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Vietnam's Extraordinary Performance in the PISA Assessment
DISCUSSION PAPER SERIES IZA DP No. 13066 Vietnam’s Extraordinary Performance in the PISA Assessment: A Cultural Explanation of an Education Paradox M Niaz Asadullah Liyanage Devangi Perera Saizi Xiao MARCH 2020 DISCUSSION PAPER SERIES IZA DP No. 13066 Vietnam’s Extraordinary Performance in the PISA Assessment: A Cultural Explanation of an Education Paradox M Niaz Asadullah University of Malaya, University of Reading, SKOPE and IZA Liyanage Devangi Perera Monash University Saizi Xiao University of Malaya MARCH 2020 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ISSN: 2365-9793 IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. -
Ethnic Disparities in Education in Vietnam
The Pennsylvania State University The Graduate School The Department of Human Development and Family Studies ETHNIC DISPARITIES IN EDUCATION IN VIETNAM A Dissertation in Human Development and Family Studies and Demography by Quang Thanh Trieu @2018 Quang Thanh Trieu Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2018 The dissertation of Quang T. Trieu was reviewed and approved* by the following: Rukmalie Jayakody Associate Professor of Human Development and Family Studies and Sociology Dissertation Advisor Chair of Committee Scott D. Gest Professor of Human Development and Family Studies Professor-in-Charge of the Human Development and Family Studies Undergraduate Program Leif Jensen Distinguished Professor of Rural Sociology and Demography David M. Post Professor of Education (Educational Theory & Policy and Comparative & International Education) and Senior Scientist Lisa Gatzke-Kopp, Ph.D. Associate Professor of Human Development and Family Studies Professor in Charge- Graduate Program *Signatures are on file in the Graduate School ii Abstract Education plays an important role in determining individuals’ socioeconomic attainment and a nation’s competitiveness on the global stage. Thus, educational disparities not only prevent vulnerable populations from gaining access to a better life but also hinder a nation’s development. Theoretically, economic growth provides more resources for education. However, initial observations in many developing countries show that economic growth does not bring the same educational benefits to everyone. Vietnam offers an interesting context in which to study ethnic educational disparities in a developing country transforming from a centrally planned to a market-driven economy. After socioeconomic transformations, Vietnam has achieved significant progress, including economic and educational growth. -
Global Trends in Higher Education
Invitation for Lecture - Discussion on Global Trends in Higher Education by Prof. Philip Altbach Research Professor Founding Director, Center for International Higher Education Boston College, USA Chaired by Prof.(Dr.) Nitin Karmalkar Vice-Chancellor Jointly organized by the International Centre & IQAC Cell Savitribai Phule Pune University Day & Date: Tuesday, 19th December, 2017 Time: 4:00 p.m. to 5:30 p.m. Venue: PUMBA Auditorium, Savitribai Phule Pune University, Ganeskhind, Pune-411 007 Prof.(Dr.) Prafulla Pawar Prof.(Dr.) Vijay Khare Professor & Head Director Department of Management International Centre Sciences, SPPU SPPU Philip G. Altbach is Research Professor and Founding Director of the Center for International Higher Education at Boston College, where from 1994 to 2015 he was the Monan University Professor. He was the 2004-2006 Distinguished Scholar Leader for the New Century Scholars initiative of the Fulbright program, was given the Houlihan award for distinguished contributions to international education by NAFSA: Association of International Educators, the Bowen distinguished career award by the Association for the Study of Higher Education, and has been a senior associate of the Carnegie Foundation for the Advancement of Teaching. In 2010, he was Erudite Scholar of the Government of Kerala. He has taught at Harvard University, the University of Wisconsin, and the State University of New York at Buffalo. He is author of Global Perspectives on Higher Education, Turmoil and Transition, Student Politics in America, among other books. He also co- edited (with Jamil Salmi) The Road to Academic Excellence, (with Michael Bastedo and Patricia Gumport) American Higher Education in the 21st Century, the International Handbook of Higher Education, World Class Worldwide: Transforming Research Universities in Asia and Latin America and other books. -
Issues in the Implementation of Bilingual Education in Vietnam
