This paper is based on my dissertation (Nguyen, 2019) which was supported by Edith Cowan University, Australia. I would like to express my sincere thanks to my supervisors, Dr. Jeremy Pagram and Dr. Alistair Campbell for their great guidance and support.
Existing scholarship on transnational advocacy can give the impression that low- and middle-income country (“Southern”) nongovernmental organizations (NGOs) require high-income country (“Northern”) NGO partners to effectively engage actors outside their own state. However, Vietnamese NGOs (VNGOs) have had significant success in their efforts to change the policies and practices of bilateral and multilateral actors toward Vietnam without significant Northern NGO partnership. This article asks how VNGOs have achieved such influence and whether their advocacy effectiveness is likely to be mirrored elsewhere. Drawing on a novel case study of VNGOs in the HIV/AIDS sector, it finds that expertise, credibility, and high organizational capacity have allowed VNGOs to successfully adopt Northern NGOs’ insider lobbying strategies and implement them independently. While the development of VNGO capacity has been accelerated by the unusual legal environment in Vietnam, we predict that as Southern NGO capacity increases elsewhere, reliance on Northern partners will decrease.
This research aims to shed light on the technology adoption process and its drivers in the Vietnamese educational system. Research data was collected with an online questionnaire from more than 600 teachers in primary schools, secondary schools, high schools, colleges, and universities in Vietnam in 2020. Based on a holistic literature review, we develop a model of two extrinsic factors (global needs and school-infrastructure), and two intrinsic factors (teachers' technological literacy and their beliefs), which are correlated with the teachers' technological adoption. We measure the dependent variable by asking the teachers' ability and their efficacy to implement technology in teaching according to a Likert scale. With the support of SPSS_22 and STATA_2015, we find that over 70% of changes in technology adoption are explained by the changes in four independent variables and three control variables related to age, gender, and teachinglevel of the teachers. Furthermore, these independent variables are significantly and positively associated with two dependent variables. However, a significant difference in technology integration ability can be seen among teachers' gender, age, and school-level. Specifically, male teachers seem to adopt technology at schools than female teachers better, and university teachers have the lowest level of technology adoption compared to other school-level teachers.
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