Box 9: Establishment of Schools which Meet FSQL National Standards, Viet Nam Schools Achieving National Standards, by Region, Viet Nam
National Red River Delta North East North West North Central South Central Central Highlands South East Mekong River Delta
Total 14,229 2,491 1,834 554 2,336 1,142 978 1,749 3,145
Primary Number 4,029 1,428 550 77 1,133 308 126 97 310
% 28 57 30 14 49 27 13 6 10
Total 9,386 2,260 1,624 544 1,625 663 543 840 1,287
Lower Secondary Number 428 175 56 13 71 78 1 18 16
% 4.6 7.7 3.4 2.4 4.4 11.8 0.2 2.1 1.2
Source: Primary Education Department, MOET.
During the period 2001 to 2005, the MOET issued rules on the certification of primary and lower secondary schools achieving the national standards. Fundamental School Quality Level (FSQL) scores are based on a 100-point scale. The MOET issued rules on the certification of national standard primary schools on two levels:
• Level 1: Necessary conditions for primary schools to provide quality teaching and learning; and
• Level
2: Necessary conditions for primary schools to provide high quality teaching and learning and come closer to regional and international standards.
d. Remaining Challenges and Issues Although 30 provinces and cities have achieved the “correct-age” universal primary education, this achievement needs to be compared with the target of 40 provinces or cities to achieve this objective by 2005. The transition rate into lower secondary school is still low for various reasons, such as low achievement level, difficult economic conditions, and the long distance and duration to travel to schools. Some children with serious disabilities have not been provided with early interventions in order to attend inclusive classes in lower secondary schools. Due to difficulties in geographical conditions, language barriers and slow socio-economic development, some ethnic minority students face a number of learning challenges. At present, most provinces provide inclusive classes for children with disabilities, and thousands of lower secondary teachers have been trained to teach children with disabilities, but there is a need to accelerate the mobilization of children with disabilities so that 70% of children with disabilities will be in schools by 2010.
18.3 Goal Three: Life Skills and Lifelong Learning in Viet Nam 18.3.1 Background and Development of Life Skills and Non-Formal Education in Viet Nam a. Definition of Life Skills and Lifelong Learning “Life skills” is defined as the ability to use knowledge and skills in community relationships and production in income generation.
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