| Tóm tắt |
During the last decade, increasing numbers of primary schools in Vietnam have shifted
from operating half-day (HDS) to operating full-day (FDS). As Nguyen and Griffin (2010)
have reported, students from FDS outperformed their peers from HDS. Furthermore, the
existence of two school models, full-day and half-day, may lead to unequal opportunity
for students to learn. Therefore, there is a need for the Ministry of Education and Training
Vietnam to consider shifting all primary schools to full-day schooling. However, the shift
to full-day schooling involves challenges for teachers and schools in terms of pedagogy,
management and resources. The objectives of this paper are to explore the challenges
faced by schools and teachers when shifting from HDS to FDS. A mixed methodology
was employed. As a result of the study, a range of policy recommendations regarding
professional development and school resources for successful implementation of the change
to FDS have been developed. |