National policy on education for sustainable development in Vietnam preschool and general education - Reality and solution

Nguyen Thi Hong Van; Nguyen Le Van Dung

Nguyen Thi Hong Van		The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Hoan Kiem, Hanoi, Vietnam
Nguyen Le Van Dung	nlvdung@gmail.com	The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Hoan Kiem, Hanoi, Vietnam

Summary:

SOGIE-related school violence covers sexuality and gender-identity/ expression-related bullying and other violent acts and threats, occurring in and around educational contexts. These may result in physical, verbal, sexual, psychosocial or technology-related harm to children. It is based on gender and sexuality stereotypes, particularly roles and norms expected of children because of the privileging of heterosexual norms and gender roles in society. The study on SOGIE-related school violence in secondary schools of Viet Nam revealed some important findings on the level of SOGIE-related violence that LGBT students experienced in schools, their perception of school safety, as well as their responses to this form of school violence. Based on the evidence collected from the study results, several recommendations were proposed, including those for policy makers, curriculum developers, and schools, to prevent SOGIE-related school violence and build a safe, healthy school environment for all learners.

View file

Keywords:

SOGIE

SOGIE-related school violence

gender-based school violence

LGBT

school violence

safe school

Refers:

[1] Bonnet, M. (2002). Education for sustainability as a frame of mind. Environmental Education Research, 8(1), 9–20. doi:10.1080/13504620120109619

[2] Government (2017). Decision 622/QD-TTg dated 10/05/2017 issuing National Action Plan on Agenda 2030 for Sustainable Development

[3] MOET (2017). Circular 01/VBHN-BGDDT dated 24/01/2017 issuing the Preschool Education Curriculum

[4] MOET (2017). Decision 2161/QD-BGDDT dated 26/06/2017 issuing the Action Plan on Sustainable Development Goals in Education and Training towards 2025 and orientations towards 2030.

[5] MOET & UNESCO (2014). Toolkits of assessment and planning safe schools in natural disasters and other risks prevention and control. Unpublished draft.

[6] MOET, UNESCO, & SAMSUNG (2014). Working together for a more resilient and sustainable society - Final Report - Extended Version

[7] UNESCO (2004). The UN Decade of Education for Sustainable Development (2005-2014): International Implementation Scheme. Paris: UNESCO

[8] UNESCO (2014). National journeys towards education for sustainable development. Paris: UNESCO

[9] UNESCO & VNIES (2010). Prism on Education on Sustainable Development in Vietnam

[10] Vietnam National Commission of the Decade on Education for Sustainable Development (2010). National Action Plan on Education for Sustainable Development of Vietnam. Hanoi: Vietnam Education Publishing House

[11] VNIES & UNESCO Hanoi (2017). Report of policies on Education for Sustainable Development in Vietnam preschool and general education.

[12] Website: http://mgiep.unesco.org/wp-content/uploads /2017/07/COMPLETE-GUIDEBOOK_Textbooks-forSustainable-Development.pdf http://unesdoc.unesco.org/images/0024/002474/2474 44e .pdf http://www.mext.go.jp/component/english/icsFiles/ afieldfile/2016/11/21/1379653011.pdf

Journal:

Volume. 16 - issue 1 / 2020

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

National policy on education for sustainable development in Vietnam preschool and general education - Reality and solution