How to Fulfil Vietnam’s Higher Education Accreditation Strategic Plan 2017–2020

Vietnam’s higher education accreditation has been officially implemented for over ten years under the central management of the Ministry of Education and Training. Recently, the Minister of Education and Training has approved the accreditation strategic plan for Vietnam’s higher education from 2017 to 2020. One of the ambitious goals of this plan is to accredit all universities and 10 percent of higher education programmes by the end of 2020. This paper first presents a brief overview of Vietnam’s higher education accreditation system. It then outlines the main points of the higher education accreditation strategic plan 2017–2020, followed by an analysis of the advantages and disadvantages for the implementation of this plan. The paper concludes with several recommendations to fulfil this ambitious accreditation plan. The recommendations are for all levels of Vietnam’s higher education accreditation system: macro level (government), meso level (accrediting agencies), and micro level (higher education institutions).

Digital Literacies in Middle Years Classrooms: Teachers’ Perspectives and Self-reported Practices

There is strong support for further research into the teaching and learning of digital literacies in Australian classrooms when considered alongside reported decreases in children’s literacy skills against international benchmarks and recent changes in curriculum policy documents. This article investigates everyday classroom practice, sharing the perspectives of a community of five teachers from one school on the affordances and challenges of integrating digital technologies into their Year 5 and Year 6 writing programs. Semi-structured interviews and professional-learning team discussions were recorded and analyzed using Green’s 3D model of literacy to gain insight into teacher attitudes and practices. Findings suggested that classroom practice within the school community is heavily influenced by teacher attitudes, knowledge, and skills, which in turn significantly influence the resources, experiences, and opportunities provided to students. The outcomes of this small study suggest that further, larger-scale research is needed to investigate teacher perceptions and practices when integrating digital technologies and new literacies as a whole into middle years classrooms. Such research will provide policy makers, school leaders, and educators with greater insights that will assist in the selection of appropriate resources and professional development required to fully support teaching and learning.

Characteristics of a Successful University Student

Many university students never graduate. Others may earn their diploma yet they cannot be labeled successful graduates. They are not able to seize the opportunities offered by their university education or prepare for an entry into the labor market. Who can be considered a successful student? How do such students behave and what do they do? The survey conducted herein looked for answers to these questions. The goal of the survey was to define and categorize the most important characteristics of successful students. The research was conducted among 972 students of five faculties at a university in the Czech Republic. The respondents perceived a successful student in a similar way regardless of which facility they attended, their gender or their level of study program. The main features of a successful university student include motivation, intelligence, industriousness, proactivity, fulfilling the school tasks, good grades and out-of-school activities.