大规模的质量：推进越南的幼儿教育和护理体系（英）

© 2025 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington DC 20433 Telephone: 202-473-1000 Internet:www.worldbank.org This work is a product of the staff of The World Bank with external contributions. The findings,interpretations, and conclusionsexpressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or thegovernments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does notassume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use oforfailure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, links/footnotes and other information shown in this work do not imply any judgment on the part of The World Bank concerning thelegal status ofany territory or the endorsement or acceptance of such boundaries. The citation of works authored by othersdoes not mean the World Bank endorses the views expressed by those authors or the content of their works. Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunitiesof The World Bank, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of its knowledge, this workmay be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World BankGroup,1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. TABLE OF CONTENTS Scope note: Why this report focuses on quality?...................................................................................viiiTerminology note......................................................................................................................................xiOverview.......................................................................................................................................1Viet Nam’s ECEC progress in access, equity, and quality foundations.......................................................1National ECEC reform priorities and objectives through 2030..................................................................4Key quality challenges for Viet Nam’s ECEC system...................................................................................8Key recommendations.............................................................................................................................10Driver A. Producing More High-QualityEarlyChildhoodEducation andCare Teachers....................18Introduction: Building a Skilled and Equitable Workforce.......................................................................18Key Workforce Challenges........................................................................................................................19Challenge 1. National Teacher Shortage and Uneven Distribution..........................................................19Challenge 2. A Constrained Production Pipeline......................................................................................22Challenge 3. Uneven Quality and Coherence of Initial Teacher Education (ITE)......................................23Challenge 4. Inequitable Distribution and Representation in the ECEC Workforce.................................27Driver B. Strengthening Working Conditions to Motivate and Retain High-Quality Teachers...........32Introduction: Building a Supportive and Sustainable Profession.............................................................32Key Support and Growth Challenges.......................................................................................................33Challenge 1. Heavy Workloads and Limited Time....................................................................................33Challenge 2. Generic In-Service Training Disconnected from Teacher Needs..........................................35Challenge 3. Frequent but Superficial Professional-Support Options.....................................................39Challenge 4. Limited career structures and promotion incentives that prioritize seniority....................42Driver C. Enriching Classroom Practices and Child-Centered Pedagogy...........................................49Introduction: Translating Curriculum Policy into Classroom Practice......................................................49Progress Since Curriculum Reform...........................................................................................................50Challenge 1. Planning Remains Procedural Rather than Focused on Enriching Classrooms.......