Learning in a child's mother tongue is crucial for enhancing critical thinking, the skills to... more Learning in a child's mother tongue is crucial for enhancing critical thinking, the skills to learn a second language, and literacy skills.
The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a ... more The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a key strategy to enhance children’s development and learning in pre-school education. However, in practice, kindergarten teachers face difficulties in moving from a teacher-centred teaching style towards a child-oriented environment that puts the initiative of learning within children’s own hands. To support young children’s development to its full potential, teachers need to be better equipped with pedagogical skills to create optimal conditions for deep level learning, learning where knowledge is constructed rather than received. In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement. A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
Vietnamese secondary students need to be better prepared and equipped with relevant, transferable... more Vietnamese secondary students need to be better prepared and equipped with relevant, transferable skills for the Vietnamese labour market. Hence, since 2011, the Departments of Education and Training and the Women’s Union offices of Nghe An and Quang Nam province support parents, teachers and school leaders in guiding students on study and career choices. Using a student-centred and gender-sensitive approach, students are encouraged to select career paths based on their interests, abilities, characteristics and on career values. Through the process the students develop the necessary skills to connect their own talents to the world of work.
There are three key elements that contribute to the sustainability and impact of career guidance innovations in Vietnam. Firstly, locally developed innovations towards delivering innovative career guidance in secondary schools in Vietnam are captured through a photo voice project with students and parents. The bridging of the local and the national level, and the ownership and coordination by the provincial Departments of Education and Training and provincial Women’s Unions can be considered a second major factor for sustainability as they are involved in the development and monitoring of context-adapted practices, and as they are sharing their career guidance experiences with the national level. Thirdly, the involvement of the Ministry of Education and Training and the national Women’s Union is key to promoting student-centred and gender-sensitive career guidance nationwide.
After four years of provincial implementation and two years of increased involvement by national policy makers, the programme has successfully popularized the concept of studentcentred career guidance in Vietnam. The programme approach has significantly contributed to a scalable and sustainable impact nationwide.
Moving into a new environment means change and adaptation for children and their families in many... more Moving into a new environment means change and adaptation for children and their families in many aspects. When children transition from kindergarten into primary, they have to form new relationships, take up new roles and responsibilities and adapt to a more organized and intentional learning environment. While these changes generally are in line with child development milestones, each child progresses in its own unique way and responds differently to change. School leaders, teachers and parents can all play a crucial role in facilitating transition from kindergarten to primary and ensure children’s active involvement in learning. They can provide significant support by preparing young children in kindergarten for the coming changes, through accompaniment in the first days in primary grade 1 and by assisting the child until it is fully accommodated to the new learning context.
In this paper, the authors present an approach towards kindergarten to primary transition that is being developed in four provinces in Vietnam. In each province, three significant actors with different roles towards transition are brought together: (1) provincial Departments of Education in charge of school leaders and teachers of kindergartens and primary schools, (2) Teacher Training Institutes training future kindergarten and primary school teachers and (3) the Women’s Union contributing to parents’ participation and involvement in education. Through these provincial partners, school leaders, teachers and parents can be reached to ensure children’s support during this crucial transition. At a national consultation workshop, provincial partners, national experts and practitioners discussed current transition practices in Vietnam and commonly promoted international transition approaches and practices. While kindergarten to primary transition has been debated among academics and policy makers in Vietnam since 1989, this national consultation workshop provided them with new insights on the concept and with a comprehensive way of approaching transition. These insights initiated a visioning on the topic and concrete recommendations on the roles of parents, teachers and school leaders within the local context. They recommended to implement the proposed transition model in Vietnam, emphasizing the link between kindergartens and primary schools and between parents, teachers and school leaders. In the provinces, the three partners have started to put a transition model into practice in order to bridge the existing gap between kindergarten and primary. In this model, tangible and contextualized practices will be developed. The approach seeks to go beyond children’s preparedness. It includes initiatives within primary schools to accommodate a smooth transition and parenting strategies throughout this period. Special attention is being paid to addressing needs of more vulnerable children.
In conclusion, while the transition model needs to be further operationalized. The cooperation among actors involved is an innovative and essential strategy in Vietnam to support children in successful transition. This model needs to be jointly captured to document how parents, teachers and school leaders each can play a crucial role towards children in transition.
The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a ... more The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a key strategy to enhance children’s development and learning in pre-school education. However, in practice, kindergarten teachers face difficulties in moving from a teacher-centred teaching style towards a child-oriented environment that puts the initiative of learning within children’s own hands. To support young children’s development to its full potential, teachers need to be better equipped with pedagogical skills to create optimal conditions for deep level learning, learning where knowledge is constructed rather than received. In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement. A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
Learning in a child's mother tongue is crucial for enhancing critical thinking, the skills to... more Learning in a child's mother tongue is crucial for enhancing critical thinking, the skills to learn a second language, and literacy skills.