TESOL Working Paper Series Issues in the Implementation of Bilingual Education in Vietnam Do-Na Chi* An Giang University, Vietnam Abstract This paper explores the implementation of bilingual education at a private institution in Vietnam, with a focus on its successes and challenges. Despite long-term English education as a compulsory subject at grade levels 3 to 12, there is still a need for Vietnamese learners of English to improve their language profciency beyond the national curriculum. For that reason, many institutions have been established to make English a more important part of the curriculum, not simply a subject but a means of communication and a medium of instruction. In other words, the aim is to make those learners reach bilingualism. However, training learners to be bilingual is not an easy mission, since it has numerous requirements. Observing how bilingual education was implemented at a private institution in Vietnam, this paper reveals some positive effects on learners’ language development along with challenges regarding teaching materials, qualifed staff, and negative infuences of the national curriculum. Introduction While English is a mandatory subject in Vietnam, the focus is still on grammar and vocabulary, not communicative competence (Denham, 1992; Nunan, 2003). To develop English language profciency of future generations of Vietnamese students, the Ministry of Education and Training (MOET) proposed the use of English as the medium of instruction at high school and college levels nationwide (MOET, 2008). As stated by MOET in Directive 1400, the national curriculum embarked on a project entitled “Teaching and Learning in English in the National Education System 2008-2020,” or “Project 2020” for short. -
Moral Education in a Non-Traditional Setting in Vietnam
BENDING BAMBOO: MORAL EDUCATION IN A NON-TRADITIONAL SETTING IN VIETNAM Eric J. Buetikofer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of The requirements for the degree of MASTER OF ARTS August 2009 Committee: Patricia Kubow, Advisor Christopher Frey William Wiseman ii © 2009 Eric Buetikofer All Rights Reserved iii ABSTRACT Patricia Kubow, Advisor Vietnam is a country rich with culture and tradition. This thesis examines the cultural practice of teaching morality in a non-traditional school in Vietnam. This qualitative case study took place in a non-traditional school located in central Vietnam that caters to street children. Findings from the participant interviews are discussed through the use of vignettes. The vignette themes include morality, citizenship, philosophical association, gender and one’s ability to be moral, bending bamboo and morality, morality and role playing, street children and moral education, learning and importance of language, learning English as a Second Language in the school, and debates and learning good citizenship. Each vignette is discussed using information from participant interviews and Western and Eastern moral education practices. Research for this paper has been completed utilizing educational and psychological theoretical literature concerning moral education and moral philosophy in conjunction with empirical studies conducted in Vietnam. iv This thesis is dedicated to my wife Jessica Turos and my mother Kathy Buetikofer, who have been supportive in all of my educational endeavors. v ACKNOWLEDGMENTS I would like to thank my Thesis committee, Dr. Kubow, Dr. Frey, and Dr. Wiseman, for all of their guidance. I could not have completed this formidable project without you. -
Anti-Corruption Policies and Practices in Education Sector in Vietnam: Paving the Way for Delivering Results and Monitoring Progress
Ethics and corruption in education Workshop: Anti-corruption policies and practices in education sector in vietnam: paving the way for delivering results and monitoring progress (Hanoi, Vietnam: 11-13 October 2010) International Institute for Educational Planning An advanced training workshop on “Anti-Corruption policies and practices in Education Sector in Vietnam: paving the way for delivering results and monitoring progress” was held from 11 to 13 October 2010 in Hanoi, Vietnam. It was organised by the Belgian Development Agency (BTC), within the framework of cooperating arrangements between the Anti-Corruption Resource Centre (U4) and the International Institute for Educational Planning (IIEP- UNESCO). The major aims of this workshop were: to identify the causes and consequences of most common forms of corruption in the sector, with an emphasis on the particularities of Vietnam; to share tools and strategies applied internationally to improve transparency and accountability in the sector, revisiting the failures and successes of those already employed by Vietnam; and to strengthen the commitment and work initiated within specific actors in the sector to move forward with an AC agenda that addresses the needs of the education sector in Vietnam. This report includes the various materials that were prepared and used for the Workshop, in particular: the plenary presentation outlines, as well as group work exercises. The appendix contains the list of participants. U4 training workshop: ‘Anti‐Corruption policies and practices in Education Sector in Vietnam: paving the way for delivering results and monitoring progress’ Hanoi, 11‐13 October 2010 AGENDA Objectives for the workshop: 1. To identify the causes and consequences of most common forms of corruption in the sector, with an emphasis on the particularities of Vietnam; 2. -
