Survey on ICT in Education in Vietnam

Survey on ICT in Education in Vietnam Summary report 2nd survey round In this report we share the findings of the second survey round on ICT in educat...
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Survey on ICT in Education in Vietnam Summary report 2nd survey round In this report we share the findings of the second survey round on ICT in education in Vietnam. 26 respondents were asked to assess ten ICT in education dimensions, as well 97 targets and priorities that were identified in a first survey round on their importance in the context of education in Vietnam, on a scale from 1 (Unimportant) to 10 (Very important). The objective of this panel study is twofold: - to achieve a consensus on the priorities for ICT in education in Vietnam; - to prioritize the targets to identify possible areas for collaboration. In this study we use the mean or average of the total response as a measurement for importance of a certain dimension, target or priority. As a measurement for consensus we use the standard deviation (SD) of the total response as this shows how much variation or “dispersion” exists amongst respondents from the average (mean value). ICT in education dimensions For all of these ICT in education dimensions, there is a consensus on the importance amongst the respondents, expect for dimension 8 related to a “National ICT in education vision” (SD >= 2.00). All dimensions are evaluated as important (Mean >= 7.00), of which five (1, 2, 3, 8 and 9) are identified as most important (Mean >= 8.00) (see annex 1). Targets and priorities on ICT in education for 2020 Consensus has been achieved on the importance of 62 items (out of 97) and these items are on average perceived as important (25), most important (32) or even crucial (5) targets or priorities for 2020. In annex 2 we list these items from highest to lowest level of perceived importance. In annex 3 the 35 items on which no consensus has been achieved are listed from lowest consensus to highest consensus. As seen in the related qualitative comments from the respondents, most of these items address more controversial issues on which different opinions exist. In the extended report, we provide an overview of the mean and standard deviation of all 97 identified priorities and targets. For each of the sub-dimensions we give an overview of the qualitative comments that have been collected from the respondents as well as a short descriptive analysis of the findings. Follow-up The 62 items on which consensus has been achieved will be shared during an upcoming ICT in education meeting with the stakeholders in an effort to facilitate and enhance further cooperation. The idea is to discuss how these targets and priorities can be addressed in a shared effort to improve education in Vietnam. For the 35 items on which no consensus has been achieved, the key players that participated in the second survey round will be invited to take part in a third and final survey round to review each of these items, consider the average group response (Mean) and then re-rate the items, taking the information of this report into account; or to specify the reasons for remaining outside the consensus. In this final survey round, all respondents will also be asked to share their vision on the role of ICT in education in Vietnam for the future and to imagine how the education landscape should look like by 2020.

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Annex 1: Assessment of ten ICT in education dimensions ICT in education dimension ICT infrastructure and resources in schools (1) Teaching and learning pedagogies (2) Professional development for teachers/school leaders (3) ICT in the national curriculum (4) Community/partnerships (5) Assessment (6) Evaluation & research (7) National ICT in education vision (8) National ICT in education policies & plans (9) Complementary policies & plans (10)

Mean 8.15 8.81 8.85 7.77 7.50 7.88 7.58 8.31 8.46 7.92

SD 1.85 1.33 1.38 1.48 1.53 1.84 1.94 2.07 1.70 1.88

Annex 2: 62 items on which consensus on the importance has been achieved – ranked from highest to lowest level of perceived importance (Mean values)

Crucial – very important targets and priorities Item Description Mean 2.12. Promotion of self-study and self-improvement skills 9.23 Promotion of critical thinking, research, problem solving and decision making 2.8. 9.19 skills 2.11. Promotion of collaborative learning and teamwork skills 9.12 2.5. Promotion of cooperative learning 9.04 1.6. Wi-Fi internet access in all HE institutions 9.00 Most important targets and priorities Item 1.7. 2.9. 9.5. 2.1. 2.10. 5.15. 9.6. 2.7. 3.4.

