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number: /2021
CIT number: 0
Number of views: 2,307
Governments have recognized the use of information and communication technology in education, making it more accessible and inclusive. Besides, it also a means to achieve one of the 17 sustainable development goals of the United Nations which is the provision of quality education and promotion of lifelong learning. However, the COVID-19 pandemic has led to some realizations. The sudden shift to online learning affected the lives of educators, academic staff and students alike. The digital divide has also become more apparent as many students did not only have access to desktop computers and laptops but mobile data charges could also be expensive. Moreover, the digital skills of teachers and learners to enable them to teach and learn online were not readily available. The use of e-learning enables students to develop digital competencies. In e-learning, they build their online skills as well as expand their technological capacities. Hence, this paper aims to discuss e-learning and digital literacy in the Philippines, including: Discuss the rise of e-learning and digital literacy in the Philippines in the context of the University of the Philippines Open University; Present the challenges of e-learning and digital literacy in the country; Discuss the strategies adopted by the government related to digital literacy and e-learning; and Present prospects and perspectives on the future of e-learning and digital literacy in the Philippines.
number: /2021
CIT number: 0
Number of views: 1,306
Physical education (PE) is currently one of the top concerns of education in modern society, given its critical role in promoting sustainable development of human capital in society. Different from the high priority of physical education in the educational system of developed countries, this subject has not been given sufficient focus in many developing countries, including Vietnam. This article aims to provide a dataset of self-awareness and perception about PE practices of 1069 PE teachers at elementary schools from 26 provinces throughout Vietnam. Some recommended analysis techniques to utilize this dataset are also proposed. The dataset is expected to provide the necessary materials for further research about PE practices in developing contexts, which facilitates educators and policymakers to acquire a better understanding of PE promotion in an educational setting.
number: /2021
CIT number: 0
Number of views: 1,140
Through the data survey (using the questionnaires promoted by Nguyen and colleagues, 2014) with one hundred and fifty 9thgrade students at Nghia Tan secondary school located in Hanoi city of Vietnam, the paper describes the practice of their competence of self-regulated learning (specified in their off-class time). The limitations in the 9th graders’ competence of self-regulated learning in out-ofclass time are also revealed and pointed out, including such extents as students’ low reading speed, lack of taking notes skill, their notwell-oriented revision. Since then, the current paper provides recommendations on the role of secondary school teachers in forming and promoting their learners’ competence of out-of-class self-regulated learning, specifically teachers’ classroom guidance and their ways to support students’ learning
number: /2021
CIT number: 0
Number of views: 1,184
Global citizenship education is becoming one of the strategies of education development in particular and human resource development in general. In this trend, Vietnam P-12 National Curriculum (issued 2018) has focused on educational objectives about sustainable and students’ competency development of UNESCO and Vietnam comprehensive education innovation. This article points out and analyzes opportunities for global citizenship education in the primary written curriculum of Sciences, History and Geography subjects. In addition, challenges, which faced by schools when implementing global citizenship education, are shown in this paper. Based on the advantages and disadvantages, the authors gave some recommendations to enhance the effectiveness of global citizenship education
number: /2021
CIT number: 0
Number of views: 1,051
Governance is essential in the development of a public university. In university governance, the administrator plays a pivotal role. If governance is the factor that contributes to the success of a university, the administrator must be the one who takes a decisive role in the success of all governing activities. In the context of our country’s higher education system, in which fundamental changes are taking place, the university administrators are required to possess certain qualities and competencies. They need to be fully fostered to obtain those qualities and competencies.
