Evaluation of the Structure and Impact of Life Skills Education Activities for Students in Ethnic Minority Semi-Boarding Primary Schools in Vietnam
Keywords:
life skills; life skills education; semi-boarding ethnic primary schools; organization; studentsAbstract
Life skills education (LSE) has been introduced in semi-boarding ethnic primary schools in Vietnam; however, concerns remain regarding both LSE’s organizational implementation and practical effectiveness. This study evaluates the organizational structure—including program design, delivery mechanisms, and institutional support—and the effectiveness of LSE programs in these schools, referring to actual outcomes and perceived benefits. Specifically, the study answers the research questions of how LSE is currently organized and delivered in semi-boarding ethnic primary schools and to what extent do stakeholders perceive it as effective, and what barriers hinder its success. The research involved 1,768 participants from 26 semi-boarding ethnic primary schools in Dien Bien province, Vietnam, including 45 administrators, 375 teachers, 300 parents, and 300 students. Using mixed-method surveys, the study explored current implementation practices, perceived barriers, and proposed solutions for enhancing LSE. The quantitative findings show that 72.8% of students rated LSE sessions as “useful” or “very useful”, yet only 38.4% of teachers reported receiving formal training in life skills instruction. While LSE is broadly supported by stakeholders, interest levels vary and practical engagement remains limited. Although many students found LSE activities to be clearly structured and valuable, overall institutional commitment and awareness among staff and parents remain low. The study concludes that more consistent program delivery, better resource allocation, and increased inter-stakeholder collaboration are necessary to enhance LSE outcomes. These findings offer both empirical insights and policy implications, especially for educational reforms targeting ethnic minority and rural school contexts.
https://doi.org/10.26803/ijlter.24.7.45
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