, for economicsfor-foreign-affairs discipline at University of Economics and Business – Vietnam National University, Hanoi. Our practice demonstrates that the approach can be reasonably adapted for other disciplines like economics and business although our conceptual framework of the learning outcomes should be validated in the next steps. The paper also compares the CDIO-based and the existing learning outcomes of our training programmes to assess the pre-eminence of the CDIO approach. In the end the paper also discusses the importance of the CDIO approach as one of the models in solving higher education quality issue in Vietnam
- Ấn phẩmAffirmative Action for Minorities to Go to Higher Education in Vietnam under Doi Moi: Through Analysison Group Structures of Minority University StudentsIto, MihoSeveral aspects of Vietnamese society and people have changed since the adoption of the Doi Moi policy at the 6th Communist Party National Congress in 1986. It has led to a rapid spread of higher education all over the country, including mountainous regions where many minority people live. Since the beginning of 1990s, The Government of Vietnam and the Ministry of Education and Training have implemented some affirmative action policies to increase the number of minority university students. This paper shows whichminority students have gained as a result of these affirmative action policies.In the 1990s, a mass movement towards higher education, which had once been only available for a small number of the elite, suddenly expanded, even to minorities in mountain regions. There were two main reasons why affirmative action for minority students led to higher education. Firstly, the employmentallotment system of the Vietnamese government was abolished at the beginning of the Doi Moi period and people were able to choose the career paths they wished for. Secondly, the change of the Vietnamese government's minority policy aimed to give them a main part in the administrative control in mountainous regions.The findings herein, based on research undertaken at four major universities in Hanoi during 2004 to 2005 indicate that affirmative action brought about two major consequences for minority behavior in relationto higher education. Firstly, affirmative action helped minority children who live in undeveloped remote regions or who are "distant minorities" from the center of national power and offer them opportunities toaccess university education. In fact, some people have chosen to change their ethnic status in order to gain from the affirmative action policies. On the other hand, students who have a particular ethnic backgroundtend to proceed to universities more easily. This is because affirmative action was not intended to equally expand learning opportunities to "all minorities," but was also based on the principle of competitionto select and train future elite government officials for the mountainous regions.
- Ấn phẩmAn exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers’ practice(2016) Nhat, Ho ThiAssessment for Learning (AfL) has gained increasing prominence in international educational discourse and practice as a promising way to promote student learning. However, its implementation represents complexities, as the term and effectiveness are still contested. While a great deal of research has been conducted on assessment for learning in primary and secondary Western schooling, limited research has been done in higher education in Asian settings where Confucian culture remains the greatest influence on the processes of teaching and learning. Drawing on a constructivist paradigm and sociocultural theories of learning, this exploratory, qualitative research investigated assessment practices of three lecturers in one Vietnamese university. Analysis is based on data collected by classroom observations, semi-structured interviews with lecturers, focus group interviews with students, and documents. This study found that the three lecturers engaged in assessment for learning practices such as questioning, observation, oral feedback, and peer assessment to promote learning in their classes to some extent. Despite the lecturers’ significant efforts, Vietnamese sociocultural factors such as hierarchy, students’ passivity, examination-oriented learning, face saving, and respect for harmony and effort, considerably hindered their assessment practices. Findings of this study support the recommendation that there is a need to design appropriate forms of AfL that are more applicable and assessable in higher education in Asian cultural contexts such as Vietnam.
- Ấn phẩmAn investigation into the effect of intensive language provision and external assessment in primary education in Ho Chi Minh City, Vietnam(2012-11) Khalifa, H; Nguyen, T; Walker, CThe Ministry of Education and Training (MOET) in Vietnam has a long standing strategic objective to raise English Language learning standards by 2020. This study focuses on the implementation of an Intensive English Programme (IEP) to meet the Ministry's strategic objective by the Department of Education and Training (DOET) in Ho Chi Minh city (HCM) and the intended/unintended effects of the implemented interventions.
- Ấn phẩmAn Investigation of Perceptions of Vietnamese Teachers and Students toward Cooperative Learning (CL)Thanh, Pham Thi HongThe present study examined how cooperative learning (CL) is implemented in Vietnamese classrooms, how local teachers' and students' perceived this approach to learning, and what were the local barriers that hindered its implementation. Forty teachers and forty students from twenty Vietnamese colleges completed a questionnaire about CL and follow-up interviews were conducted with ten students and ten teachers on their perceptions of this practice. The results showed that CL has become a common and preferred method of instruction in Vietnam. However, the functions of CL were often not understood correctly because the teachers and students maintained that CL mainly helped the students remember information rather than develop a deep understanding of the text they were studying. Responses also revealed that CL was hindered by a number of local cultural and institutional barriers such as class size, curriculum coverage and workload division. Future research may need to identify strategies to correct mismatches between CL principles and local barriers so that this approach to learning becomes more adaptive to the local context.
- Ấn phẩmAn open database of productivity in Vietnam's social sciences and humanities for public use(2018) Quan, Vuong Hoang; Phuong, La Viet; Trang, Vuong Thu; OthersThis study presents a description of an open database on scientific output of Vietnamese researchers in social sciences and humanities, one that corrects for the shortcomings in current research publication databases such as data duplication, slow update, and a substantial cost of doing science. Here, using scientists’ self-reports, open online sources and cross-checking with Scopus database, we introduce a manual system and its semi-automated version of the database on the profiles of 657 Vietnamese researchers in social sciences and humanities who have published in Scopus-indexed journals from 2008 to 2018. The final system also records 973 foreign co-authors, 1,289 papers, and 789 affiliations. The data collection method, highly applicable for other sources, could be replicated in other developing countries while its content be used in cross-section, multivariate, and network data analyses. The open database is expected to help Vietnam revamp its research capacity and meet the public demand for greater transparency in science management.
- Ấn phẩmAn overview of access to and inequality in the education system of Viet Nam(2012-06) Linh, vu HoangThis paper studies trends in education in Viet Nam in the 2000s. It focuses on access to education, inequality in the education system and education financing and provides an assessment of the effectiveness of educational activities supported by public spending. The first part of the study presents an overview of the education system in Viet Nam and the reform process of the public provision of education services. The next section focuses on access and inequality in education in Viet Nam, analysing disparities among different population groups and between urban and rural population groups, women and men, ethnic minorities and the ethnic majority and poor and non-poor households. The following section covers the issue of education financing in Viet Nam. The study assesses the trend in family contributions to children’s education over time and whether education is a burden on the poor. A model to assess the determinant to lower-secondary, upper-secondary and tertiary enrolments was applied in order to find the factors influencing enrolments. Finally, in the conclusion, we summarize our findings and propose some policy implications for further reforming the country’s education system with a view to enhancing accessibility and making it more equitable.
- Ấn phẩmAnalysing the Employment Status of Graduate Students: The Case of Kent International College in Vietnam.Diem, Pham Thi; Ha, Nguyen MinhAnalysing the employment status of graduate students: The case of Kent International Collegein Vietnam is an empirical study to provide an overview of employment status of graduate students, especially graduate students of Kent International College anddeterminants of the employment status of graduate students. With a sample of 186 graduate students interviewed directly by questionnaire and using the method of testing differences, Exploratory Factor Analysis (EFA) and regression, the study shows that i) for finding outsuitable jobs, there are no differences among education majors and among education results; but there are differences between male and female graduates, and among the years that students graduate. ii) three factors influence positively to the employment status of graduate students, they are education process, entrepreneurship, and practical experience. In addition, against popular belief specialized skills, soft skills, and social context are not significant to the employment status of graduate students.