THE CONTEXT OF COMMUNITY LEARNING SOCIETY MODEL IN CON DAO SPECIAL ZONE, HO CHI MINH CITY
Main Article Content
Abstract
This study evaluates the quality of the community learning society model implemented in Con Dao Special Zone, Ho Chi Minh City, using a descriptive and diagnostic approach. It examines five key components drawn from both national and international frameworks: (1) infrastructure and facilities, (2) staff capacity, (3) learning program content and methods, (4) community participation, and (5) social outcomes. Data from a structured questionnaire distributed to 241 residents reveal positive reception of the model but highlight a gap between public awareness and active participation. Practical and flexible formats, such as project-based learning and enterprise-family models, prove particularly effective. The study recommends enhanced communication, diversified learning delivery, recognition of informal learning outcomes, and enhanced staff training to strengthen the model. These findings provide a robust foundation for refining educational policy and adapting community learning models in Vietnam’s geographically isolated regions.
Keywords
community learning, community learning center, lifelong learning, learning society, special zone
Article Details
References
Darling, L. F., Erickson, G., & Clarke, A. (Eds.). (2007). Collective improvisation in a teacher education community (Vol. 4). Springer Science & Business Media.
Field, J. (2000). Lifelong learning and the new educational order. Trentham Books.
Mai, T. P., Ho, H. T., & Nguyen, T. H. (2023). Sự cần thiết của việc xây dựng Khung năng lực số cho học viên người lớn ở trung tâm học tập cộng đồng [The need to develop a digital competency framework for adult learners in community learning centers]. Vietnam Journal of Educational Sciences, 19(11), 31-36. https://doi.org/10.15625/2615-8957/12311105
McDonald, J., & Cater-Steel, A. (Eds.). (2016). Communities of practice: Facilitating social learning in higher education. Springer.
Ministry of Education and Training (2008). Decision No. 09/2008/QD-BGDDT of the Ministry of Education and Training: Promulgating the Regulations on organization and operation of community learning centers in communes, wards and towns. Vietnam Government Publisher.
Nguyen, D. M. (2019). Trung tâm học tập cộng đồng trong xây dựng xã hội học tập [Community learning centers in building a learning society]. Vietnam Journal of Educational Sciences, 18(6), 6-11.
Nguyen, M. T. (2019). Phát huy vai trò của trung tâm học tập cộng đồng trong việc xây dựng xã hội học tập và xây dựng nông thôn mới [Promoting the role of community learning centers in building a learning society and new rural areas]. Vietnam Journal of Education, 486(1), 1-6.
Nguyen, M. T. (2021). Phát triển nội dung, tài liệu học tập ở trung tâm học tập cộng đồng đáp ứng nhu cầu học tập suốt đời của người dân trong bối cảnh hiện nay [Developing content and learning materials at community learning centers to meet people's lifelong learning needs in the current context]. Vietnam Journal of Education, 512(2), 48-53.
Schuller, T., & Watson, D. (2009). Learning through life. Niace.
Snyder, W. M., & Wenger, E. (2010). Our world as a learning system: A communities-of-practice approach. Social learning systems and communities of practice, 107-124.
Stoszkowski, J., & Collins, D. (2014). Communities of practice, social learning and networks: Exploiting the social side of coach development. Sport, education and society, 19(6), 773-788.
UNESCO (2017). Education for Sustainable Development Goals. United Nations Educational, Scientific and Cultural Organization. https://stairwaytosdg.eu/images/UNESCO_Education_for_Sustainable_Development_Goals_ENG.pdf