South East Asia School Principals Forum (SEASPF)

COUNTRY PAPERS PRESENTATION OF SEASPF

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Vietnam School Leaders Competency Framework

Vietnam School Leaders Competency Framework I. General Education in Vietnam General education in Vietnam consists of primary, lower secondary and upper secondary education. Primary education: is for 5 years from grade 1 to 5. The school age for grade 1 is 6 years old. Lower secondary education: is for 4 years from grade 6 to 9. Students must have completed primary education to enroll in grade 6 and the school age is 11 years old. Upper secondary education is for 3 years from grade 10 to 12. Students must have lower secondary certificates to enroll in grade 10 and the school age is 15 years old. The objectives of general education are to help students fully develop with morality, intellectual, physical and other basic skills; develop their personal capacity, dynamism and creativity to be responsible Vietnamese citizens; prepare for their further study or working life, and take part in national defense and construction. Number of schools during 2000-2010 No Level 2000-2001 2002-2003 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 Primary schools 13,859 14,163 14,518 14,688 14,839 14,939 15,051 15,172 Lower secondary schools 8,930 9,593 10,081 10,275 10,401 10,485 10,576 10,680 Upper secondary schools 1,903 2,055 2,224 2,268 2,355 2,476 2,487 2,561 Source: MOET, Vietnam To develop the educational system, there are two strategic goals that Vietnam will strive to achieve: Objective 1: Enrolment scale and structure of the educational system must be practically developed to ensure human resources for the industrialization and modernization of the country and provide life long learning opportunities for its people. - By 2020, 99% of children of elementary school and lower secondary school age will go to schools. Special attention is given to ethnic children of school age. Inclusive education is implemented at...

seaspf Comments 24 Apr 2011 Hits:740

THE PHONIC APPROACH TO THE TEACHING OF READING IN GOVERNMENT PRIMARY SCHOOLS IN BRUNEI DARUSSALAM

THE PHONIC APPROACH TO THE TEACHING OF READING IN GOVERNMENT PRIMARY SCHOOLS IN BRUNEI DARUSSALAM Sutinah Binti Haji Muhd Ali Education Officer Department of Schools (Primary Section) 1. Introduction The phonic approach was introduced in the teaching of reading and writing in 2009. This is a new literacy programme for Pre School, Year 1 and Year 2. The programme is implemented in all government primary schools. A consultant, Dr Laura Huxford from the Oxford University is employed by the Ministry of Education to create this reading programme. Other departments from the Ministry of Education collaborate with the consultant. The 2009 cohort began with Pre School and Year 1 in which the programme consists of two components; the oral language development and phonics (reading and writing). In 2010, the programme is continued to Year 2. 2. Rationale 2.1 Based on the National Study of Student Competencies in Mathematics and English (NSSCME) carried out in 2008 found out that approximately 76% of students in Year 4 and 44% of students in Year 6 have not learnt basic literacy skills. 2.2 The SPN 21 (The National Education System, 21st Century) in Year 1 requires learning the core subjects in English medium. This puts a heavy emphasis on oral language in English Pre-school. 2.3 One of the literacy programme policy outlined that all primary pupils should excel in reading, writing and arithmetic by Year 3. 2.4 The English task force set up by MoE in 2003 found out that the low students’ achievement in...

seaspf Comments 24 Apr 2011 Hits:1606

The Brunei National Education System for the 21st Century (SPN21)

The Brunei National Education System for the 21st Century (SPN21) - A Synopsis - Awg Ibrahim Bin Haji Abd Rahman Acting Director of School Department of Schools Ministry of Education Brunei Darussalam Introduction The Sistem Pendidikan Negara Abad 21 or SPN21 is a new system of education for Brunei Darussalam which aims at preparing Brunei students to face and survive the challenges of the globalised world of the 21st century. One of the strategies of the System is to equip the students concerned with the skills and knowledge considered useful and necessary in order to render them to be able to compete successfully, at local and international fronts, during the years ahead. All these are to be achieved while they, at the same time, remaining loyal and committed to the country as responsible citizens who will contribute meaningfully to the future socio-economic progress and well-being of the community and the world at large. Formulated within the context of the Melayu-Islam-Beraja (MIB – Malay-Islamic-Monarchy) philosophy, and introduced since 2009, SPN21 is slated to come into full implementation in 2012 covering all levels of our schooling system. SPN21 in a Nutshell Education in Brunei Darussalam has undergone through several facets in its development over the years. However, formal, modern education only began in earnest in 1912. Since then, many progresses had been made in the field of education, in terms of policy formulation, structure, curricula, assessment and quantification as well as professional development, i.e. in keeping with the prevailing socio-economic condition and the changing needs of...

