STEM education in non-formal learning institutions in ethnic monority and mountainous areas: a look from Ha Giang city’s community learning centre
Authors: Thuy Ha Thi , Thuy – Ha Hoang Dieu 
Published: October 2019

Community Learning Centre (CLC) is an non-formal learning institution working at grassroots level of the society. It derives from the initiative of UNESCO (the United Nations Educational, Scientific and Cultural Organization) launched in 1988, as part of the Education for All Target Program in the Asia-Pacific region. The idea of building a lifelong learning society to promote the economy and appeal to participation of all social groups through education and the role of the CLC as a special autonomous community is the spirit and reason of CLCs’ existence [7]. In Vietnam, As of 2015 there have been more than 11,900 CLCs established in 10,600 communes and wards nationwide [4], working as informal and non-formal educational institutions in the commune level. STEM education has been a new trending method of teaching and learning in the last decades originated from US under the demands of educating and training new labour generations with expertise in practical knowledge and skills. STEM education can be in forms of formal and informal learning, in schools and in lifelong learning institutions. STEM education has been imported to Southeast Asian countries including Vietnam in the last recent years and become a trending word in educational discourse. In Vietnam, STEM education has been piloted in a few public schools of big cities of designed in international schools and private institutions of the nation. Yet it is a luxury educational product and strange in remote areas of Vietnam where most people are poor and live under disadvantaged conditions. While, CLCs as part of continuing educational institutions of the country have exited in all provinces, but struggling with the crisis of operation. In this context, there has been a model of CLC choosing STEM education as its main operating component and working with mostly children in informal ways such as supporting STEM clubs in local schools, running mobile STEM in villages and connecting STEM experts with local teachers. This is a groundbreaking pilot model in the ethnic and mountainous context, with close link between science - education - research and private sector participation with local government budget and government-led activities: Ha Giang City’s Community Learning Centre (HCLC) in Vietnam. It can probably be considered as a good example for other places to learn. The STEM education program of the HCLC is designed with the purpose of promoting formal and informal STEM education for ethnic minority students within the city. The three main aspects for changes after operating this STEM element are (1) improvement of learning environments and accessing to hands-on learning materials for children through a formal and informal science-integrated education system; (2) teachers’ and education managers’ professional development, and the enhancement of their provision of teaching learning material and through capacity building programs; And (3) opportunity of accessing better quality education for community, especially poor and ethnic minority children within remote suburbs of the city through free of charge enrollment for the community STEM program. In line with the content of the workshop, the following analysis focuses on the third aspec the STEM program that has been contributing to the improvement of better quality education for poor ethnic minority children in the 3 rural communes of Ha Giang city. This presentation will also provide some suggestions to the operation of STEM integrated education in CLCs or other community-based learning institutions in ethnic minority areas.