scholarly journals Ontario Ministry of Education and Training

2021 ◽  
pp. 706-706
Keyword(s):  
Education And Training ◽  
Ministry Of Education ◽  
And Training

APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES

2020 ◽  
Vol 3 (4) ◽  
pp. 276-287
Author(s):  
The Vinh Tran ◽  
Tran Kim Thanh ◽  
Tran Manh Tuong ◽  
Vu Anh Linh Duy
Keyword(s):  
High School ◽  
Multiple Choice ◽  
High School Graduation ◽  
Education And Training ◽  
Ministry Of Education ◽  
Entrance Exam ◽  
Entrance Exams ◽  
School Graduation ◽  
And Training ◽  
Machine Learning Models

In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.

scholarly journals Critical theory and the implementation of lifelong learning in Vietnam

2020 ◽  
Vol 9 (2) ◽  
pp. 17-30
Author(s):  
Phan Thi Tra Khuc
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
Education And Training ◽  
College Level ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Full Development ◽  
Purpose Of Education ◽  
And Training

Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that the MOET was implementing, recommendations for the policy makers were made with the aim of helping Vietnamese students embrace their right to lifelong learning and fulfill the personal and democratic purpose of education.

scholarly journals The Education Assessment Capacity Structure of Primary Teachers in Vietnam

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Nguyen Cong Khanh ◽  
Do Thi Huong
Keyword(s):  
General Education ◽  
Publishing House ◽  
Student Assessment ◽  
Primary Teachers ◽  
Education And Training ◽  
Scientific Conference ◽  
Ministry Of Education ◽  
Education Assessment ◽  
And Training ◽  
Capacity Structure

Education assessment capacity is considered to be indispensable for teachers at all levels. However, there are currently many difficulties in assessing this capacity, especially for primary teachers when there is a change in assessing students. In this report, we would like to suggest a education capacity assessment structure for primary teachers and to demonstrate such structure through a survey of primary teachers' assessment capacity in Vietnam. Survey results show that the education assessment capacity structure consists of 6 component competencies which suitable for primary teachers in Vietnam. And, the report also points out that Vietnamese primary teachers' education assessment capacity in Vietnam is currently evaluated at a fairly good level. Keywords Education assessment capacity structure, primary teachers References 1. American Federation of Teachers & National Council on Measurement in Education (1990), Standards for Teacher Competence in Educational Assessment of Students, Washington DC.2. Dinh Quang Bao (2017), Fostering teachers to meet professional standards in the context of general education renovation, The summary record of a scientific conference: Rationale and practice of the professional capacity of teachers and educational administrators in the Northwest, Page 75-84.3. Ministry of Education and Training (2007), Professional standards for primary teachers, issued together with Decision No. 14/2007/QD-BGD dated 04 May 2007.4. Ministry of Education and Training (2010), Charter of primary schools, issued together with Circular No. 41/2010/TT-BGDDT dated 30 December 2010.5. Ministry of Education and Training (2016), Amending and supplementing some articles of the Regulations on the assessment of primary students, issued with Circular No. 22/2016/TT-BGDDT, dated 22 September 2016. 6. Canada Education Assosciation Joint Advisory Committee (1993), Principles for Fair Student Assessment Practices for Education in Canada, Edmonton, Alberta: Emonton.7. Nguyen Duc Chinh (2017), How do principals do to successfully lead teachers to develop student competencies, The summary record of a scientific conference: Rationale and practice of the professional capacity of teachers and educational administrators in the Northwest, Page 20-28.8. Nguyen Huu Chau (2008), Educational quality- Theoretical and practical issues, Vietnam Education Publishing House Limited Company.9. Bui Van Hue (1997), Primary psychology textbook, Vietnam Education Publishing House Limited Company, 1997, Page 33-91.10. Tran Thi Huong, Cao Xuan Hung (2017), Student assessment capacity building activities for primary teachers in District 3, Ho Chi Minh City, Ho Chi Minh City University of Education, Journal of Science , Volume 14, No. 10 (2017), Page 63-71.11. Nguyen Cong Khanh (2015), Student assessment based on the capacity-based approach. The summary record of an international conference: “Psychology and Pedagogy in the development of human beings in Vietnam”. University of Education Publishing House, Page 688-695.12. Nguyen Cong Khanh, Nguyen Vu Bich Hien (2013), Proposing the education assessment capacity framework for high school teachers, The summary record of READ conference, Hanoi.13. Nguyen Thi My Loc (2003), 21st century teachers: Being creative and effective, Journal of Teaching and Learning Today (7), Hanoi.14. Duong Thu Mai (2012), Studying and suggesting of a common capacity framework for the education assessment, The summary record of READ conference, Hanoi.15. Duong Thu Mai (2016), Forms of assessing modern education and methods of assessing the learning capacity of high school students in Vietnam, VNU Journal of Science: Educational research, Volume 32, No. 1 (2016) Page 51-61.16. Pham Duc Quang (2012), Some core components in the general education programs are built based on the competency building orientations, The summary record of a conference: The general core competency system of students for general education programs in Vietnam, Hanoi, Page 36- 49.17. Pham Hong Quang (2013), Development of teacher training programs, theoretical and practical issues, Thai Nguyen Publishing House.18. Nguyen Kim Son, Le Ngoc Hung, Nguyen Quy Thanh, Ta Thi Thu Hien, Pham Van Thuan, Duong Thi Hoang Yen (2018), Education Renovation in Vietnam: From the perspective of teachers, The summary record of an international conference: New trends in education, Page 42-57.19. Stronge, J. H. (2004), Qualities Of Effective Teacher, Le Van Canh translate, Vietnam Education Publishing House.20. Hoang Thi Tuyet (2004), Training of the education assessment capacity: A practical perspective, The summary record of a conference: The role of inspection and assessment activities in the renovation of education in Vietnam, Page 96-103.

