Boarding and Semi-Boarding Schools – A New Opportunity or Limitation for Ethnic Minority Students?

Recently, RTCCD has successfully collected data in 3 provinces of Lao Cai, Kon Tum, and Ninh Thuan, approaching more than 400 students for The Study of the situation of learning, well-being, and development of students at Boarding and Semi-Boarding Schools (BSBS).

The study was conducted by the Research and Training Center for Community Development (RTCCD), with technical support from IDinsight, and funded by UNICEF Vietnam. The study was also supported by the Ministry of Education and Training. It aims to examine the system of Boarding and Semi-Boarding Schools for Ethnic Minorities (BSBS) as a strategy to improve access and quality of education and opportunities for skills training for ethnic minority students in Vietnam, based on the perspective of children’s rights approach.

Strategy for improving the quality of education for ethnic minority students through the system of Boarding and Semi-boarding Schools in Vietnam

Since 1985, the Government has established rural ethnic minority schools for ethnic minority students. These schools aimed to improve access to education in areas with high concentrations of ethnic minorities, with the output being to improve the quality of human resources working in the public sector in ethnic minority areas. The Government considers BSBS an important investment in education for ethnic minority students. It plans to continue expanding this model in areas with high ethnic minority density.

However, our review of the education policies in Vietnam and the implementation of the BSBS shows that the use of the BSBS for ethnic minority children has been a complex issue, with both positive and negative impacts on students and their
communities in Vietnam. 

The Vietnamese government plans to continue expanding the system of BSBS in areas with high ethnic minority density

While some students may benefit from the opportunities and better living conditions in boarding schools, such as improved access to education, nutrition, and upward social mobility, many students may experience mental health issues and cultural erasure as a result. Although the BSBS, as well as their students, faculty and staff, receive priority investments and preferential policies, the literature shows that students’ well-being and learning progress is still hindered due to the following factors:

1. Students may experience a loss of cultural identity and disconnection
   from their families, communities, and traditional ways of life as they are
   separated from their familial environment.
2. Students are at an increased risk of experiencing physical, emotional,
   and sexual abuse, as well as substance abuse due to the absence of
   parental supervision and emotional support, as well as the lack of
   reporting mechanisms in place.
3. Limitations in culturally appropriate learning methodologies and
   curricula can restrict students’ ability to engage and acquire knowledge,
   and negatively impact their sense of identity and belonging.
4. Inadequate teacher training in providing specialized instruction may
   further exacerbate this issue.
5. Inadequate physical infrastructure may undermine students’ living
   conditions, leading to potential negative effects on their physical and
   mental health, as well as their overall safety.

With the recognized problems in implementing the current BSBS and in the Government’s pathway to continue expanding BSBS for ethnic minorities, we need more scientific evidence and updates on the effectiveness and obstacles of this model and its impact on the learning outcomes and happiness of students and theỉ community.

The Study on the situation of learning, well-being, and development of students at Boarding and Semi-Boarding Schools (BSBS) in 3 provinces, Lao Cai, Kon Tum, and Ninh Thuan, to collect detailed information from all parties and stakeholders, including ethnic minority students, parents, communities, school administrators, and policymakers, based on a child rights approach.

The data collection process in Ninh Thuan, Kon Tum, and Lao Cai

The data collection process lasted from August 28 to September 15, 2023, at 18 BSBS in 3 provinces: Ninh Thuan, Kon Tum, and Lao Cai. After receiving research ethics approval from the University of Public Health, the research team contacted and sent an official dispatch to the Departments of Education and Training of the three provinces for permission, then conducted the sampling of schools and students.

The field team began research in Ninh Thuan on August 28, 2023, at Thuan Bac Secondary Boarding School for Ethnic Minorities. For each BSBS, the research supervisor worked with school leaders to obtain a list of respondents, including students and their parents. Then, four enumerators conducted face-to-face interviews with 24 students; each student was interviewed for about 20-30 minutes. Depending on the student parent’s living and travel conditions, the team conducted a face-to-face interview and called them.

During data collection, supervisors closely monitored all enumerators to ensure that they followed the right procedures in the training and that all questions were asked accurately. Supervisors, researchers, and data managers would conduct random daily cross-checking of collected data (including survey files, audio recordings, and interview notes).

The field team also provided daily progress updates and reported anomalies or problems for discussion when needed. Weekly and written field reports for each province will be sent to the entire research team after the data collection period.

The fied team approached and interviewed the students

The quantitative survey team conducted the survey independently of the qualitative team, approaching and interviewing selected subjects, specifically more than 400 students, nearly 180 parents, DOET leaders and officers, school headmasters and teachers.

The data collection ended on September 15, 2023, at Khanh Yen Thuong Secondary Boarding School for Ethnic Minorities in Lao Cai province. Then, the team continued to contact maintaining parents and dropout students via phone calls. The official data collection process ends on September 30, 2023, with the number of samples meeting the set target.

The research results are expected to be announced and sent to stakeholders in December 2023. The study will provide policy recommendations to support the Education Strategy 2022-2026 of UNICEF and the Government of Vietnam in developing comprehensive, rights-based education policies and practices for ethnic minorities based on ensuring cultural sensitivity, supporting improving the quality of education, and creating better learning conditions for ethnic minority children.