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Participatory poverty monitoring in rural communities in Viet Nam 104 TABLE 6.1. Percent of out of school children, 2007 - 2011 (%) Commune 6-10 years of age 11-14 years of age 15-20 years of age 2007 2011 2007 2011 2007 2011 Thuan Hoa 3 7 4 4 25 30 Ban Lien 3 3 6 9 72 83 Thanh Xuong 0 0 0 0 42 22 Luong Minh 3 0 23 16 70 76 Duc Huong 12 0 0 0 28 16 Xy 34 4 13 13 71 63 Cu Hue 11 0 11 17 60 59 Phuoc Dai 14 7 11 35 39 65 Phuoc Thanh 19 27 28 26 58 73 Thuan Hoa 0 0 30 13 72 79 Average 12 5 13 15 54 59 Source: Households interviews Household interviews revealed four main reasons for non-attendance: “lack of money”, “doesn’t like schooling”, “not doing well at school” and “staying at home to help parents”. Other factors include: children are more interested in games, households have too many children, parents are illiterate or ignorant, children want to earn money, children accompany parents to work away from home (especially Kh’mer children), working with parents on the farm, marrying early, are shy because they start school late (mostly girls from ethnic minorities) or are from disadvantaged families. In some ethnic minority mountainous areas, more boys go to school, especially lower secondary level upward, because girls stay at home to do the housework. In some matriarchal communities such as the Ede and Raglai some men still think it is the responsibility of the mother to educate the children. 6.2. People’s feedback on educational service Facilities School facilities have significantly improved over the past five years thanks to investment from projects and programs, such as Programme 135 - phase 2, Programme 30a and the Programme to improve school buildings 30 . In the 2010/11 school year some schools received funds to build semi-boarding dormitories according to Decision 85/QD-TTg (Thuan Hoa - Ha Giang, Ban Lien - Lao Cai). More than 80% of respondents at the monitoring points considered schools facilities “good” or “relatively good”. However, school facilities in ethnic minority mountainous communes are still limited. Many primary and secondary schools do not have offices, health care rooms, libraries, semi-boarding rooms, separate latrines for girls and boys, or teaching aids such as computers, projectors, and laboratory equipment. Some schools in remote areas still have bamboo walls, earth floors, and temporary tables and chairs. 30 According to Decision 20/2008/QD-TTg dated 1 February 2008 of the Prime Minister.
Five-year Synthesis Report Part 2: Challenges to Rural Poverty Reduction in Viet Nam Curriculum 105 Parents and teachers are responding to the policy to lower school workload 31 . According to this policy, teachers are in charge of allocating the amount and content of lessons (within the confines of the curriculum) according to the level of student comprehension. In ethnic minority mountainous communes, students are spending more time studying maths and languages at the expense of other subjects such as arts and crafts. The majority of respondents (64%) think that the curriculum and content of education is “proper” (although it’s difficult for the parents to evaluate this and many said they didn’t understand the issue). Teaching methodology and teachers’ expertise and behaviour Most parents are positive about the teachers. Table 6.2 shows that parents value the quality of teachers’ interaction with students. Although ratings were high for teaching methodologies and subject matter understanding, most parents have little knowledge of these areas. In specially disadvantaged communes, such as Luong Minh - Nghe An, Phuoc Dai - Ninh Thuan and Phuoc Thanh - Ninh Thuan, more than 50% of respondent replied “don’t know” when asked about the teachers’ teaching methodologies and subject matter understanding. TABLE 6.2. Parents’ feedback on teachers, 2011 Commune The ratio of “good” or “relatively good” (%) Teaching methodology Subject matter understanding Behaviour toward students Thuan Hoa 86 87 95 Ban Lien 81 80 100 Thanh Xuong 85 86 100 Luong Minh 26 22 74 Duc Huong 93 90 100 Xy 92 92 94 Cu Hue 93 95 95 Phuoc Dai 47 48 85 Phuoc Thanh 36 36 94 Thuan Hoa 96 96 97 Average 74 73 94 SOURCE: Households interviews There have been improvements in teaching methodologies, but less so in mountainous areas. In low lying areas dominated by the Kinh people, teachers have been partially applying “active learning” and “student-centred” methods, such as ‘streaming’ students according to their understanding of different subjects, using projectors, and increased group work. According to teachers in ethnic minority mountainous communes there has been some progress in the application of new teaching methods, but generally 31 According to instruction 3398/CT-BGDDT dated August 12, 2011 and Document 5842/BGDDT-VP dated September 01, 2011 of Ministry of Education and Training.
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PARTICIPATORY POVERTY MONITORING IN
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PREFACE 1 7 In early 2007, Viet Nam
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ABBREVIATIONS AND TERMS 10 ActionAi
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12 EXECUTIVE SUMMARY The last five
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14 and improve monitoring and evalu
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16 TABLE 1. The monitoring points C
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18 transparency, and accountability
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20 TABLE 2. Characteristics of the
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Part 1 Poverty Trends and Key Theme
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Participatory poverty monitoring in
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