Is education for all? The experiences of ethnic minority students and teachers in North-western Vietnam engaging with social entrepreneurship

Karlıdağ-Dennis, Ecem; Hazenberg, Richard; Dinh, Anh-Tuan

doi:10.1016/j.ijedudev.2020.102224

Cited by 21 publications

(10 citation statements)

References 26 publications

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“…Conventional reasons for disparity in economic engagement and service useheard again in many interviews for this projectinclude the geographic remoteness of many ethnic minority communities; lack of knowledge about available programmes or service entitlements among minority groups; and language barriers. These concur with earlier findings on education (Karlidag-Dennis et al, 2020), health (Lapping et al, 2014), and economic development (Baulch et al, 2010). Vietnamese social policies however almost always assume that minorities want and need to or need to integrate into the majority social and livelihood model in order to progress.…”

Section: Discussionsupporting

confidence: 84%

Nobody left behind? Equity and the drivers of stunting reduction in Vietnamese ethnic minority populations

et al. 2021

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Vietnam has successfully reduced population stunting, but ethnic minority groups are being systematically left behind, limiting progress on national reductions. This mixed methods study aims to understand how policy drivers of stunting reduction differ between ethnic majority and minority communities. We used decomposition analysis to explain key determinants of stunting change between 2000 and 2010; and framework analysis to qualitatively assess changes in policy, actors and narratives that have underpinned these over decades. Our analysis shows that stunting reductions are associated with increased household wealth (accounting for 61% of change), improved access to specific health services (16%), and changes in level of maternal education (12%). Despite multiple actors involved in change and a large set of policies designed to address inequities, many among Vietnam’s defined ethnic minority groups are not finding themselves able to effectively engage with central government plans for their communities, and central policies often do not consider their preferences or limitations. This in turn impacts the nutrition of minority groups through the determinants above. Vietnam has achieved the easier portion of stunting reduction through national economic growth and sustained commitment to socially-oriented policy. In order to tackle the remaining pockets of high malnutrition, more attention, thought and funding will need to focus on marginalised ethnic minority communities. The current national development discourse aims to incorporate minorities into mainstream majority systems. This paper argues that policy should rather take into account their particular needs and preferences to address and overcome the identified determinants of malnutrition.

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Section: Discussionsupporting

confidence: 84%

Nobody left behind? Equity and the drivers of stunting reduction in Vietnamese ethnic minority populations

et al. 2021

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“…La tendencia actual en investigación e innovación educativa va dirigida hacia la mejora de la práctica docente para dotarla de estrategias educativas que la lleven a atender a todo tipo de alumnado (González, 2016). Se tiende a una escuela comprensiva para garantizar una enseñanza de calidad a la totalidad del alumnado, que repercuta en el incremento del aprendizaje general y obtenga resultados óptimos en la consecución de los objetivos curriculares (Jiménez-García y Martínez-Ortega, 2017;Karlidag-Dennis et al, 2020). Sin embargo, en colegios situados en zonas desfavorecidas, estos objetivos están aún lejos de ser alcanzados.…”

Section: Introductionunclassified

Las competencias lectoras del alumnado de educación primaria en riesgo de exclusión social: análisis de la producción científica

et al. 2021

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El objetivo de este estudio es analizar la producción científica sobre las competencias lectoras del alumnado de educación primaria en los últimos 30 años. La adquisición de las competencias lectoras es fundamental en educación. Sin embargo, no todo el alumnado llega a adquirirlas. Se examinaron 824 referencias indexadas en Scopus entre los años 1990 y 2020. Los resultados muestran que al principio de los años noventa se publicaron entre 0 (0%) documentos en 1991 y 7 documentos (0,85%) en 1996. A partir del año 2005, se produce una subida exponencial, que sigue una línea ascendente hasta llegar al máximo de 99 documentos (12,01%) publicados en 2019. Se concluye que se tiende a investigar cada vez más sobre las competencias lectoras del alumnado, especialmente a partir del año 2005, y que esta temática es objeto de interés de determinadas revistas, instituciones y autores.