scholarly journals Analysis of the Role of Organizational Culture at the Center for Employee Education and Training

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Kurniady Dedy Achmad ◽  
Sedarmayanti Sedarmayanti ◽  
Mulyaningsih Mulyaningsih ◽  
Maity Rubianty ◽  
Aan Komariah ◽  
...  
Keyword(s):  
Organizational Culture ◽  
Research Method ◽  
Education And Training ◽  
Qualitative Approach ◽  
Training Center ◽  
Ministry Of Education ◽  
Employee Education ◽  
Descriptive Research ◽  
And Training

The purpose of this study was to analyze the role of organizational culture at Bandung Regional Ministry of Education and Training Center. This research was conducted with a descriptive research method with a qualitative approach.

Some comments on the Vietnamese language and literature school curriculum draft

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Le Thoi Tan ◽  
Nguyen Duc Can
Keyword(s):  
Education And Training ◽  
School Curriculum ◽  
Viet Nam ◽  
Ministry Of Education ◽  
Doi Moi ◽  
Language And Literature ◽  
Key Concepts ◽  
The Subject ◽  
And Training

The Ministry of Education and Training has published the draft of the school curriculum of Vietnamese language and literature. It is possible to visualize the underlying principles of the draft via studying the presentation and the explanation of key concepts to understand the curriculum draft (presented in the "Some key terminologies in the subject curriculum" section). From this perspective, this article focuses on analyzing this section to understand the overall principles of the curriculum draft.      Keywords Curriculum, Vietnamese language and literature, comments Tài liệu tham khảo Lê Thời Tân, “Về bài Phong cách ngôn ngữ nghệ thuật trong sách Ngữ Văn 10 (Hội thảo Sách giáo khoa)”, Tạp chí Dạy và Học Ngày nay, số 10, 2012. Lê Thời Tân, “"Diễn ngôn": Xung quanh từ dùng và thuật ngữ đối ứng”, Tạp chí Khoa học, Viện Đại học Mở Hà Nội, số 02 tháng 12/2013. Lê Thời Tân, “Xử lí văn bản “Hai Cây Phong” của Ngữ Văn 8 và vài cố gắng đọc-hiểu tự sự học đối bài này”, Tạp chí Khoa học (chuyên san Nghiên cứu Giáo dục), Đại học Quốc gia Hà Nội, tập 30, số 1S, 2014. Lê Thời Tân, Nguyễn Đức Can, “Xung quanh việc đặt vấn đề “văn bản nhật dụng” và phần Tri thức đọc-hiểu văn nhật dụng trong Ngữ Văn 12”, Tạp chí Khoa học (chuyên san Nghiên cứu Giáo