Education policy is a dynamic process featuring social development trends. The world countries have focused their education program on empowering the learners for future life and work. This paper aims to assess the higher education curriculum based on a survey of 280 students, employers, alumni, and lecturers in both social sciences and natural sciences in Ho Chi Minh City, Vietnam. The fuzzy decisionmaking method, namely the Fuzzy Extent Analysis Method (F-EAM), was applied to measure the relative weight of each parameter. Seven factors under the curriculum development have been put in the ranking. Input with emphasis on foreign language was the highest priority in curriculum development, given the expected demand of the labor market. Objective and learning outcome and teaching activities ranked second and third, respectively. The traditional triangle of teaching content, methodology, and evaluation and assessment are still proven their roles, but certain modifications have been defined in the advanced curriculum. Teaching facilities had the least weight among the seven dimensions of curriculum development. The findings are helpful for education managers to efficiently allocate scarce resources to reform the curriculum to bridge the undergraduate quality gap between labor supply and demand, meeting the dynamic trends of social development.
The care and protection of children are vital because children are the future of the country. Their health links to the development of adult human capital and the national economy. Informal maternal education is the major driver of child health but has never been formalized. This paper investigates the effects of maternal health knowledge on child health using a survey of 200 households in Ho Chi Minh City, Vietnam. The theory of household production has been applied to create a child health model. Anthropometric indicators of weight-for-age and height-for-age are set as the proxies for child health. The models are regressed separately for the weight-for-age and height-for-age Z-scores of children under five. The research results showed that the number of years of maternal schooling does have a positive impact on child anthropometric outcomes but its effects are crowded out by maternal health gained from the mother’s access to health information through pubic media and genetic inheritance, but these are inferior to environmental factors such as housing, sanitation, and health knowledge. The findings confirm that Vietnam can improve the status of child care and protection can be improved even under the constraints of limited access to maternal formal education).
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