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

Sheahan’s diary: volunteering with street children

Sheahan with children from the centre for street and vulnerable children
© UNICEF Viet Nam\2012\Nasir

I arrived in Ho Chi Minh City, or more commonly known in Vietnam as Saigon, on July 31st to start my month long internship with Thao Dan Child Center. From their website, I found out as much as I could about them before the initial meeting.

Thao Dan Child Center was established in 1992 by a group of volunteers who wanted to protect and take care of street children in Ho Chi Minh City. They have two centers. The one where I was going to work was a day care center where children would be dropped off by their parents when they went to work and picked up again when going back home. The children are taught basic school subjects like math and English, as well life skills such as money management. They were also given information regarding the danger of HIV/AIDS and the threat of child abuse. The second center, called the “Safehouse”, serves as a day care center, and it also provides housing for up to fourteen orphan boys who have nowhere else to go.

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.