Equality in Online Education during COVID-19. Challenging the Educational Needs of Ethnic Minority Students in Vietnam
| Autor | Nguyen Duc Huu, Le Van Tan, Phan Thi Luyen |
| Cargo | Specialization: Sociology and Social Work. He is a lecturer at the Faculty of Social Work, Vietnam Trade Union University. E-mail: huund@dhcd.edu.vn. / Specialization: Indigenous Culture. He is an associate professor at the Vietnam Trade Union University. E-mail: tanlv@dhcd.edu.vn. / Specialization: Sociology and Law. She is a lecturer at Hanoi... |
| Páginas | 31-51 |
Equality in Online Education during COVID-19 ... (p. 31 - 51) 31
HUU, N. D; TAN, L. V; LUVEN, P. T.
Equality in Online Education during COVID-19: Challenging the
Educational Needs of Ethnic Minority Students i n Vietna m
.
The Law, State and Telecommunications
Review
, v. 14, no. 1, p. 31-51, May 2022.
Equality in Online Education during COVID-
19: Challenging the Educational Needs of Ethnic
Minority Students in Vietnam
Submitted
: 28 September 2021
Nguyen Duc Huu*
https://orcid.org/0000-0002-8862-2685
Le Van Tan**
https://orcid.org/0000-0003-3438-6899
Phan Thi Luyen***
https://orcid.org/0000-0003-1465-5000
DOI: https://doi.org/10.26512/lstr.v14i1.40032
Revised
: 18 October 2021
Accepted
: 25 October 2021
Article submitted to peer blind rev iew
Licensed under a Creative Common s Attribution 4.0 International
Abstract
[Purpose]
This study analyzes the inequalities of ethnic minority children to adapt to online
education. This is also a challenge to the whole education system in Vietnam before the
4th COVID-19 outbreak is considered to have a serious impact on the economy and society
of Vietnam.
[Methodology/A pproach/Design]
A case study is conducted in a cross-sectional form
with 50 high school students and 10 teachers of the boarding ethnic minority school in Nam
Pu district, Dien Bien province of Vietna m. Questions were conducte d for students,
teachers, an d school administrators.
[Findings]
The lack of WiFi catchers such as laptops, tablets, and smart phones along with
poor infrastructure are the main factor s affecting the effectiveness of online learning.
[Practical Im plications]
Equality in education is the sustainab le development goal
adopted by the United Nations in 2015. Geographical differences and economic conditions
are factors t hat directly impact the effectiveness of stude nts' online learning in the context
of COVID-19 19. The Government of Vietnam should have an effective financial policy
to provi de connectivity for poor stu dents, reducing the gap in access to ge neral education
services for online classes that are ethnic minorities.
Keywords
: Equality. Online Education. COVID-19. Stude nts. Vietnam.
*
Specialization: Sociology and Social Work. He is a lecturer at the Faculty of Social Work,
Vietnam Trade Union University. E-mail: huund@dhcd.edu.vn.
**
Specialization: Indigenous Culture. He is an a ssociate professor at the Viet nam Trade
Union University. E-mail: tanlv@dhcd.edu .vn.
***
Specialization: Sociol ogy and Law. She is a lecturer at Han oi Law University. E- mail:
phanluyen@hlu.edu.vn .
32
Equality in Online Education during COVID-19 (p. 31 - 51)
HUU, N. D; TAN, L. V; LUVEN, P. T.
Equality in Online Education during CO VID-19: Challeng ing the
Educational Needs of Ethnic Minority Students i n Vietna m
.
The Law, State and Telecommunications
Review
, v. 14, no. 1, p. 31-51, May 2022.
INTRODUCTION
Vietnam has 54 ethnic groups, of which Kinh ethnic groups account for the
majority with 85. 3% (82,085,729 people), while the remaining 53 ethnic
minorities have a rate of 14.7% (14,123,255 people). The right to education is one
of the most important human rights, in recent years, through policies, the Party
and the State have supported and invested especially in the cause of education and
training in ethnic minority areas. (Emilia Goland et al., 2012; X. N.C.M. Nguyen
& Nguyen, 2019). This is expressed in the Constitution and a series of legal
documents, such as the Law on Universal Primary Education, the Law on
Protection, Care and Education of Children, the Law on Vocational Education,
the Law on Education, and the Law on Higher Education. Many mechanisms and
policies on prioritizing investment, education development, and training of ethnic
minority areas are promulgated by the State, such as policy groups on educational
contents and programs; policy groups to develop networks and scale of
specialized schools in ethnic minority areas; g roup of investment policies and
support on ed ucational development facilities in ethnic minority areas;
(DeJaeghere et al., 2015; Giacchino-Baker, 2007) policy group for teach ers,
education managers working in specialized schools, in areas with particularly
difficult socio-economic conditions; priority policy group for learners who are
ethnic minorities . In addition to the central policies, local governmen ts of
provinces with ethnic minority students have also issued separate support policies
from local budgets.
Ethnic minorities often reside in uplands, and borders, belonging to traffic
communes difficult du e to the large slope, in the rainy season most of these
localities are isolated from the surrounding area; lack of infrastructure and health
services does not meet the health care needs of the people. (T. Nguyen et al.,
2017). The special characteristics of this group are slow economic development,
low per capita income, high poverty rate, people's awareness is still limited, and
the ability to integrate and apply science and technology to production has not
been effective. In addition, due to the small population, scientific knowledge is
still limited. It is common for people to come from the same background, so they
also create child marriage and inbreeding, lead ing to many students with
disabilities, an d slow cognition . has had a significant impact on improving the
quality of human resources of ethnic minority people. (Reviews & 2000, 2020)
Intending to create conditions for the development of quantity and the quality
of education for students, the Government of Vietnam has policies to prioritize
enrollment and learning support for children , students, and students of ethnic
minorities. Implementing the above policies, school and class facilities in villages
and villages with ethnic minority students h ave been in vested and b uilt; The
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