Searching for education for sustainable development in Vietnam

Abstract

This article discusses how the purpose of Education for Sustainable Development (ESD) is reflected within the perception of teachers and educational stakeholders in Vietnam and whether a difference exists between the two respondent groups’ perspectives. Biesta’s three functions of education, qualification, socialization, and subjectification, are considered to be the theoretical outline for analyzing perceptions of the respondents. The empirical material for this analysis consists of interviews in Vietnam with secondary teachers and educational stakeholders. The perspectives of the two groups regarding the purposes of ESD somewhat overlap: central interests in ESD discourse are to qualify students with knowledge, skills, and competences, and to teach them how to behave in sustainable ways. In other words, qualification and socialization, not subjectification, are major concerns of the respondents. This reflection, to some extent, reveals Vietnam’s sustainable development priorities and the role education should play.

Keywords:

• Education for sustainable development
• ESD perception
• functions of education
• Vietnam

Acknowledgement

I am grateful to Gabriele Schrüfer, Osvaldo Muniz-Solari and Stefan Bengtsson for their thoughtful comments on an earlier draft of this article. I thank Gail Ludwig for help with written English improvement'

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 There is only one textbook system in Vietnam published by the Ministry of Education and Training.

2 Hoàng Ty (17 December 1927) is a prominent Vietnamese applied mathematician. He is considered one of the two founders of mathematics in Vietnam.

3 Nguyễn Du (03.01.1766 – 16.09.1820) is a celebrated Vietnamese poet of Vietnam. He is most known for writing the epic poem “The Tale of Kiều”.

4 When developing a lesson plan, teachers in Vietnam identify three objectives for the lesson, namely, knowledge, skill, and attitude. Thus, upon completion of the lesson, students should have the skill and an understanding of the knowledge and be able to verbalize these in a meaningful way.

5 Resolution No. 29-NQ/TW of 04 November, 2013 on “Fundamental and comprehensive innovation in education, serving industrialisation and modernization in a socialist-oriented market economy during international integration”

Additional information

Notes on contributors

Thao Phuong Nguyen

Thao Phuong Nguyen is a PhD student in the Institute of Didactics in Geography, University of Münster, Germany. She conducts research on teaching geography in Vietnam for Education for Sustainable Development (ESD). She is interested in Geography Education (competence-based learning and teaching, ESD, teaching method) and Climate change (vulnerability, community-based adaptation, climate change education).