Ministry Of Education And Training Research Articles

Core procedural skills in the MD curriculum: what students need to learn.

The medical education system in Vietnam is currently undergoing a significant transformation with the support of the Ministry of Education and Training (MOET) and the Ministry of Health (MOH). Alongside this shift, the emergence of new medical schools, including VinUniversity, reflects a growing enrollment trend in undergraduate medical programs (UME). During the curriculum development phase, a crucial gap in core procedural skills among medical graduates surfaced. In response, the Medical Doctor (MD) Education team launched a project aimed at establishing a consensus-based list of essential procedural skills and identifying optimal clinical placements for skill acquisition. A cross-sectional survey, based on this list, was distributed among physicians and residents in the VINMEC Healthcare system, asking them to rate skills using the Likert scale and specify suitable clinical placements or rotations for acquisition. With 207 respondents, a consensus list of 38 core procedural skills was generated and integrated into the curriculum. This adaptable list holds promise for adoption by medical schools nationwide, fostering standardization and enhancement of medical education quality.

Teachers’ attitudes towards information communication technology use in EFL teaching at primary schools in Vietnam – A pilot study

One of the main goals set by the Vietnamese Ministry of Education and Training (MOET) for the 2022-2025 period is to extensively revamp Vietnam’s educational system in a way that teaching and learning in a digital environment plays a fundamental role in daily classroom activities. The present study aims to pilot the instrument developed by Christensen and Knezek (2009) to measure teachers’ attitudes towards computers and to examine EFL teachers’ attitudes toward ICT use at primary schools in Vietnam. To achieve the aims of the research, 202 EFL teachers were randomly recruited to complete the 73-item questionnaire. Cronbach’s alpha coefficients were calculated to examine the reliability of the instrument. In addition, several further analyses were conducted to explore teachers’ attitudes towards ICT use in EFL teaching. The findings suggest that the instrument is adequate, reliable, and valid, and that EFL teachers revealed strong interest, low anxiety, low avoidance, and high awareness of the usefulness of ICT use in teaching as well as its role in young learners’ language development. The results showed that teaching experience and job status impact EFL teachers’ attitudes towards ICT use while age and school locations do not. Future research is encouraged to clarify teachers’ neutral attitudes towards online interaction as well as their ignorance regarding the negative impacts of ICT use.

Teacher Perceptions on the Possibility of Integrating History and Citizenship in the Lesotho Curriculum: A Case of Three Secondary Schools

One of the key contemporary needs in education is to promote nationalism and national cohesion. Challenges confronting most developing countries include political instability, violence, voter apathy, and youth disintegration. Many regard the teaching of citizenship as a possible panacea to remedy these problems. Scholars have applauded the role of citizenship education in inculcating crucial values such as active citizenship, tolerance, and social cohesion. The Lesotho curriculum uses social science subjects, especially history, to address these challenges. Pursuant to repeated calls for the integration of history with citizenship in Lesotho schools in order to enhance history's thrust in achieving the task, this qualitative study adopted the case study design to purposively sample six history teachers, two from each of three secondary schools in the Maseru district. Semi-structured interviews and document analysis of the Education Sector Plan 2005-2015 and Education Sector Strategic Plan 2016-2026, Curriculum and Assessment Policy (CAP) 2009, Lesotho General Certificate of Secondary Education (LGCSE), and the Grade 8 Social Science Syllabus were relied upon for the collection of data. Our findings from this study show that teachers believe that the integration of history and citizenship can instil values of active citizenship, patriotism, political stability, and economic development to mention but a few. We therefore concluded that there are possibilities of integrating history with citizenship instead of leaving them as subjects independent from each other. We recommend that the Ministry of Education and Training (MoET) should consider the integration ofhistory and citizenship into the curriculum.