Linguistic Minority Learners in Mainstream Education in Vietnam: an Ethnographic Case Study of Muong Pupils in Their Early Years
Linguistic minority learners in mainstream education in Vietnam: an ethnographic case study of Muong pupils in their early years Chung Pham Submitted in accordance with the requirements for the degree of PhD (Doctor of Philosophy) The University of Leeds School of Education September 2016 - ii - I confirm that the work submitted is my own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Chung Pham to be identified as Author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. © <2016> The University of Leeds and <Chung Pham> - iii - Acknowledgements First of all, I would like to thank my first supervisor, Dr Jean Conteh, and my second supervisor, Dr Mary Chambers, for their extensive and invaluable guidance and endless encouragement in helping me progress through this study as smoothly as possible. The tireless academic support they have provided me throughout my time in Leeds has been amazing and their patience and empathy when tolerating my lagging behind the timeline due to personal issues has been no less remarkable. Their knowledge of when to give me a bit of a push and when to offer some space on this challenging journey has been tremendously appreciated and has been a great source of motivation for the completion of the study. Secondly I would like to thank the participants: the head teacher, the Deputy Head, all the teachers, the children and their families, for allowing me to carry out my research in the way that I did. -
GLOSEARCH Conference Prog
AH&&':5I<=<58<&#=J45DK<6&;E9C !"#$%"&'#()*+*('*&#(& $,-.(*--/&0#-1.2%".23&456& 2#,+.-7&+*-*%+'0& #89:;<=&>&&?/&>@AB&|&0:&'CD&7D5C&'D9E FD<954G Welcome From the Chairs , ﺳﮭﻟ و ً ﻻھﺎٔ ,Chào mừng, Welcome, Hoşgeldiniz, Willkommen, Bienvenue, Добро пожаловать to the Global ךהבא ו בר ,Bienvenido, Καλώς Ορίσατε, Benvenuto, , , ยนิ ดีตอ้ นรับ , Conference on Business, Hospitality and Tourism Research (GLOSEARCH) here at the Hoa Sen University, Ho Chi Minh City, Vietnam. Hoa Sen University, University of South Florida Sarasota- Manatee, and The Association of North America Higher Education International (ANAHEI) are very honored and excited to host GLOSEARCH 2018. This is the 17th conference that ANAHEI is organizing. GLOSEARCH received more than 200 abstracts/papers for the conference from 242 authors from 32 countries. Ninety-five of these presentations are accepted to be presented at GLOSEARCH 2018. GLOSEARCH is a truly an interdisciplinary and global conference as we will host 170+ participants from 23 countries and from different fields of studies. We would like to thank each author for submitting their research papers to GLOSEARCH 2018. As GLOSEARCH 2018 was a peer-reviewed, double blind conference, we would like to thank each and every reviewer who ensured that the paper review process was a high quality and smooth. We also would like to thank the awards committee for their hard work in selecting the recipients of this year’s award winners. We would like to thank Hoa Sen University for hosting GLOSEARCH 2018. Without their support, this conference would have not been possible. We would like to thank our Sponsors for making this Conference possible: University of South Florida Sarasota-Manatee, Smith Travel Research, New World Saigon Hotel, Hotel Continental Saigon, Samsung Vina Electronics, and International Hospitality Management School Vatel - Vatel Việt Nam. -
Education System Vietnam
The education system of V ietnam described and compared with the Dutch system Education system | Evaluation chart Education system Vietnam This document contains information on the education system in Vietnam. We explain the Dutch equivalent of the most common qualifications from Vietnam for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Vietnam | Nuffic | 2nd edition, January 2011 | version 2, January 2015 2 Education system | Evaluation chart Education system Vietnam Education system Vietnam Bang Tien si (Doctor) L8 2-4 Bang Thac si (Master) L7 (university education) postgraduate 2 Bang Tot Nghiep Dai Hoc (Cu Nhan) (Bachelor) L6 Bang Tot Nghiep Cao Dang Cu Nhan Cao Dang L5 (university education) (Associate Degree) (college education) 4-5 3 undergraduate Entrance examinations L4 Bang Tot Nghiep Pho Thong Trung Hoc L4 Bang (Tot Nghiep) Trung Hoc Chuyen L3 (secondary school education) (secondary vocational education) 3 3-4 Trung Hoc Co So L2 (basic secondary education) 4 Tieu Hoc L1 (primary education) 5 0 Duration of education Education system Vietnam | Nuffic | 2nd edition, January 2011 | version 2, January 2015 3 Education system | Evaluation chart Education system Vietnam Evaluation chart The left-hand column in the table below lists the most common foreign qualifications applicable to admission to higher education. -
