APPROACHING DYNAMIC TEACHING IN REALITY OF VOCATIONAL TRAINING ORGANIZATIONS WHE\\RE ETHNIC MINORITY STUDENTS STUDY IN VIETNAM

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Pham Thi Thuy Huyen
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Group ◽  
Teaching Methods ◽  
Vocational Training ◽  
Soft Skills ◽  
Ethnic Minority Students ◽  
Training Institutions

This theory is not new to vocational training in Vietnam, but the nature of Dynamic Teaching is not well understood and applied by all the teachers in teaching process. More specifically, for vocational training institutions with ethnic minority students studying, Vietnamese language is also considered as a foreign language for them to integrate their study with the majority of students of Kinh ethnic group. At the same time, they try to master Vietnamese to integrate their study and learn English, so they have to face with much more difficulties than students of Kinh ethnic group. They need far more teachers who have the most effective teaching methods to help them overcome the difficulties in acquiring knowledge. At school, they not only need knowledge and related professional skills, but they also expect teachers to be equipped essential soft skills so that after graduation they can confidently integrate into labor market to have a stable job.

How Concentrated Are Ethnic Groups in Schools?

2020 ◽  
pp. 89-112
Author(s):  
Richard Harris ◽  
Ron Johnston
Keyword(s):  
Secondary Schools ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Minority Groups ◽  
Ethnically Diverse ◽  
Think Tank ◽  
Ethnic Minority Students

The Casey Review cites a study by the think-tank Demos that shows the majority of ethnic minority students attend schools where ‘minority’ groups are in the majority. That statistic is correct but too easily misinterpreted. Only White British students typically are in a school where their own ethnic group forms a majority; for most ethnic minority pupils the largest group they will encounter at school is also the White British. The exceptions to this are the Bangladeshi and Pakistani groups, and more so in primary than in secondary schools. Nevertheless, the overwhelming trend is that schools are becoming more ethnically diverse with an increased potential for pupils to be educated alongside pupils of other ethnic groups.

scholarly journals ON THE PROBLEM OF ADJUSTMENT OF FOREIGN LANGUAGE LEARNING PROCESS AT UNIVERSITIES TO THE NEEDS OF ETHNIC MINORITIES OF UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC

2021 ◽  
pp. 311-314
Author(s):  
Nataliya Osadcha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Learning Process ◽  
Online Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Ethnic Minority Students

The research focuses on substantiating the necessity of adjusting the process of teaching and learning a foreign language at universities to the needs of ethnic minorities under the conditions of online training, introduced due to the Covid-19 pandemic. We have studied a new role of a foreign language university teacher working with ethnic minority students, which is relevant for Transcarpathia, in particular, as a multiethnic region of Ukraine. In our research, we have used the method of analogical reasoning, communicative, social and psychological one, methods of observation, content analysis, personality study, sociometry, role behaviour study etc. The materials studied in the course of our research allow us to draw the following conclusions. We believe that, under the present conditions of providing educational services online, only the search for new forms and methods of teaching as well as new lesson content will contribute to the implementation of an effective personality-oriented approach in a foreign language learning process. On the one hand, a modern teacher must not only have excellent pedagogical skills, but also be familiar with the latest online teaching technologies, it is impossible to imagine a full-fledged educational process without. Accordingly, the syllabi need to be updated, taking into account the requirements of the time and the experience gained. On the other hand, students can form their own electronic databases for learning and improving their foreign language skills, in particular, use literature in their native languages, which might become an impetus and a motivation for ethnic minority students to learn foreign languages with greater enthusiasm.

Italy's School System: An Approach to Integrating Ethnic Minority Students

2007 ◽  
Author(s):  
Giuseppe Costantino ◽  
Francesca Fantini ◽  
Erminia Costantino ◽  
Carolina Meucci
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
School System ◽  
Ethnic Minority Students

Inventory of College Challenges for Ethnic Minority Students

2004 ◽  
Author(s):  
Yu-Wen Ying ◽  
Peter Allen Lee ◽  
Jeanne L. Tsai
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minority Students

Asymmetric information among stakeholders and consequences in vocational training for ethnic minority youth in Hoa Binh province

2019 ◽  
Vol 5 (5) ◽  
pp. 619-631
Keyword(s):  
Ethnic Minority ◽  
Vocational Training ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Specific Population ◽  
State Management ◽  
Principal Agent Problem ◽  
Training Institutions ◽  
The Government ◽  
Hoa Binh

The government supports vocational training in order to improve social security for specific population groups, such as the ethnic minority youth. However, there exists information asymmetry among the stakeholders in vocational training, including the ethnic minority youth, local authorities, training institutions, enterprises and state management agencies, leading to adverse selection, moral hazard and principal-agent problem. These problems have negatively impacted the effectiveness of vocational training for ethnic minority youth. Received 19th September 2019; Revised 20th October 2019; Accepted 24th October 2019

Allochtonen en keuze voor technische opleidingen: een onbenut potentieel

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Arie Gelderblom ◽  
Jaap de Koning ◽  
Lyda den Hartog
Keyword(s):  
Vocational Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Manufacturing Industry ◽  
Statistical Data ◽  
Choice Behaviour ◽  
Technical Direction ◽  
Ethnic Minority Students ◽  
Specific Position

Ethnic minorities and the choice for technical directions in education: an unutilised potential Ethnic minorities and the choice for technical directions in education: an unutilised potential There are a lot of studies which focus on the choice of technical directions within vocational education. But in these studies, little attention is given to the specific position of ethnic minorities. To what extent is their choice behaviour different? Statistical data show that ethnic minorities are underrepresented in technical directions in vocational education. A specific survey on backgrounds for this phenomenon shows that there is a relatively large group of ethnic minority students who do not choose for a technical direction, in spite of the fact that they have a talent in this direction and are interested in technology. This result holds in a multivariate analysis in which also several other factors are taken into account. We also investigate to what extent those with a technical direction in vocational education want to work in a technical profession and/or the manufacturing industry afterwards. Finally, a number of recommendations are given how to reach higher shares of ethnic minority students choosing technical directions.

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