Chuyển đổi số trong hoạt động đào tạo và Chương trình đào tạo ngành Kế toán tại Học viện Ngân hàng

In order to facilitate The National digital transformation program to 2025 and orientation toward 2030 in Vietnam, the Prime Minister, the Ministry of Education and Training (MOET) has had a policy to promote digital transformation of universities, include management and operation of training activities, renew training programs to meet human resource needs in the context of national digital transformation. Based on a review of documents and practical observations, the scope of the article would be on the overview of digital transformation in training activities in Vietnamese universities. Then the current status of this process in management and operation of training activities at the Banking Academy of Vietnam as well as in accounting program would be analyzed, before proposing some recommendations to facilitate accounting training in Banking Academy of Vietnam

THE PLACE OF GRAMMAR IN THE GENERAL EDUCATION ENGLISH CURRICULUM AND THE PROBLEMS OF TRANSLATING GRAMMAR CONTENTS FROM CURRICULUM TO TEXTBOOKS

This paper is concerned with two important issues but seem to have been neglected in foreign language curriculum development and textbook writing research: the place of grammar in a modern foreign language curriculum and the problems of translating grammar contents designed in the curriculum to textbooks for effective learning and teaching. Two specific questions raised for exploration in this study are: (1) What is the place of grammar in the Vietnamese Ministry of Education and Training (MoET)’s 2018 General Education English Curriculum (GEEC)?”, and (2) What are the main problems textbook writers often experience in translating grammar contents from the GEEC to textbooks? These questions constitute the foci of the paper and will be addressed in detail throughout.

Vietnamese EFL Students’ Perceptions of Difficulties in Achieving English Oral Communicative Competence

In response to the reform in education proposed by the Ministry of Education and Training (MoET) of Vietnam, the pendulum of most teaching and learning activities has swung their concentration to communicative competence-based approaches. Developing communicative competence amongst students of English has received tons of effort from related stakeholders such as teachers, students, educators, researchers and policy makers. The number of studies investigating this shift to date, however, has remained scared. The current study, therefore, aims to investigate the perception of English as a Foreign Language (EFL) students about the difficulties they encounter in achieving English oral communicative competence. Sixty-five students volunteered to participate in the study. The study employed a questionnaire as an instrument for data collection. The results show that the students underwent a certain number of difficulties related to linguistic, sociocultural, discourse, formulaic, interactional and strategic knowledge in the process of achieving oral communicative competence.

Impacts of monetary policies on the real estate bubble in Hanoi, Vietnam

The development of the real estate market always goes hand in hand with the fluctuation of the economy. In recent years, this market has experienced many recessions and «freezes» associated with the appearance of a real estate bubble. To approach this issue, this paper studies and gives an overview of the real estate bubble and the impact of monetary policies on the real estate bubble in Vietnam. This paper’s purpose is to identify and measure the influence of monetary policies, including interest rates, credit and money supply, on the real estate bubble in Ha Noi. The vector autoregression model (VAR) is used to test the interaction of the variables in the model. Dickey-Fuller test (DF) is applied to determine the stationarity of the variables, while the Akaike information criterion (AIC), Likelihood Ratio (LR), Final prediction error (FPE), Hannan-Quinn information criterion (HQ) and Schwarz criterion (SC) are used to find optimal lag of the model; then Granger causality test is utilized to determine the two-way correlation between variables. The results showed that the real estate bubble reacted quickly to shocks from macroeconomic factors representing the monetary policy, consisting of interbank interest rates, credit growth, and money supply growth. Thus, it is concluded that monetary policy is not only the cause of formation, but also one of the effective solutions to deflate the real estate bubble. AcknowledgmentThis research is funded by Vietnam Ministry of Education and Training (MOET) under grant number [B2022-NTH-03].

Considering Emotional Intelligence as a Leadership Competency for Lesotho Secondary School Principals

