Bilingual education is a gateway to Sustainable Development

The Ministry of Education and Training in Viet Nam has successfully implemented the initiative supported by the United Nations Children’s Fund (UNICEF) that promotes mother tongue-based bilingual education (MTBBE) in Lao Cai, Gia Lai and Tra Vinh provinces since 2008. The findings from the final evaluation showed that MTBBE is relevant for quality and inclusive education in the Viet Nam’s context. As the result, An Giang province is expanding MTBBE namely with Khmer language. This video is showing how a child is experiencing the benefits of the MTBBE in the school and in the family life. The use of mother tongue during first years in school boosts up learning among children from ethnic minority group, allowing them to stay longer in school and to become proficient in the national or international language in the later years. Teachers, children and parents recognize the value of learning in the children’s mother-tongue. The MTBBE programme helps empower ethnic minority children, their family and community to integrate socially and to fulfil their citizenship. Bilingual education is therefore a gateway to Sustainable Development.

Lao Cai bids touching farewell to UNICEF Representative

LAO CAI, Vietnam, 21 February 2014: This week, in the midst of celebrations to mark International Mother Language Day, ethnic minority teachers, parents and children from Lao Cai Province in Northern Viet Nam bid a touching farewell to the outgoing UNICEF Representative, Lotta Sylwander.

“Words are not enough to express our sentiments, and to explain the value of this mother-tongue based education programme” said Mr Nguyen Dac Hoang, Vice Head of Education and Training Board in Sa Pa district, as he praised the UNICEF Representative’s strong support for the programme.

Semi-boarding schools in the remote Vietnamese province of Dien Bien are at the heart of a UNICEF-supported primary education policy for ethnic minority children.

A healthy start in Viet Nam

Ten-year-old Xi, a member of the Vietnamese Mong ethnic minority, wants to be a police officer when she grows up. “I’d like to protect the ethnic minorities, and to be able to spot the drug dealers and stop them,” she says.

Such confidence and social responsibility in someone so young is startling, especially bearing in mind that her home is in one of the most disadvantaged and remote parts of Viet Nam, where making ends meet is the main priority. Her mature attitude also represents an encouraging victory for UNICEF’s new country programme geared towards supporting ethnic minority children as well as disabled and other disadvantaged young people.

Students at Dien Bien’s semiboarding schools take health and hygiene lessons back to their homes.

Bilingual education in Viet Nam

Viet Nam has made overall progress in basic education. Net enrolment rates for primary and second level are 95.5 per cent and 86.2 per cent, respectively (2009 Census). Between 1992 and 2008, primary level completion rates rose from 45.0 per cent to 89.8 per cent.

Despite major achievements in the education sector in Viet Nam, however disparities still remain and education attainment is much lower among several groups, particularly among ethnic minority groups. For ethnic minority children, low enrolment and completion and high drop-out and repetition rates remain a challenge. According to the Government's Multiple Indicator Cluster Survey (MICS, 2011), the primary school completion rate among ethnic minority children is significantly lower than that of Kinh and Hoa children: 79.8 per cent and 103.1 per cent, respectively. There is also inequality between different ethnic minority groups. Figure 1 shows that the primary school net attendance rate among the Mong is as low as 69.6 per cent, while the rate among the Tay is the highest of all, 93.5 per cent, followed by Kinh of 92.6 per cent (Census, 2009).

Find out more details at http://www.unicef.org/vietnam/resources_19823.html

Bilingual education for ethnic minority children in Viet Nam

Vang Thi Thu Ha, 9, participates in the bilingual education pilot 

Vang Thi Thu Ha, a third grader at Ban Pho Primary School in Lao Cai - a poor northern mountainous province of Viet Nam, is articulating the strengths of bilingual education and a more equitable future for the nation’s ethnic minority population.

Boarding schools provide education and security for vulnerable children in Viet Nam

A programme in Viet Nam supports ethnic minority children in their learning.

Giang Thi Me is visiting her family during weekend. Together with 90 other Mong students, she stays in school in weekdays as it’s too far for her to travel from home to school everyday.

DIEN BIEN PROVINCE, Viet Nam – At 6:30 a.m. in this remote, mountainous region of northern Viet Nam, the day has begun at the Tua Thang boarding school. Giang Thi Me, 7, is one of the more than 300 students at the school. She is a member of the Mong ethnic minority. Together with 90 other students, Me stays in the school in weekdays as it’s too far for her to travel from home to school everyday.

Bilingual education offers hope of a better future

Lô Thị Ghenh listens to her teacher at Lao Chai Primary School
UNICEF/2011/Viet Nam/Tattersall

Seven-year-old Lô Thị Ghenh eagerly listens to her teacher at Lao Chai Primary School, in Sa Pa district in northern Vietnam. She is all the more attentive as she is learning in her mother tongue, Mong, as part of a mother tongue-based bilingual education model, supported by UNICEF.

Here, among the cascading rice paddies and misty mountains, 85 per cent of the Mong people live below the poverty line. The quality of education is poor and malnutrition is high. Access to adequate water and sanitation, to health services, and to education are some of the major issues confronting this community.