The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a ... more The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a key strategy to enhance children’s development and learning in pre-school education. However, in practice, kindergarten teachers face difficulties in moving from a teacher-centred teaching style towards a child-oriented environment that puts the initiative of learning within children’s own hands. To support young children’s development to its full potential, teachers need to be better equipped with pedagogical skills to create optimal conditions for deep level learning, learning where knowledge is constructed rather than received. In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement. A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
Vietnamese secondary students need to be better prepared and equipped with relevant, transferable... more Vietnamese secondary students need to be better prepared and equipped with relevant, transferable skills for the Vietnamese labour market. Hence, since 2011, the Departments of Education and Training and the Women’s Union offices of Nghe An and Quang Nam province support parents, teachers and school leaders in guiding students on study and career choices. Using a student-centred and gender-sensitive approach, students are encouraged to select career paths based on their interests, abilities, characteristics and on career values. Through the process the students develop the necessary skills to connect their own talents to the world of work.
There are three key elements that contribute to the sustainability and impact of career guidance innovations in Vietnam. Firstly, locally developed innovations towards delivering innovative career guidance in secondary schools in Vietnam are captured through a photo voice project with students and parents. The bridging of the local and the national level, and the ownership and coordination by the provincial Departments of Education and Training and provincial Women’s Unions can be considered a second major factor for sustainability as they are involved in the development and monitoring of context-adapted practices, and as they are sharing their career guidance experiences with the national level. Thirdly, the involvement of the Ministry of Education and Training and the national Women’s Union is key to promoting student-centred and gender-sensitive career guidance nationwide.
After four years of provincial implementation and two years of increased involvement by national policy makers, the programme has successfully popularized the concept of studentcentred career guidance in Vietnam. The programme approach has significantly contributed to a scalable and sustainable impact nationwide.
Moving into a new environment means change and adaptation for children and their families in many... more Moving into a new environment means change and adaptation for children and their families in many aspects. When children transition from kindergarten into primary, they have to form new relationships, take up new roles and responsibilities and adapt to a more organized and intentional learning environment. While these changes generally are in line with child development milestones, each child progresses in its own unique way and responds differently to change. School leaders, teachers and parents can all play a crucial role in facilitating transition from kindergarten to primary and ensure children’s active involvement in learning. They can provide significant support by preparing young children in kindergarten for the coming changes, through accompaniment in the first days in primary grade 1 and by assisting the child until it is fully accommodated to the new learning context.
In this paper, the authors present an approach towards kindergarten to primary transition that is being developed in four provinces in Vietnam. In each province, three significant actors with different roles towards transition are brought together: (1) provincial Departments of Education in charge of school leaders and teachers of kindergartens and primary schools, (2) Teacher Training Institutes training future kindergarten and primary school teachers and (3) the Women’s Union contributing to parents’ participation and involvement in education. Through these provincial partners, school leaders, teachers and parents can be reached to ensure children’s support during this crucial transition. At a national consultation workshop, provincial partners, national experts and practitioners discussed current transition practices in Vietnam and commonly promoted international transition approaches and practices. While kindergarten to primary transition has been debated among academics and policy makers in Vietnam since 1989, this national consultation workshop provided them with new insights on the concept and with a comprehensive way of approaching transition. These insights initiated a visioning on the topic and concrete recommendations on the roles of parents, teachers and school leaders within the local context. They recommended to implement the proposed transition model in Vietnam, emphasizing the link between kindergartens and primary schools and between parents, teachers and school leaders. In the provinces, the three partners have started to put a transition model into practice in order to bridge the existing gap between kindergarten and primary. In this model, tangible and contextualized practices will be developed. The approach seeks to go beyond children’s preparedness. It includes initiatives within primary schools to accommodate a smooth transition and parenting strategies throughout this period. Special attention is being paid to addressing needs of more vulnerable children.
In conclusion, while the transition model needs to be further operationalized. The cooperation among actors involved is an innovative and essential strategy in Vietnam to support children in successful transition. This model needs to be jointly captured to document how parents, teachers and school leaders each can play a crucial role towards children in transition.
The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a ... more The Vietnamese Ministry of Education and Training is promoting Active Teaching and Learning as a key strategy to enhance children’s development and learning in pre-school education. However, in practice, kindergarten teachers face difficulties in moving from a teacher-centred teaching style towards a child-oriented environment that puts the initiative of learning within children’s own hands. To support young children’s development to its full potential, teachers need to be better equipped with pedagogical skills to create optimal conditions for deep level learning, learning where knowledge is constructed rather than received. In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement. A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
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Papers by Filip Lenaerts
In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement.
A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
There are three key elements that contribute to the sustainability and impact of career guidance innovations in Vietnam. Firstly, locally developed innovations towards delivering innovative career guidance in secondary schools in Vietnam are captured through a photo voice project with students and parents. The bridging of the local and the national level, and the ownership and coordination by the provincial Departments of Education and Training and provincial Women’s Unions can be considered a second major factor for sustainability as they are involved in the development and monitoring of context-adapted practices, and as they are sharing their career guidance experiences with the national level. Thirdly, the involvement of the Ministry of Education and Training and the national Women’s Union is key to promoting student-centred and gender-sensitive career guidance nationwide.
After four years of provincial implementation and two years of increased involvement by national policy makers, the programme has successfully popularized the concept of studentcentred career guidance in Vietnam. The programme approach has significantly contributed to a scalable and sustainable impact nationwide.