<p style="text-align: justify;">As an educationist over the years, I have experienced principals’ outburst and their tendency to make a scene out of seemly minor issues that could have been addressed with little modesty. This behaviour has led to an uproar amongst parents, teachers and learners about the school principals’ insensitiveness which is attributed to lack of emotional intelligence (EI) competency. The study is underpinned by the transformational leadership theory which aims at pioneering change of attitude in school leadership so that different educational actors could be influenced to achieve the school and overall educational objectives. This qualitative study generated data from five (5) conveniently selected secondary school principals, five (5) parents and five (5) teachers using semi-structured interviews. Using thematic analysis method, the study revealed that principals with EI are able to enhance school performance and satisfy parents. Thus, the study revealed that EI is useful in establishing and maintaining good relationships with different school stakeholders. It is fundamental in managing conflicts in schools and facilitates constructive management of any stressful situations. The study further revealed that principals could acquire this skill through self-enrichment and induction initiatives by the Ministry of Education and Training (MoET). It is recommended that before principals are appointed, they should be subjected to multiple aptitude tests to evaluate their knowledge and competencies. Furthermore MoET through its experts should continually induct principals on EI aspects.</p>

INTERPRETING MOET'S 2018 GENERAL EDUCATION ENGLISH CURRICULUM

In this paper as the chief developer of the document, I will attempt to interpret and clarify some essential points of the General Education English Curriculum (GEEC) promulgated by the Vietnamese Ministry of Education and Training (MoET) on December 26, 2018. Three questions raised for exploration are: (1) “What are the backgrounds to the development and promulgation of MoET’s 2018 GEEC?”, (2) “What are the prominent characteristics of MoET’s 2018 GEEC?”, and (3) “How is MoET’s 2018 GEEC structured and why is it structured in the way it is?” These questions will be addressed in detail throughout the paper.

Negative impact from school closures on children and parents in Vietnam during COVID-19

Negative impact from school closures on children and parents in Vietnam during COVID-19

The Effectiveness of Bachelor of Arts Majoring in English of the Higher Education Institutions in the Mekong Delta, in Vietnam: Input for Planning and Development

The study aimed to find out the effectiveness of the existing Bachelor of Arts Major in English of the Higher Education Institutions in terms of the vision, mission, goals and objectives, personnel, facilities, training plan, support services to the students, and records and academic standards vis-à-vis the standards set by the Ministry of Education and Training (MOET) in the Mekong Delta, in Vietnam. Then the recommendations posited based on the results will be used as inputs for the planning and development to comply with the standards. To get the effective and reliable results, quantitative and qualitative methods were used. The instrument was the questionnaires. The evaluation was based on the criteria of extent of compliance with the MOET standards. The study covered a total of four hundred thirty-two (432) respondents which composed of rectors, deans, teachers of English, and students from the three institutions: DongThap University, TayDo University and TraVinh University. The results of the study showed that the institutions were of great extent, however, the descriptive rating of great extent boarders the next lower rating of moderate extent by a point compared with the standards of Vietnamese MOET.

Economic efficiency of higher education institutions in Vietnam between 2012 and 2016: a DEA analysis

PurposeThis paper aims to examine the economic efficiency of Vietnamese 172 higher education (HE) institutions within the 2012–2016 inclusive period through the Data Envelopment Analysis (DEA) approach. The authors also compare public and private, multidisciplinary and mono-disciplinary, non-autonomy and autonomy, non-international and international HE Institutions’ efficiency.Design/methodology/approachThis study derived from an unique dataset from the Ministry of Education and Training (MOET) of Vietnam. The data set comprises financial and academic annual reports of higher education institutions (HEIs). The authors achieved totally 204 Vietnamese HEIs, and the sample for analysis is 172 after the elimination of missing units, accounting for 84.3% entire of Vietnamese HEIs. The authors estimate the efficiency scores relying on these selected inputs and outputs by using the DEA method.FindingsOverall, HEIs in Vietnam decreased their operational efficiency during the 2012–2016. It also seems that public universities operate in the absence of market mechanism so that they tend to be less efficient than their counterparts in private sector. Based on our analysis, the authors observe that the HEIs including the international programmes have higher efficiency scores rather than these without international programmes.Originality/valueThis study contributes to the theoretical aspects as follows. First, it enriches the existent efficiency literature on HE using the DEA approach. This stands out among similar studies in Vietnam in terms of duration (from 2012–2016) and data size (172 entities). Second, the research is the first to examine HEIs in terms of disciplinary (mono or multi-disciplinary) and autonomy (autonomous and non-autonomous), internalization (international programmes). These aspects have been silent in previous studies of HEIs in Vietnam.

