The Real Situation of the Sustainable Development of Semi-Boarding Ethnic Schools in Vietnam
Semi-boarding ethnic schools are specialized schools under the national education system affirmed in Article 61, 2019 Education Law. Faced with the educational renovation requirements along with the development of the country in general and the ethnic minority areas in particular, the system of semi-boarding ethnic schools plays a vital role in creating a student source for boarding ethnic schools and ethnic human resources with high-quality for the future. The study focuses on exploring the real situation of sustainable development of semi-boarding ethnic schools in Vietnam through mixed research methods, including quantitative and qualitative methods. The used data sources include both primary and secondary data. The secondary data are obtained from internal documents of schools, management reports from the Ministry of Education and Training, and related studies. The primary data are obtained from interviews, group discussions, surveys, and other activities. The study uses the 7-point Likert-type scale to explore the development of a semi-boarding ethnic school, the 5-point Likert scale to determine the factors influencing, and the two-choice question to show the appropriateness of the solutions. SPSS and IF software is used to process and analyze the data, with the main method being descriptive statistics and T-test. The research results show the tasks/contents and criteria in each component of the model to meet the current requirements (educational renovation requirements) without affecting its future. It is also the current trend in the context of being international and domestic in general, Vietnam’s education sector in particular, which has been implementing the Millennium Development Goals and the Sustainable Development Goals in all social life areas, especially in education and training in ethnic minority and mountainous areas.
Keywords: sustainable development, model, semi-boarding ethnic schools.
DA, H.D. (2013). The ethnic primary school model in the Northern mountainous region in the period of a fundamental and comprehensive education renovation in Vietnam. MOET-funded study with code B2013-37-26NV.
GRANT, C.A., & SLEETER, C.E. (2010). Multicultural education – issues and respective.
MINISTER OF EDUCATION AND TRAINING. (2015). Circular No. 30/2015/TT-BGDĐT dated December 11, 2015, on amending and supplementing several articles of the regulations on the organization and operation of semi-boarding general ethnic schools promulgated with Circular No. 24/2010/TT-BGDDT from August 2, 2010.
MINISTER OF EDUCATION AND TRAINING. (2021). Decision No. 3033/QD-BGDDT dated September 30, 2021, on promulgating the plan for the implementation of the Sustainable Development Goals on education and training for ethnic minorities in the period 2021-2025, vision to 2030.
NATIONAL ASSEMBLY. (2019). Law No. 43/2019/QH14 Dated June 14, 2019, on Education. Retrieved from https://thuvienphapluat.vn/van-ban/EN/Giao-duc/Law-43-2019-QH14-Education/420477/tieng-anh.aspx
UNITED NATIONS DEVELOPMENT PROGRAMME. (2015). What are the Sustainable Development Goals? Retrieved from https://www.undp.org/sustainable-development-goals?c_src=CENTRAL&c_src2=GSR
XUYEN, L.N. (2006). Studying the criteria for evaluating the education quality of boarding ethnic general schools. Study with code C2006-40-02.
YEN, T.T. (2015a). Proposing some solutions to foster ethnic minority teachers in primary schools to implement the new curriculum and textbooks. Institute-funded study.
YEN, T.T. (2015b). Research on experience in organizing after-school activities in the semi-boarding ethnic schools in Lao Cai province. Institute-funded study with code V2012-19.
YEN, T.T. (2019). Solutions to improve the Vietnamese competence for ethnic minority students in primary schools according to the requirements of the new general education program. MOET-funded study.
- There are currently no refbacks.