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Title: CoP Inspiring Teaching Innovations in the early Education System in Vietnam (CITIES 3)

Location: Da Nang city

Timing: 2021 - 2022

Sector: Early Childhood Education

Focus:  Teacher Professional Development (TPD); Communities of Practice (CoP)

Challenges

City-living has an impact on children’s development which differs from growing up in a rural setting: the social fabric is often less tight, (traffic) safety impacts time allocations and social contact, public services in densely populated areas deal with capacity issues, and the challenge of establishing healthy living conditions are quite different. The fast urbanisation of Da Nang creates specific social challenges and barriers to children’s learning.

Expected outcomes

The below outcomes are expected:

  • Preschool teachers, school leaders, Department of Education and Training (DOET)/ Bureau of Education and Training (BOET) officials in Da Nang have strengthened competences to address urban barriers to learning and the negative effects of school closures by developing innovative teaching and learning approaches inspired by arts and a city’s identity.
  • Preschool teachers, school leaders, DOET/BOET officials in Da Nang have an in-depth understanding of the CoP approach and strengthened competences in CoP facilitation and institutionalisation into the school based TPD (Teacher Professional Development) system respectively
  • Ministry of Education and Training (MOET) officials and DOET/BOET from urbanised regions have an in-depth understanding of the CoP approach and know-how on its institutionalisation into the TPD system

Approach

CITIES 1 and 2 focused on developing an awareness and reducing existing barriers to teaching and learning in urban environments, using art-inspired innovative teaching practices and bringing in the city's resources into the classroom. Teachers and school leaders have also been the CoP approach.

In CITIES phase 3 the intervention will gather evidence on the changes that were institutionalised in the schools’ operations. Evidence will be gathered by harvesting the experiences of the teachers and school leaders after completing this school year. These insights will be leveraged to deepen the competences of teachers to turn urban barriers into teaching and learning opportunities.

The project will bring the successes and experiences together into a theoretical framework of using arts in preschools, and a policy paper on the communities of practice approach as an effective part of the -based TPD. The theoretical framework aims to share the experiences, inspire, and stimulate reflection not only among Vietnam’s actors but also to reach the global learning community. The policy paper will offer a solution contextualised to urbanised preschool settings existing in Vietnam.

Together, we can reduce the negative impact of city barriers to learning, so cities can be a great place for children to grow up and develop to their full potential.

Partner

  • Da Nang Department of Education and Training