School Leadership: A Narrative Review of Literature

Abstract Objective: The purpose of this paper is to present an overview of empirical studies on school leadership across the globe and then specifically for public high schools in Vietnam. There are very few studies done on the leadership of school leaders in Vietnamese public schools and how leadership can affect the school’s overall performance. Hence this review aims to address this gap and provide a review of leadership practices, the effect of school leadership which might enhance the leadership at public high schools in Vietnam Methodology: Narrative systematic review was conducted by identifying the papers published in educational journals were analyzed using different databases and based on the main findings of those papers, the review of the literature was written. Findings: The review suggested that there are differences in the leadership styles practiced in Vietnam as compared to the rest of the world. The leaders in Vietnamese schools do not have full autonomy to make the decisions and MOET (Ministry of Education and Training) plays a significant role in making decisions. Value added: This review of literature has aimed to fill the gap regarding the educational leadership system in the Vietnamese high school context whereas very limited studies have focused on this and how leadership can impact school performance in general. Recommendations: This review can prove to be an effective document for government authorities in Vietnam and other worldwide schools where the leaders might not be given the full autonomy to make the decisions and hence might have an effect on teachers and students’ satisfaction levels in the schools. Hence, it is important to provide some autonomy to leaders at least at micro-level.

History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho

There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus’ prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.

Influence of Teacher-Perceived Transformational and Transactional School Leadership on Teachers’ Job Satisfaction and Performance: A Case of Vietnam

ABSTRACT The influence of the principal’s transformational and transactional leadership style on teachers’ job satisfaction and teachers’ performance has been a widely researched topic in many countries. However, there is a dearth of research on this topic in Vietnam. This exploratory study has been conducted in public high schools in the southern region of Vietnam to understand the influence of the transformational and transactional leadership style on teachers’ job satisfaction and job performance. This quantitative study used a two-stage cluster sampling method to collect the data from 18 public high schools, which included 144 teachers. The factor analysis and path analysis are used in this study to determine the direct and indirect effects of the principal’s leadership on teachers’ job satisfaction and teachers’ performance. The results show a positive relationship between transformational leadership style and a negative relationship of transactional leadership style on teachers’ job satisfaction and performance. The results further indicated that job satisfaction acts as a mediator variable between the principal’s leadership style and teachers’ performance. The findings of this study would be useful for the Ministry of Education and Training (MOET) and school leaders in Vietnam to bring required changes in the school environment and leadership practices to enhance teachers’ job satisfaction and their performance.

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.

WASHBACK OF AN ENGLISH ACHIEVEMENT TEST ON TEACHERS’ PERCEPTIONS AT A VIETNAMESE UNIVERSITY

Research on washback, i.e. test impacts on teaching and learning in class, of high-stake English tests is prevalent. Little attention has, however, been paid to washback of an English achievement test (EAT) albeit its highly practical significance including reporting and improving teacher effectiveness right in a programme in a specific context (El-Kafafi, 2012; Antineskul & Sheveleva, 2015). The present paper aims to explore teachers’ perceptions of the teaching contents under the influence of an EAT which steps up to an English Proficiency Test - PET (or B1 level equivalent) for university undergraduates in Vietnam as required for graduation by Vietnam’s Ministry of Education and Training (MOET). The EAT, mirroring the PET, was designed to expect positive washback in the course English 2. The research tools were interviews with four teachers teaching the same English course. Each teacher was interviewed twice at two different time points so that their temporal developmental cognition of the EAT could be recorded. The findings revealed the heavy impact of the test on teachers’ perceptions of their teaching contents. Two dominant points were (1) all the participants thought the course primarily served the EAT orientation, particularly in the test format and the linguistic input, and (2) the teachers should strictly follow the textbook as the major instructional source. There existed a mismatch between the university’s purpose of enhancing the students’ communicative ability and the teachers’ perceptions. Differences in the teacher backgrounds entailed their diverse perceptions. The study provides a reference case for the interested readers in and beyond the researched context.