In this paper, the authors present an approach towards kindergarten to primary transition that is being developed in four provinces in Vietnam. In each province, three significant actors with different roles towards transition are brought together: (1) provincial Departments of Education in charge of school leaders and teachers of kindergartens and primary schools, (2) Teacher Training Institutes training future kindergarten and primary school teachers and (3) the Women’s Union contributing to parents’ participation and involvement in education. Through these provincial partners, school leaders, teachers and parents can be reached to ensure children’s support during this crucial transition.
At a national consultation workshop, provincial partners, national experts and practitioners discussed current transition practices in Vietnam and commonly promoted international transition approaches and practices. While kindergarten to primary transition has been debated among academics and policy makers in Vietnam since 1989, this national consultation workshop provided them with new insights on the concept and with a comprehensive way of approaching transition. These insights initiated a visioning on the topic and concrete recommendations on the roles of parents, teachers and school leaders within the local context. They recommended to implement the proposed transition model in Vietnam, emphasizing the link between kindergartens and primary schools and between parents, teachers and school leaders.
In the provinces, the three partners have started to put a transition model into practice in order to bridge the existing gap between kindergarten and primary. In this model, tangible and contextualized practices will be developed. The approach seeks to go beyond children’s preparedness. It includes initiatives within primary schools to accommodate a smooth transition and parenting strategies throughout this period. Special attention is being paid to addressing needs of more vulnerable children.
In conclusion, while the transition model needs to be further operationalized. The cooperation among actors involved is an innovative and essential strategy in Vietnam to support children in successful transition. This model needs to be jointly captured to document how parents, teachers and school leaders each can play a crucial role towards children in transition.
Conference Presentations by Filip Lenaerts
In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement.
A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement.
A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.
There are three key elements that contribute to the sustainability and impact of career guidance innovations in Vietnam. Firstly, locally developed innovations towards delivering innovative career guidance in secondary schools in Vietnam are captured through a photo voice project with students and parents. The bridging of the local and the national level, and the ownership and coordination by the provincial Departments of Education and Training and provincial Women’s Unions can be considered a second major factor for sustainability as they are involved in the development and monitoring of context-adapted practices, and as they are sharing their career guidance experiences with the national level. Thirdly, the involvement of the Ministry of Education and Training and the national Women’s Union is key to promoting student-centred and gender-sensitive career guidance nationwide.
After four years of provincial implementation and two years of increased involvement by national policy makers, the programme has successfully popularized the concept of studentcentred career guidance in Vietnam. The programme approach has significantly contributed to a scalable and sustainable impact nationwide.
In this paper, the authors present an approach towards kindergarten to primary transition that is being developed in four provinces in Vietnam. In each province, three significant actors with different roles towards transition are brought together: (1) provincial Departments of Education in charge of school leaders and teachers of kindergartens and primary schools, (2) Teacher Training Institutes training future kindergarten and primary school teachers and (3) the Women’s Union contributing to parents’ participation and involvement in education. Through these provincial partners, school leaders, teachers and parents can be reached to ensure children’s support during this crucial transition.
At a national consultation workshop, provincial partners, national experts and practitioners discussed current transition practices in Vietnam and commonly promoted international transition approaches and practices. While kindergarten to primary transition has been debated among academics and policy makers in Vietnam since 1989, this national consultation workshop provided them with new insights on the concept and with a comprehensive way of approaching transition. These insights initiated a visioning on the topic and concrete recommendations on the roles of parents, teachers and school leaders within the local context. They recommended to implement the proposed transition model in Vietnam, emphasizing the link between kindergartens and primary schools and between parents, teachers and school leaders.
In the provinces, the three partners have started to put a transition model into practice in order to bridge the existing gap between kindergarten and primary. In this model, tangible and contextualized practices will be developed. The approach seeks to go beyond children’s preparedness. It includes initiatives within primary schools to accommodate a smooth transition and parenting strategies throughout this period. Special attention is being paid to addressing needs of more vulnerable children.
In conclusion, while the transition model needs to be further operationalized. The cooperation among actors involved is an innovative and essential strategy in Vietnam to support children in successful transition. This model needs to be jointly captured to document how parents, teachers and school leaders each can play a crucial role towards children in transition.
In this paper, the authors present an approach of observing the process of learning that can be used by pre-school teachers to facilitate deep level learning. As process indicators of deep level learning, teachers can observe children’s level of involvement and of well-being. Within a process-oriented monitoring system, as opposed to results-oriented monitoring system, teachers don’t depend on what children have or have not learned. They focus on how children experience the conditions offered in the classroom and identify those children that are at risk of learning to take actions that can increase well-being and involvement.
A process-oriented monitoring system was introduced in the Vietnamese education sector. This monitoring system includes ten action points as a source for interventions to adjust the learning environment to the needs of every single child. Following the introduction, the Ministry of Education and Training has set-up an action research to implement and contextualize the approach. The evidence generated through this action research will inform the 2019 curriculum review in what has been appreciated as potentially a major shift towards quality early childhood education in Vietnam.