In this video, preschool teachers and leaders share their changes in their daily work two years after joining the BaMi programme. It is clear that this programme has been more than helpful and will keep on helping teachers and school leaders.
Although Vietnam’s enrolment rates for early childhood education (ECE) are high, the country is facing challenges to provide quality preschool education. There is a lack of well-being and engagement among young children. This is particularly true for the provinces Kon Tum, Quang Nam, and Quang Ngai in Central Vietnam, where there are big concentrations of people from poor backgrounds and ethnic minorities. These areas are also prone to natural disasters. That is why VVOB in Vietnam installed the BaMi program.
The goal of the BaMi programme is to improve the quality of learning for all 3- to 5-year-old children in preschools. This can be achieved when preschool teachers in disadvantaged and ethnically diverse neighbourhoods acquire competences to improve the quality of learning. After two years, it is clear that BaMi improved a lot of the teaching competences in Vietnam. In the video, you can see how teachers and school leaders benefit from the BaMi project.
Continue to read below the video.
Cô Bhling Hang, teacher: "Since joining the BaMi programme, I use more open materials such as leaves, gravels, sand, etc. in activities. Pupils are now more involved and comfortable when participating. I also have a better understanding of their psychology and abilities. Finally, the relationships between myself, school leaders, and other colleagues have become closer."
Besides strengthening the capacity of teachers, BaMi also helps school leaders to reflect on how to support teachers to apply these new approaches. School leaders reflect together on teachers' classroom observations and subsequent actions. Developing reflective practice and building shared expertise can help teachers better meet the needs of all children. School leaders play a crucial role in recognizing the professional skills that need to be developed and in supporting collaborative reflective learning.
Cô Lê Na, school leader: "I now recognize the importance of observing children. I have also changed the way I coach teachers. By exchanging and sharing information with teachers, I can help teachers identify the barriers to children's learning. Based on their experiences, I can understand teachers' needs for professional development.”
