SDGs and STEM in Vietnam
Task Development in Energy

Assoc. Dr. NGUYEN Chi Thanh
Vice Principal, HOA BINH – LA TROBE school, Hanoi, Vietnam
Visingting professor at Thainguyen University, Taybac University
nchithanh@gmail.com

Outline- The STEM current situation: repport from asurvey conducted by British Council inVietnam- Task development in Energy: An example atschool- Recommendations and suggestions

An situational overview

A hot
subject inVietnam

An situational overview

A survey conducted by British Council (BC) inVietnam(1)Aims of the survey:• Advise on how to integrate STEM education in Vietnam;• Suggest required school changes to implement STEM teaching;• Make recommentdations on how Vietnam should reform itscurriculum;A survey conducted by British Council (BC) inVietnam(2)• Review competencies and capabilities of the teachers needed for
STEM education• Suggest methods of lesson integration• Observations on the schools administration about managing STEM
education

Findings in brief (1)Positive

Negative• Enthusiastic and wellmotivated subject specialistteachers• Some teachers keen toengage students in morehands-on practical activity• Some Principals adopting amore flexible approach totimetabling to give time for
STEM project basedapproaches• Uncertainties about STEM
approach• Anxieties about teachingknowledge in areas of nonspecialism• Concerns about time
management to include
STEM within curriculum
timeFindings in brief (2)Positive

Negative• Creative teachersdeveloping activities for
STEM teaching using low
cost resources• Support for processes ofcurriculum reform fromuniversities• Equipment levels limited inwhen integrating STEM
activity• Teaching spaces will place
limitations of range of
STEM activities that can beundertaken• Increased levels ofpractical work will require
greater attentionImplementation and first results at the school
Hoa Binh – La Trobe, Hanoi
Implmentation 1: slide Nguyen Chi Thanh_1
Implementation 2: slide Nguyen Chi Thanh_1

Some pictures

Suggestions (1)• Send a clear message to School
Principals about the rationale for thecurriculum change• Build a communication strategy for all
Stakeholders• Engage with the 16 School Pilot anduse the Pilot to inform the curriculumreview

Suggestions (2)• Write pedagogic guidance onprocess as well as content into thenew curriculum• Set examination questions to reflect
STEM process as well as subject
knowledge

Suggestions• Encourage and build collaborative links between universities, industry
and schools• Identify appropriate themes – write them into the textbooks as STEM
contexts• Ensure continuity of STEM ideas between school levels• Enhance where possible, equipment and facility issues in schools;

How to change the curriculum and theprocess by which it can be achieved• Undertake Curriculum Review by engaging key stakeholders in the process• Contextualise curriculum content around core STEM subjects• Include processes of science and engineering within the new curriculum• Ensure in new curriculum content on STEM
• Review and revise the curriculum on a regular cycle

Informal Curriculum Relationship• Provide opportunities for teachers in schools to meet and collaborate• Explore contexts and opportunities that can enrich STEM teaching throughlocal and national issues• Facilitate: Visits
 Talks
 Project ideas and support
 Links to local, national and international competition• Work collaboratively for mutual benefit in STEM approaches

Training priorities• Formation of focus groups between stakeholders based on clusters of pilotschools•Build strong collaboration between the University of Education, Groups ofteachers from Pilot schools• Week-long training experience for STEM teachers that will: Support training around STEM pedagogic approaches
 Build collaborative links between teachers engaged in the pilot
programme Allow teachers the direct experience of STEM teaching and learning
processes by assuming the role of their students Develop integrated approaches to STEM topics

Key Suggestions (1)•Engage key stakeholders in pilot programme• Train school leaders in terms of curriculum time managementand delivery• Build teacher confidence through training and experience ofSTEM teaching approaches• Build a core of lesson support material relevant to Vietnam
through training workshops• Share resource development and workloads associated withchange processes

THANKS FOR YOUR ATTENTIONCảm ơn các bạn65, Cam Hoi, Hai Ba Trung, Ha Noi, Viet Nam
www.hoabinhlatrobe.edu.vn