Vietnamese School Education Quality Assurance Project
This project produced three reports:
Survey for primary school principals and teachers
The University of Melbourne was commissioned by the Ministry of Education and
Training Vietnam to conduct a study on the quality of teachers. As part of the study, a
sample survey of primary school principals and teachers in 20 provinces of Vietnam
was conducted in May 2008. The survey was aimed to explore:
- The challenges related to teacher resources when implementing full day
schooling (FDS) - The conditions, requirements, institutional framework and challenges for
increasing the professional autonomy of primary teachers: the balance between
teacher autonomy and accountability - The conditions for promoting need-based professional development
- The issues of training people who have Bachelor degrees to become primary
teachers (needs, capacity of enrolment, training mode and contents,
employability and capacity to work in primary schools)
Focus interviews with educational officers at provincial and district levels, as well as
teachers and school principals, were conducted in May to inform the questionnaire
design. The questionnaires were then panelled and piloted. Data collectors were
trained in Hanoi, DaNang and HoChiMinh city before going to schools to collect the
data. A probability sample of 4130 teachers from 413 primary schools located in these
20 provinces was drawn using stratified two stage cluster sampling. Four hundred and
thirteen school principals were also involved in the survey.
Data were entered using WINDEM. Once data entry completed, random checks
against each of the data entries were made to verify the accuracy of data entry. Data
cleaning and data analysis took place in Melbourne. Given the complexity of the
sampling procedures, standard errors for means and percentages were calculated using
IIEPJACK.
Study in scaling-up solutions, the implementation of teacher professional Profiles
This report reflects an analysis of information that has been obtained from focus
group interviews, surveys of teachers and document analysis. It begins with a review
of competency based assessment and then introduces results of the survey on teacher
awareness and understanding of the teacher standards. The results of the focus group
interviews on linking the teacher standards with professional development, the use of
media in implementing the teacher standards nation wide, consistency between
teacher standards across educational levels and the links between the teacher
standards and professional titles, are also presented. The report concludes with
comments on the findings.
Solutions for improving primary school teachers’ quality
In the development of the School Education Quality Assurance Project (SEQAP)
several common themes have arisen within each of three reports for the Survey of
Primary Principals and Teachers: the Study in Scaling up Solutions, the
Implementation of the Teacher Professional Profiles; and, Solutions for Improving
Primary School Teachers’ Quality. These themes indicate that there is a need for a
coordinated response to the initiatives for the implementation of full day schooling,
teacher profiles and the improvement of teacher quality. This section presents the
Executive Summary of the recommendations and begins with an introduction to the
themes that have been identified and the framework used to prepare the
recommendations. A more detailed discussion of the recommendations and associated
issues is then presented.