Description Learning management system in all HE institutions Promotion of creativity and initiative ICT is integral to overall school development plan Promotion of a learner centered approach with active participation of students Promotion of language skills ICT to monitor educational quality and change in schools Policies and plans developed with involvement of teachers and students Review curriculum to allow more autonomy for teachers and students Training on ICT for active teaching and learning for teachers Comprehensive and cohesive policies and plans that assist all stakeholders in 9.4. implementation Reduced digital divide of ICT opportunities between poor rural schools and 1.13. better-off urban schools Inclusion of teacher professional development in national ICT in education 9.3. policies and plans

SD 1.07 0.98 0.95 1.15 1.17

Mean 8.96 8.96 8.92 8.73 8.62 8.62 8.62 8.58 8.58

SD 1.46 1.15 1.23 1.49 1.24 1.44 1.23 1.30 1.45

8.58

1.33

8.54

1.99

8.54

1.45 2 

 

8.1.

Vision focuses on education and learning National ICT in education policies start from a clear national vision on ICT in 10.1. education Digital resources for teachers and students accessible via an online portal (Open 1.9. Educational Resources – OER) 5.16. Wide application of ICT in the community to bring communities together 3.1. Basic ICT knowledge and skills training for teachers and managers 3.10. Hands-on practice as part of professional development programs 4.6. Promotion of blended learning (online and face to face) Promotion of cooperation (local and international) on ICT in education with the 5.1. participation of the public and private sector and (overseas) development assistance The ICT in education policies complement the national ICT and education 10.2. policies 6.6. Students use multiple media to demonstrate attainment Application of ICT for research and collaborative learning (innovation in 2.15. developing social networks, school wikis, and other platforms) 2.13. Promotion of basic ICT skills and knowledge at lower grades National policy and plan on ICT in education accompanied by a specific financial 9.2. plan 8.5. Vision is holistic, taking in consideration different factors of quality of education Increased participation of all stakeholders in the development of policies and 9.1. plans 2.3. Promotion of experimental learning Promotion of research as a basis for proper policy formulation on ICT in 7.1. education 2.6. Promotion of extra-curricular activities for holistic development 4.5. Promotion of e-learning Building IT skills integrated in national development strategies (e-government 10.3 program, e-citizens, etc.) Important targets and priorities Item 3.3. 6.8. 2.4. 2.14. 4.8. 6.5. 6.7. 3.2. 4.2. 5.4.

Description ICT training for material developers (digital content) ICT applications for teachers for continuous assessment or final testing Promotion of holistic student development Application of ICT in teaching for holistic development of students Development of Open Educational Resources (OER) linked to the curriculum in all subjects Different types of assessment (formative and summative assessment) for different levels of competence ICT applications for students for self regulated achievement assessment Subject-specific ICT training for teachers Application of ICT integrated in other subjects More focus on expanding international markets, diversification of services in ICT to enhance the competitiveness of Vietnamese enterprises

8.46

1.45

8.46

1.21

8.42

1.70

8.42 8.38 8.38 8.38

1.33 1.79 1.55 1.88

8.31

1.44

8.31

1.16

8.27

1.19

8.23

1.18

8.19

1.44

8.19

1.42

8.15

1.95

8.12

1.58

8.08

1.98

8.08

1.60

8.04 8.04

1.43 1.93

8.04

1.76

Mean 7.96 7.96 7.92 7.92

SD 1.71 1.43 1.96 1.62

7.92

1.65

7.92

1.99

7.92 7.88 7.81

1.47 1.24 1.72

7.81

1.79

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7.4. 1.3. 5.13. 2.16. 5.12. 6.9. 4.4. 7.3. 7.5. 7.2. 5.2. 3.9. 1.10. 6.1. 1.2.