dục), Đại học Quốc gia Hà Nội, tập 32, số 1, 2016 Lê Thời Tân, “Về cách đặt vấn đề “văn bản nhật dụng” trong chương trình dạy học Ngữ Văn THCS”, Đổi mới nghiên cứu và giảng dạy Ngữ Văn trong nhà trường Sư phạm, Kỉ yếu hội thảo khoa học toàn quốc, Trường Đại học Sư phạm Hà Nội, Nxb Giáo dục Việt Nam, 2016. Lê Thời Tân, “Truyện kể như là diễn ngôn và truyện kể như là văn bản – Giới hạn tiếp cận của vài ba đại biểu tự sự học cấu trúc luận”, Trường ĐHSPHN-Khoa Ngữ Văn, Kí hiệu học – Từ lý thuyết đến ứng dụng trong nghiên cứu và dạy học ngữ văn (Kỉ yếu hội thảo khoa học quốc gia), Nxb Giáo dục Việt Nam, 10-2016. Lê Thời Tân, Nguyễn Đức Can, “Một cố gắng diễn giải bài Hoạt động giao tiếp bằng ngôn ngữ (Chương trình Ngữ văn 10)”, Tạp chí Khoa học (chuyên san Nghiên cứu Giáo dục), Đại học Quốc gia Hà Nội, tập 32, số 3, 10/2016. Nguyễn Đức Can, Lê Thời Tân, “Xung quanh câu chuyện tích hợp văn-sử trong chương trình dạy học phổ thông hiện nay”, Tạp chí Khoa học (chuyên san Nghiên cứu Giáo dục), Đại học Quốc gia Hà Nội, tập 33, số 1, 4/2017. Lê Thời Tân, “Sở chỉ và quy chiếu của ngôn ngữ và văn chương – Trường hợp con “tra” trong truyện Cố hương của Lỗ Tấn”, Tạp chí Khoa học (Khoa học Xã hội và Giáo dục), Trường Đại học Thủ Đô Hà Nội, số 15, 4/2017. Lê Thời Tân, “Một cố gắng diễn giải sâu hơn bài Hoạt động giao tiếp bằng ngôn ngữ trong Ngữ Văn 10”, Tạp chí Khoa học (Khoa học Xã hội&Nhân văn), Trường Đại học Sư phạm TP Hồ Chí Minh, Tập 14, Số 4b, 2017. Nguyễn Đức Can, Lê Thời Tân, “Bàn về cách đặt vấn đề “văn bản quảng cáo” trong Chương trình ngữ văn trung học phổ thông”, Tạp chí Khoa học (chuyên san Nghiên cứu Giáo dục), Đại học Quốc gia Hà Nội, tập 33, số 2, 6/2017 Lê Thời Tân, Nguyễn Thị Hải, “Văn bản Hành chính trong chương trình ngữ văn trung học”, Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, tập 62, số 7, 2017. Nhóm sư phạm Cánh Buồm, SGK Tiếng Việt (Lớp 1 đến Lớp 9), Nxb Tri thức, 2008-2016. Nhóm sư phạm Cánh Buồm, SGK Văn (Lớp 1 đến Lớp 9) Nxb Tri thức, 2008-2016.

scholarly journals Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland

2018 ◽  
Vol 7 ◽  
Author(s):  
Sifiso L. Zwane ◽  
Matome M. Malale
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
Action Plan ◽  
Education And Training ◽  
Educational Needs ◽  
Education For All ◽  
Ministry Of Education ◽  
Wide Range ◽  
The Government ◽  
And Training

