Promising Practice in Government Schools in Vietnam

McAleavy, Tony; Fitzpatrick, Rachael

doi:10.1017/9781108864800.008

Cited by 4 publications

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“…In Vietnam, teachers are indeed given substantial allowances if they work in remote or disadvantaged communities, which tend to have a higher concentration of ethnic minority students. Furthermore, bonuses are available for teachers whose performance is deemed excellent, even though their financial value is low in the eyes of many teachers (McAleavy, Ha, & Fitzpatrick, 2018). Some studies in Vietnam also suggest that the ethnicity of teachers plays an important role in promoting minority children's learning at school (Baulch, Nguyen, Phuong, & Pham, 2010; Giacchino‐Baker, 2007).…”

Section: Discussionmentioning

confidence: 99%

Teaching in the right context: Textbook supply program, language, and learning

Fujii

Nakajima

2023

Review Development Economics

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An ethnic gap in education is prevalent around the world. This remains the case in Vietnam, a country that has achieved phenomenal economic growth and raised the educational attainment of the public. This paper examines the impact of language policy reorientation represented by the textbook supply program in Vietnam on the ethnic gap in children's learning measured by a vocabulary test. Applying difference-indifferences estimation to the Young Lives data between 2006 and 2015, we show that the program became more effective in narrowing the ethnic gap as the education policy became reoriented toward ethnic minority children. A causal mediation analysis reveals that increased study time is possibly a moderate mediator through which the language policy reorientation helped narrow the ethnic gap for the young cohort over and above the direct impact, but this was not the case for the old cohort. This paper, therefore, alludes to the importance of delivering learning materials carefully designed for the target group to bring about meaningful behavioral changes. It also underscores the importance of teaching in the right context, corroborating the findings from recent studies on teaching at the right level.

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Section: Discussionmentioning

confidence: 99%

Teaching in the right context: Textbook supply program, language, and learning

Fujii

Nakajima

2023

Review Development Economics

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“…In education, at the state level, several studies cite professional collaboration as a characteristic associated with strong student performance (Jensen et al, 2016, McAleavy et al, 2018. At the practitioner level, evidence on the impact of the collective -over individual actors -on outcomes has been well established since Bandura's work in the 1990s.…”

Section: International Evidencementioning

confidence: 99%

Systems Thinking in International Education and Development

2023

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Her research advances systems and decolonial understandings of education, development and sustainability, highlighting questions of power, inequality and participation. Katie Godwin is the Research Lead for the Education Commission's Education Workforce Initiative. She is from the United States and is currently based in Madrid, Spain, working as a consultant in global education research and policy. She led the development of EWI's flagship report, 'Transforming the Education Workforce', and supports EWI's in-country work to develop education workforce reform options with Ghana, Sierra Leone and Vietnam.Abe Grindle is a Director on Co-Impact's programmes team, where he helps to oversee the sourcing, vetting, structuring and support of philanthropic systems change grants. Prior to joining Co-Impact, Abe spent almost a decade with the Bridgespan Group, where he directed teams advising leading philanthropists and NGOs operating in Africa, the Caribbean, India and North America. Abe received an MSc in Technology and Policy from MIT, where he also completed an MSc in Aeronautics and Astronautics.Charlotte Jones is Global Head R&D at Education Development Trust, responsible for the development of evidence-informed solutions and new innovations across the charity. With a background in change management and organisational effectiveness, she is passionate about giving policymakers the practical tools to deliver on their promises.

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“…Many studies on teaching and learning in Vietnam argue that teachers still teach in traditional ways though various progressive teaching methods have been in introduced (e.g., Saito, Tsukui, and Tanaka 2008;Le 2018). Yet a small body of empirical research suggests the changing role and practices of Vietnamese teachers (e.g., Huynh 2015;Nguyen and Hall 2016;McAleavy et al 2018;UNESCO 2016b). For example, Nielsen et al (2019) found that Vietnamese educators became acutely aware of their changing roles and functions.…”

Section: Teachers' Expectations and Practices For Student Participationmentioning

confidence: 99%

“…Importantly, this scholarship challenges a common critique that many teachers resist improvement of their traditional classrooms by showing how they supported and engaged in innovative ideas to improve their instructional practices. These innovations not only involve the use of technology but also a mix of traditional and new teaching or hybrid practices for students' meaningful engagement (e.g., McAleavy et al 2018;Duong et al 2021;UNESCO 2016b). Although some forms of hybridity have been explored in Vietnam's higher education (Tran et al 2017;Pham 2010), empirical evidence on hybrid teaching at the secondary level remain limited.…”

Section: Teachers' Expectations and Practices For Student Participationmentioning

confidence: 99%

“…Some researchers and theorists have argued for a 'continuum' of teaching styles or practice (Alexander 2001;Guthrie 2011;Schweisfurth 2011;Lattimer 2015) and called for the adaptability of progressive approaches using a flexible framework (Bremner 2019; also see Vavrus's 2009, idea of 'contingent constructivism'). Recent empirical evidence reveals complex processes of change in teachers' beliefs and practices in various developing countries that adopt student-centered education, suggesting a 'hybrid pedagogy' or a mix of teacher-directed and student-centered approaches (Barrett 2007;Lattimer 2015;McAleavy et al 2018;Bremner 2019;del Valle 2019). Relatedly, Anderson-Levitt and Gardinier (2021) also point to hybrid forms of policy discourse and implementation associated with competency-based approaches that have been applied in diverse contexts.…”

Section: Introductionmentioning

confidence: 99%

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From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation

Duong¹,

DeJaeghere²

2022

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.

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Promising Practice in Government Schools in Vietnam

Cited by 4 publications

References 0 publications

Teaching in the right context: Textbook supply program, language, and learning

Teaching in the right context: Textbook supply program, language, and learning

Systems Thinking in International Education and Development

From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation

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