Enhanced research and development capacity of ICT in education research institutions Access to a computer/laptop and projector for classroom teaching in all schools Increased accountability of schools towards parents and the community Application of ICT within and outside the school environment Promotion of participation of parents and communities in education (in secondary and primary education) Student peer assessment (facilitated by ICT) Classes for talented ICT students Formative and summative evaluation of ICT in education Involvement of educators in action research, lesson study and/or design based research on ICT in education Monitoring and evaluation of system performance parallel with an ICT in education plan (Planning, Monitoring & Evaluation) Targets for annual private investment for ICT equipment in schools Thematic training package for self-study for teachers defined by MOET (inservice) Availability of a wide range of specific software for specific subjects Integrated portfolio assessment across subject areas Classroom computers in all schools

7.81

1.63

7.77 7.73 7.69

1.66 1.95 1.52

7.69

1.96

7.69 7.62 7.58

1.78 1.88 1.86

7.58

1.84

7.46

1.73

7.42

1.47

7.35

1.90

7.27 7.12 7.04

1.97 1.99 1.51

Annex 3: 35 items on which no consensus on the importance has been achieved – ranked from lowest to highest level of consensus (SD values)

Item 2.17. 1.11. 1.8. 1.1.

Descr. ICT to partly replace teaching staff where there is a shortage All public school books (the curriculum) are offered as e-books In HE institutions students bring their own device (laptop, smartphone, tablet, ...) A computer lab in all schools Local to global learning communities on environment and sustainable 5.10. development issues 8.4. Vision is result and output oriented rather than input oriented 3.13. National ICT in education teacher exam with certification 4.1. Basic ICT knowledge and skills in national curriculum at all levels 8.6. Vision on infrastructure and resources focuses on the most needy schools 5.7. Inter-school cooperation communities 8.3. Vision is in line with the current status of the economy, culture and practices Vision focuses on driving changes in culture, policies and practices mediated by 8.2. ICT Schools have learning communities for teachers per subjects for peer coaching 5.6. and support 3.11. ICT in education guidelines and standards for teachers

Mean 5.96 6.77 6.92 7.62

SD 2.82 2.46 2.43 2.42

6.85

2.40

7.38 6.85 7.58 7.42 7.42 7.31

2.39 2.33 2.30 2.28 2.25 2.24

7.46

2.23

8.00

2.19

8.04

2.18 4 

 

5.8. 5.5. 5.9. 4.3. 3.14. 3.6. 5.3. 5.11. 3.5. 1.5. 3.12. 3.8. 2.2. 3.7. 4.7. 1.4. 6.2. 6.3. 6.4. 1.12. 5.14.  

Online platforms (for example EDU-net) to facilitate a national community of educators Schools have learning communities for students to exchange on learning and related issues Regional and international online learning communities for teachers and students Standardized testing and certification of basic ICT knowledge and skills (for example the International Computer Driving License – ICDL) Learning communities (or communities of practice) for teachers (for example on EDUnet) Management skills training on promotion of active teaching and learning methodologies Departments in educational institutions in charge of cooperation and funding School as an academic resource for the community - either directly or online English language training on ICT in education Open resource centers in all schools with access to i.e. digital camera, scanner, printer, video camera, recorder, video conference system, subject specific software, ... ICT in education in the curriculum for pre-service Self-managed and needs-based study for teachers with support of the school Promotion of multi-sense learning styles Management skills training on promotion of 21st century skills Digitalization of all textbooks Internet access in classrooms in all schools Assessment of holistic development of students Competence based, formative student assessment Assessment in line with a competence based curriculum and activating teaching and learning pedagogies More educational applications in Vietnamese (created by Vietnamese) Involvement of the community in evaluation of educational quality and change

8.19

2.17

8.04

2.16

7.23

2.16

7.38

2.14

8.00

2.14

7.96

2.13

6.65 7.65 7.54

2.12 2.12 2.10

7.73

2.07

7.62 7.69 7.85 8.23 6.77 7.46 7.77 8.31

2.06 2.06 2.05 2.05 2.05 2.04 2.03 2.02

8.31

2.02

7.96 7.88

2.01 2.01

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