Abstract
The mobilization of social resources for educational development in schools is considered an important demonstration of the roles and responsibilities of parents and the community for the cause of education. This paper describes the frequency and efficiency of nine categories of social resources mobilization used in secondary schools in the South of Vietnam. The research team identified the reasons for and methods by which the mobilization of social resources takes place in six secondary schools in Southern Vietnam. We combined a questionnaire, completed by 202 school teachers and school managers, with in-depth interviews, observation and document analysis. The results showed high levels of both implementation and efficiency (scale reliability Cronbach’s alpha 0.93 and 0.92) of the mobilization of social resources, revealing a high interest in and engagement with social resources mobilization by social educational forces. Based on those results, we make a number of suggestions for improving the efficiency of this work, particularly in the South of Vietnam in reality.
Highlights
Mobilizing social resources to develop education in schools is considered to be important proof of the role and responsibility of students’ parents and their community for education
In Vietnam, such resources are listed as availability of mobilization which are the equipment and facilities for teaching activities, for scientific research (MOET, 2018, 2020), for education quality measurement and school quality assurance implemented with local authority engagement in the present area (Luong, 2014; Poon, 2010)
We address three research questions: (1) What is the current state of social resource mobilization implemented in secondary schools in Ho Chi Minh City? (2) What reasons are used to explain this state? (3) How could the mobilization of social resources be improved in the education development of schools in Ho Chi Minh City in particular and Southern Vietnam in general? 2
Summary
Mobilizing social resources to develop education in schools is considered to be important proof of the role and responsibility of students’ parents and their community for education. In Vietnam, such resources are listed as availability of mobilization which are the equipment and facilities for teaching activities, for scientific research (MOET, 2018, 2020), for education quality measurement and school quality assurance implemented with local authority engagement in the present area (Luong, 2014; Poon, 2010). Mayor (2009) provides a more comprehensive definition He includes land or materials found in nature, such as coal or oil, that a country can use to increase its wealth; the available money, property and skills that can be tapped when needed; personal qualities such as courage and determination that are necessary in dealing with a difficult situation; and books, films, pictures, etc., used by teachers and students in the learning process (Poon, 2010; Epstein, 2007). This is similar to developing themes and slogans for political campaigns
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