Challenges to Rural Poverty Reduction in Viet Nam - Oxfam Blogs

More documents

Recommendations

Info

Participatory poverty monitoring in rural communities in Viet Nam 102 6. IMPROVING ACCESS TO EDUCATION Education to improve the quality of human resources is vital to sustainable rural poverty reduction in the future. This section presents people’s feedback on the quality of education, based on quantitative survey through the “citizen report card” methodology, in combination with qualitative information through group discussions and in-depth interviews with representatives of schools and students’ parents at the monitoring points in late 2011. 6.1. Level of Access Distance to and time spent at school It is easier for students to go to school. Schools and transport has improved in the last five years. At commune centres there are nurseries, primary schools, and secondary schools. All are well built and some reach national standards. There are nurseries and primary schools in all remote areas, so travel times are often less than fifteen minutes. Most lower secondary schools are located at commune centres, so travel times are slightly higher, at around 30 minutes. In some remote areas secondary school students may travel for an hour. Upper secondary schools are in district centres or commune cluster centres. In communes near district centres or commune cluster centres, or in low lying areas, travelling times are between 30 and 60 minutes. For remote areas, the distance to school is between 15-30 kilometres (such as Thuan Hoa - Ha Giang, Ban Lien - Lao Cai, Luong Minh - Nghe An, Xy - Quang Tri, Phuoc Thanh - Ninh Thuan), and it takes half a day to walk to school, or 1-2 hours by motorbike. Such distances are an important reason for low attendance at upper secondary schools in remote and mountainous communes. Semi-boarding education In pre-school, the percentage of semi-boarding students is high at all monitoring points: between 90 and 95% (except in Phuoc Dai - Ninh Thuan and Phuoc Thanh - Ninh Thuan). Typically parents provide lunches for students. Semi-boarding is popular in remote mountainous communes (Thuan Hoa - Ha Giang, Ban Lien - Lao Cai, Luong Minh - Nghe An, Phuoc Dai - Ninh Thuan and Phuoc Thanh - Ninh Thuan), especially for secondary students who have to travel to district centres (about 26% of upper secondary students are semi-boarding students at all ten monitoring points; 80 -100% at Thuan Hoa - Ha Giang and Luong Minh - Nghe An). Many schools now have new, well built semi-boarding rooms, reducing costs for students who would otherwise have to rent local accommodation, or whose parents would have to repair old semi-boarding facilities. In mountainous ethnic minority areas semi-boarding has reduced the number of students quitting school, and increased attendance rates to over 95%. In specially disadvantaged mountainous ethnic minority areas, the state provides support to semi-boarding students at primary and secondary schools (Decision 85/2010/QD - TTg). Some provinces have their own additional support policies (Box 6.1) and some schools have mobilized community and philanthropic resources to improve student’s living conditions.
Five-year Synthesis Report Part 2: Challenges to Rural Poverty Reduction in Viet Nam BOX 6.1. Ha Giang’s additional support to semi-boarding students Ha Giang is a northern mountainous province with strong deployment of the semiboarding education model. Ha Giang has its own support policies which are better than the national policies. 103 In December 2010, the Prime Minister issued Decision 85/2010/QD - TTg to support students in ethnic minorities’ semi-boarding schools in specially disadvantaged areas, with the meal allowance equalling to 40% of the minimum salary, and housing support equal to 10% of the minimum salary, provided for no more than nine months per student. In July 2011, Ha Giang People’s Council issued a Resolution 22/2011/NQ-HDND on supporting semi-boarding students not supported under Decision 85/2010/QD- TTg. Accordingly, Ha Giang province supports semi-boarding students from ethnic minorities and disadvantaged areas: • Supporting upper secondary students from ethnic minorities, from disadvantaged and specially disadvantaged areas who are semi-boarding at public schools, with meal allowance equal to 20% of the minimum wage and the accommodation allowance of 10% of the minimum wage. • Supporting primary students and lower secondary students from ethnic minorities, from disadvantaged and specially disadvantaged areas who are semiboarding at public schools, with meal allowance equal to 20% of the minimum wage. The Resolution also provides support for staff managing semi-boarding students (30% of the minimum wage) and staff supporting semi-boarding students (100% of the minimum wage). Out of school children. The proportion of primary school age children out of school is low (Table 6.1). All children attend first grade. The ratio of “out of school” 29 boys to girls is equal at most monitoring points. In some cases more boys are out of school. The percentage of out of school children at the lower secondary education age is high, and even increasing at upper secondary education age at some monitoring points. Most children who quit do so after leaving primary school, or between lower secondary and upper secondary level. In disadvantaged mountainous ethnic minority areas, only 20-30% of students stay on until upper secondary school (Ban Lien - Lao Cai, Luong Minh - Nghe An, Phuoc Dai - Ninh Thuan and Phuoc Thanh - Ninh Thuan). In some areas attendance rates are low, particularly during floods, local festivals and harvests. Some children also support their parents on the family farm, or by taking care of younger siblings. 29 “Out of school children” are children who have never gone to school or have quit school. The education sector only collects statistic of children quitting schools in the middle of education (compare the number of entries and exits) so the number of “out of school children” here may be higher than that of the education sector.
Page 3:
PARTICIPATORY POVERTY MONITORING IN
Page 7:
PREFACE 1 7 In early 2007, Viet Nam
Page 10 and 11:
ABBREVIATIONS AND TERMS 10 ActionAi
Page 12 and 13:
12 EXECUTIVE SUMMARY The last five
Page 14 and 15:
14 and improve monitoring and evalu
Page 16 and 17:
16 TABLE 1. The monitoring points C
Page 18 and 19:
18 transparency, and accountability
Page 20 and 21:
20 TABLE 2. Characteristics of the
Page 23:
Part 1 Poverty Trends and Key Theme
Page 26 and 27:
Participatory poverty monitoring in
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53: Participatory poverty monitoring in
Page 61: Part 2 Challenges to Rural Poverty
Page 123: Part 3 Toward Sustainable Rural Pov
Page 128: Participatory poverty monitoring in
show all

Challenges to Rural Poverty Reduction in Viet Nam - Oxfam Blogs

Create successful ePaper yourself

Delete template?

Save as template?