Background: The kingdom of Swaziland is a signatory to policies on universal education that ensure high quality basic education for all. Education for All is a commitment to provide equal opportunities for all children and the youth as provided for in the country’s constitution of 2005. The tone for the introduction of inclusive education in Swaziland was inevitably set by the new constitution of 2005. Since then several policies have been produced by the government, all aimed at providing equal education opportunities to all children in the country. These policies include the Swaziland National Children’s Policy (2009), Poverty Reduction Strategy and Action Plan (2006) and Draft Inclusive Education Policy (2008). The Education for All Policy (2010) is the policy that upon implementation became a stimulus for the introduction of inclusive education into mainstream schools; as a result, all teachers in the country’s schools were expected to be competent enough to teach learners with a wide range of educational needs. However, in-service teachers received inadequate staff development and training ahead of the implementation of inclusive education and a majority of teachers were not professionally developed for inclusive education, as pre-service students at tertiary training level.Objectives: This study investigated barriers in the implementation of inclusive education at high schools in the Gege branch, Swaziland, with a view to finding lasting solutions to inform research and government policy.Method: This research is a qualitative interpretive case study based on selected schools in the Gege branch of schools. Data was obtained through semi-structured research interviews and document analysis. It was processed and analysed through data coding, unitising, categorising and emergence of themes, which became the findings of the study.Results: Lack of facilities in the governments’ schools and teachers’ incompetence in identifying learners facing learning challenges in their classrooms are some barriers to inclusivity.Conclusion: The study concludes that there is a need for the Ministry of Education and Training to craft an inclusive curriculum in line with the inclusive policy in order to cater for the diverse educational needs of all learners in mainstream schools. It is thought that instituting a vibrant in-service and pre-service teacher training programme by the Ministry of Education and Training will increase teachers’ capacity to a level where teaching in inclusive classrooms does not negatively affect their competence.

scholarly journals Policy Transformations about ICT Applying in Learning and Teaching in Vietnamese General Educational System

2020 ◽  
Author(s):  
Pham Thi Thanh Hai ◽  
Nguyen Duc Nguyen
Keyword(s):  
Teaching And Learning ◽  
Educational Innovation ◽  
Education And Training ◽  
Ministry Of Education ◽  
Important Place ◽  
Learning And Teaching ◽  
Policy Transformations ◽  
The Government ◽  
New Policies ◽  
And Training

Informatiom Communication Technology (ICT) has an important place in the educational innovation program. New policies on educational innovation are built on the premises and prospects of effective ICT application in teaching and learning (Richards, 2004). Studies on ICT application in teaching and Electronic Book or Digital Hydbrid Text in Education and Training have been researched and developed by serveral countries in the US and Europe. This article analyzes some policies for ICT application in teaching and educational innovation in Vietnam. These policies are analyzed according to the approaches to the Government of Vietnam Orientation on the application of information technology in education; The Ministry of Education and Training's policies on the Vietnamese education renovation requirements, ICT equipment infrastructure, the capacity of teachers to apply ICT in teaching. The research results show that the government has tried to give directions for ICT to be widely applied from management to teaching activities. The Ministry of Education and Training has also issued circulars and specific instructions to promptly implement orientations from the government. However, the approach to applying ICT in education has many multidimensional and too broad theoretical bases. The instructions on ICT are too sketchy and not yet specific for the application of ICT in teaching and learning.

Kirkpatrick Evaluation On Education And Training Of School Supervisor based On Best Practice, Hots And Adult Education In Indonesia

2021 ◽  
Vol 2 (2) ◽  
pp. 415-425
Author(s):  
Renny Yunus ◽  
Siti Patimah ◽  
Nirva Diana ◽  
Agus Pahrudin ◽  
Koderi Koderi
Keyword(s):  
Adult Education ◽  
Best Practice ◽  
Education And Training ◽  
Education Quality ◽  
Ministry Of Education ◽  
National Education ◽  
National Education System ◽  
Directorate General ◽  
Education Personnel ◽  
And Training

Education quality improvement is a joint responsibility that involves various groups, from structural aspects starting from the central level (ministry) to the education unit.  Law Number 20 of 2003 on National Education System Article 39 Paragraph 1 states that education personnel have the duty to administer, manage, develop, supervise, and provide technical services to support the education process in educational units. To achieve the National Medium Term Development Plan - Strategic Plan of Directorate General of Teachers and Education Personnel 2015-2019, the Ministry of Education and Culture has set the Average Target of Knowledge and Skills Competency. This purpose of this study was to evalaute the education and training of school supervisor by using Kirkpatrick evaluation. The results of this study recommended that the supervision can be improved by using education and training based on HOTS, Best Practice and Adult Education.

scholarly journals Eksamens mange roller i sertifisering, styring og støtte av læring og undervisning i norsk grunnopplæring