number: /2021
CIT number: 0
Number of views: 1,480
Primary school students of ethnic minorities in the northern mountainous region of Vietnam have unfavorable economic and social conditions, which has a huge impact on the quality of education in these areas, especially life skills education. Based on this proposition, the author has identified teachers’ viewpoints on the need of educating life skills for this target group of students and difficulties in implementing life skills education. Survey tools used in this research include questionnaires and interviews, direct observation with 218 teachers in Thai Nguyen, Bac Kan, Ha Giang, Cao Bang, Lang Son, Dien Bien, and Lai Chau provinces. The survey results show that most teachers are aware of the need to implement life skills education and have regularly implemented life skills education for ethnic minority primary school students in the northern mountainous areas, albeit with limited effectiveness. At the same time, the study also shows that the main difficulty preventing teachers in this area from implementing life skills education for students is that students’ parents are unaware of the role of life skills education and that schools focus too much on teaching the Vietnamese language and Mathematics to students, so they have not paid enough attention to the methods and forms of organizing life skills education. From this research, we propose a group of measures to organize and replicate the topics on life skills education for teachers in the regions to raise awareness about the use of diverse methods and forms of organizing life skills education in daily teaching activities. In addition, we also propose groups of measures to promote coordination between schools, families and social communities to raise awareness about the role of life skills education for ethnic minority students in the northern mountainous areas of Vietnam.
number: /2021
CIT number: 0
Number of views: 1,763
This paper reports findings from a study conducted to identify university preparation of transferrable skills in an undergraduate course at a Vietnamese university. The paper first reviews the concept of transferrable skills and relevant literature on the development of transferrable skills both in international and Vietnamese higher education context. It then outlines the data collection instruments and the data collection procedure, from which insights into transferable skills development at the specified institution were drawn. The findings reveal that despite clearly articulating learning and skillset outcomes, the university under investigation adopted an isolated ad hoc approach and did not provide a range of opportunities and contexts for its students to master the transferable skills expected. The paper highlights the importance of adjusting teaching and learning practices in a way that students can develop useful skills for their personal, academic, and professional life.
number: /2021
CIT number: 0
Number of views: 2,655
The current study was conducted to investigate high school EFL teachers’ perceptions towards the role of content schema activation that is focused on the pre-reading stage of their students’ reading comprehension ability and to find out the most common instructional strategies EFL teachers use to foster schema activation in the EFL classroom and gain insights into possible difficulties EFL teachers face when activating schemata in the reading lessons. The participants included 77 EFL high school teachers in the Mekong Delta, Vietnam. To collect the data, a 22-item questionnaire and the semistructured interview on the teachers’ perceptions were carried out. The findings showed that although the participants had a positive perception towards the role of schema activation in English reading comprehension, they confirmed instructional strategies were not often used to activate students’ schemata in English reading comprehension. In addition, the participants tend to use more simple strategies, such as questioning, brainstorming, discussion and using audiovisual aids than complex strategies, Know - Want to know - Learned chart, semantic mapping, and anticipation guide, in order to activate students’ schemata. Most possible difficulties in activating students’ schemata in English reading comprehension were also revealed, such as the students’ limited linguistic knowledge, unfamiliar reading text’s topics, limited time for teaching reading, time-consuming work in designing the effective and appropriate schema activation activities, and the large classes. Pedagogical implications and suggestions for further research are presented based on these findings.
number: /2020
CIT number: 0
Number of views: 957
In this article, the author describes the outline of experiential teaching and learning activities such as project-based learning, learning games and so on. Besides, this article also focuses on organizing mini project-based learning activities and learning games in the experiential teaching of System Thinking subject at Ho Chi Minh City University of Technology and Education. Combination of both qualitative (observation, interview, practical product-based research) and quantitave (rubrics) research methods were applied to identify gradually changes of the core competences (collaboration and problem-solving) of technical students through participating in the experiential learning activities. Some minor suggestions are made on organizing the experiential learning activities in cohesion with learning outcomes, teaching and learning activities as well as using assessment to improve the core competences of technical students
number: /2020
CIT number: 0
Number of views: 953
The development of scientific research in the university as well as the development of research university models is increasingly attracting the attention of many scholars as well as scientific and educational policy makers of many countries around the world, including developing countries. Developing scientific research in the university as well as building the research university model is quite expensive and requires a developed national institutional environment to a certain extent. However, the development of scientific research in universities in general and research universities in particular has a particularly important mission in national sustainable development and requires countries, including developing countries and every university needs to have appropriate solutions and steps. This paper contributes to the clarification of the role and the application of theories to explain the role of university’s scientific research.