Number 105 Winter 2021
NUMBER 105 WINTER 2021 INTERNATIONAL HIGHER EDUCATION THE BOSTON COLLEGE CENTER FOR INTERNATIONAL HIGHER EDUCATION Issue #105 China–Global Developing System- Relations: A Higher Impact of COVID-19 on Wide Approaches to Education Cold War? Higher Education from Teaching Excellence an Equity Perspective LIZHOU WANG AND WEN PAUL ASHWIN WEN JAMIL SALMI 5 9 13 Doctoral Education: Emerging from the Mist: Global Perspectives French Universities and Global Rankings VICTOR RUDAKOV AND MARIA YUDKEVICH 23 LUDOVIC HIGHMAN 37 The complete table of contents can be found on page 2. CONTENTS | INTERNATIONAL HIGHER EDUCATION The Boston College Center for THE POST-COVID-19 DOCTORAL International Higher Education WORLD EDUCATION: A GLOBAL brings an international consciousness 3 Fighting for Funding and against RECONSIDERATION to the analysis of higher education. We Inequality post COVID-19 believe that an international perspective 23 Doctoral Education: Global will contribute to enlightened policy and HANS DE WIT AND PHILIP G. ALTBACH Perspectives practice. To serve this goal, the Center VICTOR RUDAKOV AND 5 Impact of COVID-19 on Higher publishes the International Higher Educa- MARIA YUDKEVICH tion quarterly publication, a book series, Education from an Equity and other publications; sponsors confer- Perspective 25 Africa: Resource Challenges to ences; and welcomes visiting scholars. JAMIL SALMI Doctoral Education Opinions expressed here do not neces- WONDWOSEN TAMRAT AND 7 “Futurology” and Higher sarily reflect the views of the Center for GETNET TIZAZU FETENE International Higher Education. Education in the Post-COVID-19 The Center is closely related to the grad- Environment 27 Japan: Decline of Doctoral uate program in higher education at the WILLIAM LOCKE Applicants—Crisis for Innovation? Lynch School of Education and Human YUKIKO SHIMMI Development, Boston College. -
VIRTUAL INTERNSHIP PROGRAM Virtual Internship: Crucial Step for Success
VIRTUAL INTERNSHIP PROGRAM Virtual internship: Crucial step for success As technology enables virtual workplaces REMOTE to work increasingly seamlessly, a huge WORKING portion of full-time workforce in businesses GLOBAL are shifted to working remotely. TREND Due to Covid-19 INTERN Prepare for the global trend by working pandemic, experts ABROAD virtually as an intern before graduation is the forecast remote-work WITHOUT best way to prove that you have what it takes trend to get more significant from 2020 TRAVELLING to work in a remote environment. onwards. Why participate in Virtual Internship Program at FPT Education Global 1 Develop essential skills of remote working global trends Enhance English communication skill Virtual Internship 3 Gain real working experience with abroad company without leaving Japan 4 Get Certificate of Internship Completion 2 from FPT Education Global & Host company FPT Corporation Overview FPT Software The leading ICT Corporation in Vietnam FPT Information System Founded: 1988 Public listed: Dec 2006 on VNSE FPT Telecom Revenue: USD 1.3 billion (FY2019) FPT Trading No. of Employees: 36,000+ FPT Retail Development Centers: Vietnam, Philippines, Myanmar, Slovakia FPT Education Clients: 550 clients with 75 Fortune 500s FPT Online R&D investment: 5% profit before tax • ~ 11,000 projects worldwide • Average Customer Satisfactory Score (CSS): 90/100 FPT Education Overview 1999 FPT EDUCATION Was established as one of four core activities of FPT Corporation – the pioneer in IT field in Vietnam, providing educational -
FPT Education International
FPT Education International 2018 CONTENT 02 FPT Education International 1. VIET NAM - A FRIENDLY & ATTRACTIVE DESTINATION p.04 2. FPT EDUCATION - DREAM OF INNOVATION p.06 2.1. FPT Education - A member of FPT Group p.06 2.2. Brief history p.08 2.3. Vision & mission p.09 2.4. Fact and figures p.09 2.5. International achievement p.10 2.6. Education program p.10 2.7. Campuses p.12 3. FPT EDUCATION INTERNATIONAL p.14 3.1. Internationalization vision & mission p.14 3.2. Achievement p.15 4. MOBILITY PROGRAMS FOR INTERNATIONAL STUDENTS TO VIETNAM (INBOUND) p.18 4.1. Semester abroad program p.20 4.2. Global internship program p.22 4.3. Community outreach program p.24 4.4. Intensive english training p.26 4.5. It training courses p.28 4.6. Study tour p.30 5. MOBILITY PROGRAMS FOR VIETNAMESE STUDENTS (OUTBOUND) p.32 6. ACCOMMODATION & STUDENT LIFE p.34 7. APPLICATION & CONTACT INFORMATION p.39 exchange.fpt.edu.vn/en 03 1/ VIET NAM A FRIENDLY & ATTRACTIVE DESTINATION FACTS ABOUT COUNTRY SON DOONG THE WORLD’S LARGEST CAVES 04 FPT Education International VIET NAM - a country in Southeast Asia- is proud of its long coast line for nearly 2000 miles. As a strip of land shaped like the letter “S”, Viet Nam is a transport junction from the Indian Ocean to the Pacific Ocean and the gateway to the mysterious Southeast Asia. Our country is known for its jungles and monsoon forests, which are diverse ecosystems that are alive with unique wildlife.