EFFICIENCY MANAGEMENT SOLUTIONS OF LIFE SKILLS EDUCATION ACTIVITIES RESPONSE TO CLIMATE CHANGE AND PREVENTION OF CALAMITY DISASTER FOR SUSTAINABLE DEVELOPMENT FOR ETHNIC MINORITY STUDENTS IN ETHNIC MINORITY BOARDING UPPER SECONDARY SCHOOLS IN THE NORTHWEST REGION IN THE CURRENT PERIOD

Education management of life skills to cope with climate change and calamity disaster prevention for the sustainable development of ethnic minority students at ethnic minorities boarding high schools in the Northwestern region is conducted mainly through integrating the content of life skills education in response to climate change and preventing natural disasters for ethnic minority students into teaching basic subjects, through extra-curricular educational activities, through Extracurricular activities, labor and collective activities. Education on life skills to respond to climate change and disaster prevention for the sustainable development of ethnic minority students in recent years has just stopped at the implementation of the documents of Ministry of Education and Training (MOET), Departments of Education and Training (DOET). Some ethnic minority boarding high schools have not been proactive in developing a plan to implement the task of educating life skills to cope with climate change and prevent natural disasters for the sustainable development of ethnic minorities students, not well directed education forces in schools and diverse forms of life skills education to respond to climate change and disaster prevention for the sustainable development of ethnic minorities students. Through the in-depth analysis of research results in the period of 2013-2019, the author of this paper has presented a system of effective management solutions for education of life skills to cope with climate change and avoid natural disasters for the sustainable development of ethnic minority students in ethnic minorities boarding high schools in the Northwest region in the current period.

Online training in regular fostering of school science teachers to meet education innovation in Vietnam towards the development of cross-culture teachers

Regular fostering teachers is an annual imperative task for the school teachers. This has been stipulated in the Government document, the Ministry of Education and Training (MoET), the (provincial) Departments of Education and Training in Viet Nam. The form of concentrated and periodic fostering teachers as implemented in Vietnam has many limitations, those are: for millions of teachers need fostering and retraining in order to meet the time requirements of education reform, the concentrated fostering is not feasible; professional contents do not meet each local or individual learner; It is costly to spend on classrooms, teaching equipment; costs for teachers and experts; travel, accommodation for concentrated stay are also costly, and time consuming. The article provides regular training form for geography teachers by online training to address the limitations of concentrated regular training while promoting the outstanding advantages of online teaching. This article has developed a number of special subject contents for fostering the social sciences teachers to meet the requirements of current education reform in Vietnam. The article also mentions the possibility of using online training to foster teachers that are qualified to teach in the region and the world.

Design and Implementation of Empower English Program Online (EEPO) for Students and Learners of Ho Chi Minh City University of Transport

Technology and computers have affected teaching and learning English in tertiary education worldwide. It is seen as an important resource for instruction in foreign language teaching. There is a wide use of its ability to create online environments in which students can take the benefits from them. The Department of Foreign Languages (DFL) ​​of Ho Chi Minh City University of Transport (UT-HCMC) recognizes the importance and the effectiveness of online English learning in the information technology era. Just a networked computer or smart phone, a headset and a course account, students can learn English anytime, anywhere. Online English learning can match different learning styles and use different activities. Currently, the Department is using the Social Learning software of Knowledge Transmission Publisher, with the simple content, high cost and the relatively low level compared to the required learning outcomes stipulated by Vietnam Ministry of Education and Training (MOET). The DFL wishes to build our own online English program to overcome the above disadvantages. Thus, this research paper explores teachers’ and students’ viewpoints on the present online program which has been used for the UT-HCMC students for the past 5 years- The Online Connected Program (OCP). The analysis of the responses to the questionnaires for teachers and students provides us with their perspectives as well as the difficulties they face when using OCP. The teachers’ and students’ suggestions are also collected. The findings obtained from this study will be used as the basis for designing a self-study online curriculum in the near future as a supplementary teaching adapted for both UT-HCMC students’ needs and UT-HCMC teachers’ expectations. The researchers present some conclusions supported by quotations from the previous papers in an attempt to draw the research theory and practice.