2018 ◽  
Vol 12 (4) ◽  
pp. 18
Author(s):  
Sverre Tveit ◽  
Rolf Vegar Olsen
Keyword(s):  
Education And Training ◽  
Ministry Of Education ◽  
Examination System ◽  
National Agency ◽  
Inappropriate Use ◽  
Education Act ◽  
Executive Agency ◽  
Department Director ◽  
And Training ◽  
Learning And Instruction

Hvilke roller har eksamen i norsk grunnopplæring? I Forskrift til opplæringslova framgår det blant annet at eksamenskarakteren skal fastsette kompetansen til eleven ved slutten av opplæringen i faget. Denne artikkelen viser imidlertid at policydokumenter og policyutviklere har en rekke forventninger til hva man skal oppnå ved å ha eksamen og hva man skal kunne benytte eksamensresultater til. I et samspill mellom teori og empiri identifiser artikkelen tre roller for vurdering: å sertifisere, styre og støtte læring og undervisning. Dette begrepsapparatet brukes til å analysere både eksamens formelt definerte formål, og tilsiktede og utilsiktede funksjoner ved eksamenssystemet. Artikkelen baserer seg på tre typer historiske data: (i) Stortingsmeldinger, (ii) Utdanningsdirektoratets årlige rapporter, Utdanningsspeilet, samt (iii) ekspertintervjuer gjennomført i 2013 med en statssekretær og en seniorrådgiver i Kunnskapsdepartementet, og direktøren og en avdelingsdirektør i Utdanningsdirektoratet. I tillegg er det gjort en analyse av gjeldende bestemmelser, slik de kommer til uttrykk i Forskrift til opplæringslova og Rammeverket for eksamen av 2017. Artikkelen avdekker manglende avklaringer av eksamens formål og peker på at dette kan føre til at politikere og andre policyutviklere forvalter og videreutvikler eksamenssystemet på sviktende grunnlag. Videre kan det føre til at Utdanningsdirektoratet, Fylkesmannen og andre tilsynsmyndigheter, skoleeiere, skoleledere, lærere, foreldre og elever bruker eksamensdata på uheldige måter. Artikkelen konkluderer med at lovverk, forskrift og rammeverk for eksamen bør gjennomgås og endres til eksplisitt å uttrykke de rollene eksamen skal fylle og ikke. Slik kan man få et bedre utgangspunkt for å utvikle eksamensprøver og sikre hensiktsmessig bruk av eksamensresultater både nasjonalt og lokalt.Nøkkelord: eksamen, standpunkt, vurdering, policy, karakterer, formål.The multiple roles of national exams in the certification, governing and support of learning and instruction in Norwegian secondary education.AbstractWhat are the roles of the national exams in the Norwegian school system? The regulations of the Education Act simply state that exam marks should reflect the student’s competency upon completing the education. This article demonstrates that policy documents and policy-makers express a range of expectations in the use of exam results. By integrating theoretical and empirical encounters, the article identifies three roles of educational assessment: to certify, govern and support learning and instruction. This conceptual framework is used to analyse the formally defined purposes of the exams and intended and unintended functions of the examination system. The article is based on three types of historical data: (i) Ministry reports to the Parliament («white papers»), (ii) the annual report of the National Agency for Education and Training («The Education Mirror») and (iii) expert interviews undertaken in 2013 with a state secretary and a government official in the Ministry of Education and Research, and the general director and department director of the National Agency for Education and Training. Additionally, it analyses current regulations of the Education Act and the «The Examination Framework» of 2017. The article illuminates that clarification of the purposes of the exams is insufficient and maintains that this may lead politicians and other policymakers to undertake insufficient approaches to the administration and development of the examination system. Further, it can cause inappropriate use of examination data by the executive agency, school inspectors, municipalities, school leaders, teachers, parents and students. The article concludes that legislation, regulations and the Examination Framework should be reviewed and changed to explicitly state the roles the examination system is expected to fulfil. This way, one may achieve a better foundation for the development of exams and facilitate sound use of exam data both nationally and locally.Keywords: examinations, teacher judgments, assessment, policy, grades, purposes

Sign in / Sign up

Export Citation Format

Share Document