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PRIMARY EDUCATION FOR DISADVANTAGED CHILDREN A PEDC Project Intervention A PEDC Project Intervention TEACHING ASSISTANTS in Vietnam Working towards EFA and MDG

Teaching Assistants PEDC

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Teaching Assistants program-Vietnam

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Page 1: Teaching Assistants PEDC

PRIMARY EDUCATION FOR DISADVANTAGED CHILDREN

A PEDC Project InterventionA PEDC Project Intervention

TEACHING ASSISTANTS

in VietnamWorking towards EFA and MDG

Page 2: Teaching Assistants PEDC

PEDC - Objectives

To increase access to primary school and to improve the

quality of education for disadvantaged children

Page 3: Teaching Assistants PEDC

Situation of Ethnic Minority Children

Children not knowing enough Vietnamese language for it to be their language for learning

Some may not have access to pre-school programs – not ready for primary school

More likely to be living in less accessible areas – less access to books and other reading materials

Many likely to be living in poverty (lack of good nutrition, increased health problems) which affect learning potential

Page 4: Teaching Assistants PEDC

This can lead to: reduced access and

enrollment increased repetition and drop

out low achievement incompletion of full primary

cycle fewer graduates from primary

school early drop out from lower

secondary school, particularly girls

Page 5: Teaching Assistants PEDC

Strategies to improve the situation (PEDC)

Recruit Teaching Assistants Establish School Readiness programs Introduce Vietnamese Language Strengthening in

all subjects for primary grades 1-3 Increase training for teachers and managers Provide direct support to families through Campus

Support Fund Ensure PTA is effective

Page 6: Teaching Assistants PEDC

Teaching Assistants

Recruited from local ethnic minority community – can speak ethnic minority language and Vietnamese.

Provides language and cultural bridge between school and family

Supports children before entry into primary school, during transition and for the first three grades.

Page 7: Teaching Assistants PEDC

Teaching Assistants - Duties

Establish and facilitate school readiness classes

Make and use teaching and learning aids

Visit families and encourage children to go to school regularly

Monitor progress of individual children

Page 8: Teaching Assistants PEDC

During the pilot phase 1800 TAs were recruited in 12 provinces.

In 2008 5,020 more TAs were recruited in 33 provinces.

The total number of TAs in May 2009 is 7,020

Recruitment and scale up

Page 9: Teaching Assistants PEDC

TA Scale up 2008

Page 10: Teaching Assistants PEDC

School Readiness Some children have no access to pre-school

education School Readiness not only prepares children for

entering primary school but supports them through the transition from pre-school to grade 1, through the collaboration of the Teaching Assistant and grade 1 teacher

Page 11: Teaching Assistants PEDC

Longitudinal study on Teaching Assistants and School Readiness

The mid-study findings report (April 2009) corroborated earlier positive results of the PEDC initiative of recruiting local bilingual Teaching Assistants (TAs)

General Result : TAs help organize and implement School Readiness (SR) classes so that more children have access to school; parents are encouraged to enroll them for grade 1 and that they regularly attend school and achieve better

Page 12: Teaching Assistants PEDC

Findings on effectiveness of TAs’ activities

Vietnamese knowledge of Grade 1 students with TAs is better than that of Grade 1 students without TAs, specifically :

Classes with TAs Classes without TAs

- Students can communicate in Vietnamese with teachers, friends and strangers, they are not shy.- Students can greet and respond to strangers’ greeting.- Students understand and give correct answers to basic Vietnamese questions. - Students tell about housework of their families- Students are confident when speaking Vietnamese

- Students are scared when strangers come to class; they are shy of communicating in Vietnamese.- Students often look at or observe strangers.- When students are asked, they sit quietly, say nothing or laugh-In the class, students follow sample action: spelling following teachers, reading following sample sentences...- Students listen to teachers attentively but find it difficult to answer teachers’ questions.

