TRANSFORMING EDUCATION IN CENTRAL VIETNAM BY INTEGRATED CURRICULUM APPROACH: FROM INITIATIVES TO SUSTAINABILITY

Authors

  • Thi Kinh Kieu The University of Danang, University of Education, Vietnam
  • Van Minh Vo The University of Danang, University of Education, Vietnam

DOI:

https://doi.org/10.46827/ejes.v0i0.1316

Keywords:

integrated curriculum, teachers, reform, collaboration, Vietnam

Abstract

Global changes pose an urgent demand to education that produces citizens with relevant competences to deal with a complex world. By creating connection among different disciplines and connection between lessons and real life, integrated curriculum has been pondered to be an appropriate approach to transform education. In Vietnam, though integrated education concept had been introduced since early 2000s and promoted by the government recently, it remains a new concept to many school teachers. 76% of interviewed teachers claimed that integrated curriculum was indispensable trend of education but only 26% of them practiced IC. Based on the study results, several solutions were proposed to motivate integrated education in Vietnam and those can also be applied in other developing countries

 

Article visualizations:

Hit counter

DOI

References

Bekerman, Z., & Nir, A. (2006). Opportunities and Challenges of Integrated Education in Conflict-Ridden Societies: The Case of Palestinian-Jewish Schools in Israel. Childhood Education, 82(6), 327–333. http://doi.org/10.1080/00094056.2006.10522857

Blank, R. M. (1983). Survey of Magnet Schools. Analyzing A Model for Quality Integrated Education. Final Report of a National Study., 1–423.

Burns, R. C., & Sattes, B. D. (1995). Dissolving the Boundaries: Planning for Curriculum Integration in Middle and Secondary Schools [and] Facilitator’s Guide.

Cuong, T. Q., Tsuji, K., Ashardianto, S., & Komiyama, T. (2016). Teacher Education Integrated Curriculum Mobility : Perspectives for Asean Countries Teacher Education Integrated Curriculum Mobility : Perspectives for Asean Countries. VNU Journal of Science: Education Research, 32(4), 65–76.

Dowden, T. (2007). Relevant, challenging, integrative and exploratory curriculum design: Perspectives from theory and practice for middle level schooling in Australia. The Australian Educational Researcher, 34(2), 51–71.

Drake, S. M., & Burns, R. C. (2004). Meeting Standards Through Integrated Curriculum. ASCD.

Erlandson, C., & McVittie., J. (2001). Student voices on integrative curriculum. Middle School Journal, 33(2), 28–36.

Hien, P. D. (2010). A comparative study of research capabilities of East Asian countries and implications for Vietnam. Higher Education, 60(6), 615–625. http://doi.org/10.1007/s10734-010-9319-5

Lenoir, Y., & Hasni, A. (2016). Interdisciplinarity in Primary and Secondary School: Issues and Perspectives. Creative Education, 7(16), 2433–2458. http://doi.org/10.4236/ce.2016.716233

MOET. (2017). Directions of the new curriculum.

Nguyen, T. P. H. (2007). Sustainable Education Development under Globalization, and the Reforms of Teaching and Learning Methods in Teacher Training. In Social issues under economic transformation and integration in Vietnam (pp. 134–135). Vietnam Development Forum. Retrieved from http://www.grips.ac.jp/vietnam/VDFTokyo/Doc/SocialBook1Fulltext.pdf

Reza, S. A. M. (2008). Japan’s National Curriculum Reforms : Focus on Integrated Curriculum Approach, (22), 1–6.

Tan, C. (2008). Globalisation, the Singapore state and educational reforms: towards performativity. Education, Knowledge and Economy, 2(2), 111–120. http://doi.org/10.1080/17496890802223619

World Bank. (2010). Economics of Adaptation to Climate Change: Vietnam. Retrieved from

http://peacewindsamerica.org/wp-content/uploads/2014/02/EACC_Vietnam.pdf

Downloads

Published

2017-12-23

Issue

Vol 3, No 12 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).