seaspf Comments 24 Apr 2011 Hits:2030

SHIFTING THE PRINCIPAL’S ROLE TO FACILITATING TEACHERS’ EMPOWERMENT

SHIFTING THE PRINCIPAL’S ROLE TO FACILITATING TEACHERS’ EMPOWERMENT Presenter’s names: Mr. Khamtanh Xaymana and Ms. Chansanga Valakone Presenter’s Address: Post Box 4348, Vientiane, Lao P.D.R. Conference of South East Asia School Principals Forum (SEASPF) 25-28 January 2011 1. Abstract This paper will share the need of “SHIFTING THE PRINCIPAL’S ROLE TO FACILITATING TEACHERS’ EMPOWERMENT.” An argument for the change is offered by reviewing and expanding the knowledge base of empowerment to allow teachers to be effective leaders. 2. Words of Wisdom The successful principal’s focus must firmly be on motivating and developing the capacity of their teaching staff members to use their strengths to support the school’s goal rather than controlling and maintaining structures and systems. 3. Rationale Traditionally, in Lao PDR, the principal plays an important role, in being at the top of the pyramid, with principal leadership looked upon as being authoritarian which has evolved into a type of leadership described as manipulative, and controlling. Teachers only teach and are not significantly involved in the decisions that affect the nature of their work. There are many teachers who have a great potential and capacity to be a leader, but have no opportunity to implement their knowledge into practice. The importance of teacher empowerment in key educational areas cannot be underestimated. A belief by teachers that their knowledge of teaching and that of every student they teach should be considered a valuable factor in decision-making that can connect them to their...

seaspf Comments 24 Apr 2011 Hits:1387

School Reading Programme in SM Sayyidina Umar Al-Khattab, Lumapas, Brunei Darussalam

School Reading Programme in SM Sayyidina Umar Al-Khattab, Lumapas, Brunei Darussalam Aida Azalina bte Haji Mohd Alias & Kaippilly Kochuvarkey Titus Sekolah Menengah Sayyidina Umar Al-Khattab 1. Introduction Our reading programme is called THE SCHOOL READING PROGRAMME. It is currently ‘The Best Practice’ of our school. The on-going English Reading Programme is a daily affair which ensures the active participation of every student in our school, the whole-hearted involvement of the entire school community, led by Form Teachers and Assistant Form Teachers, with an easy and tangible assessment system to evaluate the level of reading proficiency acquired by our students. 2. Rationale 2.1 The low achievement of our students in their PMB and GCE O’ Level Examinations made us reflect on the possible causes. 2.2 The SPN 21 (The National Education System, 21st Century) wanted every school to come out with innovative projects to cater to the needs of their respective student community. This made us think of various projects that could be taken up on a continuous basis to ensure sustainability and bring out tangible academic results. 2.3 As a school, it is our goal to ensure that the staff and students in our school have a common activity which ensures the direct involvement and participation of everyone at school so that through it, together we form a community. 2.4 We felt that the focus on the students’ ability to read would give them increased confidence in their academic pursuit. 2.5 We understand that the much wanted oral communication skill can be achieved if...

seaspf Comments 24 Apr 2011 Hits:1122

PRINCIPAL LEADERSHIP BEYOND BASIC

[rokdownload menuitem="46" downloaditem="31" direct_download="false"]linked text[/rokdownload] PRINCIPAL LEADERSHIP BEYOND BASIC..... 3rd Conference of South East Asia School Principals Forum By: FERNANDO C. JAVIER. Principal Lagro High School, Quezon City Philippines Successful delivery of educational process depends on the quality of school leadership. Effective, efficient, creative, and innovative programs are critical factors to develop students to become life-long learners. It is a challenging task of the principal to innovate, initiate and implement projects and strategies appropriate and encompassing to the needs of the students. Balanced approaches must cater to the diversity of the learners focusing on the multiple intelligences, learning styles and not to forget the learners who may not have the chance to enrol in formal schooling. BACKGROUND A Glimpse about Philippines and Quezon City: The Philippines has a land area of 300,076 sq. km with a population of 88,706, 300 and Quezon City is the Philippines’ largest city in terms of population. With a land area of 166.2 sq. km, Quezon City has a population of 2,173,831 and with a median age of 24 years. The Philippine literacy rate is 94.9% and Quezon City has 98% literacy rate. The literacy rate in the country however, about 2.4 million adults still remain as illiterate mostly in the rural areas. The Division of City Schools Quezon City has 97 elementary schools, with 5,467 classroom teachers and 46 secondary schools with 4,000 secondary school teachers. and 401, 756 pupils and students. About Lagro High School. . . In 1979,...

seaspf Comments 24 Apr 2011 Hits:492

Experience On Educating The Students With The Possitive, Active On The Study

EXPERIENCE ON EDUCATING THE STUDENTS WITH THE POSSITIVE, ACTIVE ON THE STUDY Tran Thi Le Thanh - Nguyen Thi Minh Hue Vietnam Abstract Vietnamese Education has exerted oneself to renovate and been determined to renovate basically, all-sided and stronger for integrating into the world education. So educating the students become a strong, healthy and profession men for the society is very important that require the experience not only from a school, but also from a country and a territory and all the world. This topic is pointing to three experiences at the school in Vietnam : + The first experience: It is the experience for overcoming the existing or weak points of the school. + The second experience : changing the central point in the class from passive study “teacher reads and students write, teacher gives the lectures and students listen to” to the way of active and positive learning: “teacher states the problem, orient, suggestion; the students promote the active and positive and creative on receiving and discovering the problem”. + The third experience : the combination between the school and the representative board of the students’ parents for training the life-skill for students. Keywords: Education, Training, Experience Introduction On the conscious side, on my point the first concern of a principal is not expecting to the change of the education policy suitable more to the present situation of the country, of a local or each zone, but the important as the regular question...

seaspf Comments 08 May 2011 Hits:269