Page 13: Teaching Assistants PEDC

Findings – word types

- Most of students after attending SR class can use Vietnamese words to express their ideas

- there is a big gap in use of Vietnamese word types between ethnic minority students in satellites with SR program and without SR program (see chart below);

- Students can understand and remember Vietnamese nouns best – these words are used in daily life

0,00%

20,00%

40,00%

60,00%

80,00%

100,00%

120,00%

TN chØ BP c¬ thÓ TN chØ ®å vËt TN chØ mµu s¾c TN chØ H.®éng

§ · häc CBTV

Ch a häc CBTV

Page 14: Teaching Assistants PEDC

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

NB h×nh khèi NB ch÷ sè,SL, dÊu > ;<

Lµm tÝnhcéng, trõ

§ · häc CBTV

Ch a häc CBTV

Findings – Mathematics Mathematics knowledge:- Mathematics learning results of students supported by TA are better

than those who are not supported by TA

With TA

- Students could identify shapes such as circle, square, triangle, number and quantity, symbols >,<,=, and Mathematics problem solving skill is good

- Students have good calculation skills

Reason: Students know Vietnamese language and are supported by TAs so they can understand mathematics better

Page 15: Teaching Assistants PEDC

Findings – Attitudes and Behaviour With Teaching Assistants

• Students go to school on time, paying close attention to the teacher. They know how to get teacher’s permission if they want to go out, they sit in the right place and keep their desk neat.

• Students know how to wash their face, comb hair or keep personal hygiene. TAs help them to maintain personal hygiene.

• Many students prepare the lesson before attending class, do homework and revise previous lessons at home in the evening.

Page 16: Teaching Assistants PEDC

General Comments1. Noticeable successes : a) Students: Improved use of Vietnamese vocabulary, learning achievements ,

communication and social skills; More regular attendance, less repetition and drop out.

b/ For Teachers and School managers: less pressure at the start of the school year.

c) Parents and communities more supportive of the school.

2. Difficulties which need solving :- TA’s Vietnamese language competence - Allowance is low - No policy or national guidelines for the use of TAs to support ethnic minority

students and those with barriers to their learning.- If TAs, especially those having good qualifications (Grade 12; ) try to

upgrade to a teaching qualification there is no job security when graduated.

Page 17: Teaching Assistants PEDC

Improving :

• access

• enrollment

• regular attendance

• achievement

Teaching Assistants and School Readiness

Page 18: Teaching Assistants PEDC

Teaching Assistant collects students from their homes

Page 19: Teaching Assistants PEDC

The good shepherd….. 12 students can walk to school safely

Page 20: Teaching Assistants PEDC

Students arrive at school, safely and on time

Page 21: Teaching Assistants PEDC

Students receive support in Vietnamese and in their mother tongue

Page 22: Teaching Assistants PEDC

Parents feel secure that their children will get home safely – and are more willing to send them to school

Page 23: Teaching Assistants PEDC

RESULT: The Teaching Assistant ensures that students have access to school, no matter where they live, are enrolled at the correct age and are supported daily to ensure regular attendance and good achievement

Page 24: Teaching Assistants PEDC

Budget Commitment

• At present rates of allowances (520,000 VNDpm from May2009) +travel stipend of 70,000 VND pm) the Gov. would have to commit:

2,531,100, USD per annum With costs of Grade 1 teachers allowance for

School Readiness, SR materials and training costs and social security payments The Gov. should commit approx. 4 million USD to this intervention

Page 25: Teaching Assistants PEDC

The impact would be felt by at least 110,000 studentseach year. By 2015 (EFA and MDG reporting) 770,000students would be achieving better and more likely tocomplete the primary cycle and better able to achieve inlower secondary due to this intervention.Cost approx. = 20USD per student

IMPACT

Page 26: Teaching Assistants PEDC

For 7020 TAs for one year (in USD)

TA allowance 1,819,584

TA travel 30,888

Grade 1 Teachers allowance 390,400

Classroom materials 93,750

Student materials 120,000

Page 27: Teaching Assistants PEDC

Policy Implications

- Need to develop policy or national guidelines for the use of TAs to support ethnic minority students and those with barriers to their learning. Provinces can then access funds such as ENTP.

- Provide security of employment opportunities if TAs graduate as teachers and are willing to teach in their own communities.