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“…In 2010, Vietnam became a “lower middle-income country,” which meant that non-profit, NGO or civil society organizations had fewer options for receiving international development funding support. These non-public social organizations were now urged to pivot more toward purely market-driven business entities, to enable them to generate income to deal with social and environmental issues (Cung Nguyen, 2012; Karlidag-Dennis et al , 2020). At the same time, however, a number of civil-society, bilateral and multilateral organizations switched to supporting the development of social entrepreneurship, such as United Nations Development Programme (UNDP) SDG Challenge and Youth Co: Lab, British Council (BC), Irish Aid, Lotus Impact, the Center for Social Initiative Promotion (CSIP), the Spark Center for Social Entrepreneurship Development and the Centre for Social Innovation and Entrepreneurship (Pham et al , 2016; Truong and Barraket, 2018; Nguyen et al , 2020).…”

Section: Methodsmentioning

confidence: 99%

“…Although these are positive trends, Vietnam still faces many challenges in improving people’s livelihoods and, social enterprise is widely recognized as an important aspect of the country’s economic development and societal well-being (British Council, 2019). In 2014, for instance, a Social Enterprise Law was enacted (Phan, 2015; Trần, 2016; Truong et al , 2018) that encompassed a code of conduct (Karlidag-Dennis et al , 2020; Nguyen et al , 2020) and that was designed to facilitate social enterprises as a central plank in the National Action Plan for Implementing the 2030 Agenda for Sustainable Development (British Council, 2019).…”

Section: Methodsmentioning

confidence: 99%

Why do some social enterprises flourish in Vietnam? A comparison of human and ecosystem partnerships

Nguyen

Carr

Hodgetts

et al. 2021

SAMPJ

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Purpose Social enterprises can be found across Vietnam. However, little is known about how these organizations contribute to the country’s broader efforts to meet the United Nations Sustainable Development Goals (SDGs). This paper aims to explore whether and to what extent differences in social impacts by social enterprises may be explained by the psychological characteristics of social entrepreneurs and cross-sector “ecosystem” partnerships in training, networking, consultation and funding. Design/methodology/approach A survey of N ≈ 352 Vietnamese social entrepreneurs explored relationships between individual entrepreneurial orientation (EO), social identity, self-construal and personality, with elements of ecosystem partnerships (access to training, networking, consultation and funding) and social impacts over the previous three years (growth/jobs created and people helped, termed efficiency and generosity, respectively). Findings Ecosystem partnerships factored into frequency and quality of partnerships. Frequency predicted social enterprise efficiency (p < 0.05) and quality predicted generosity (p < 0.01). Frequency of partnerships further moderated (boosted) significant links between EO (risk innovation, p < 0.05) and efficiency; and between social identity (communitarianism, p < 0.01) to efficiency; plus, quality of partnerships moderated a link between EO (risk innovation) and efficiency (p < 0.05). Practical implications Ecosystem partnerships may foster social enterprise development through at least two pathways (equifinality), i.e. frequency and quality. The former is linked to efficiency and the latter to generosity, signaling interrelates but distinguishable outcomes. Direct links between EO and communitarian social identity leading to social enterprise development were additionally boosted (p < 0.05) by the frequency and quality of partnerships. Thus, ecosystem partnerships brought about both direct and indirect benefits to social enterprises in Vietnam. Social implications Social impacts of efficiency and generosity support both decent work (SDG-8) and poverty eradication (SDG-1), through ecosystem partnerships in development (SDG-17). Originality/value To the best of the authors’ knowledge, this is the first empirical study to show that social enterprises in Vietnam may enhance social impacts through a combination of effects from social entrepreneurs and ecosystem partnerships. Current models of social enterprises in low-income countries like Vietnam can be expanded to include ecosystem partnerships and social outcomes relating to SDGs 1 and 8, and especially the multiple path benefits that ecosystem partnerships (under SDG-17) bring to social enterprise development.

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Is education for all? The experiences of ethnic minority students and teachers in North-western Vietnam engaging with social entrepreneurship

Cited by 21 publications

References 26 publications

Nobody left behind? Equity and the drivers of stunting reduction in Vietnamese ethnic minority populations

Nobody left behind? Equity and the drivers of stunting reduction in Vietnamese ethnic minority populations

Las competencias lectoras del alumnado de educación primaria en riesgo de exclusión social: análisis de la producción científica

Why do some social enterprises flourish in Vietnam? A comparison of human and ecosystem partnerships

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