Develop the ethnic minority primary school teaching staff in the Northwest to meet the requirements of educational & training innovation

The matter of ethnic minority human resources development in general, and educational human resources to teach them in particular was a special concern of Vietnam’s Party and State: “The

INTRODUCTION

1 Reasons for choosing this topic

Vietnam is a multiracial country with 53 ethnic minorities They mainly live in far and wild places, borders and etc Where have many difficulties in socio-economic development The matter of ethnic minority human resources development in general, and educational human resources to teach them in particular was a special concern of Vietnam’s Party and State: “The issue of developing Education & Training, improving quality of ethnic minority human resources which includes expanding teaching and learning minority languages; rising the quantity and quality of the group of ethnic minority teachers”; “ Developing the group of teacher and management officers is the key phase to meet the demands of education & training innovation.”

The Northwest is the hardest region with the most population of ethnic minorities, so its pupils are mainly in minority groups One of the factors limiting its educational development is the language difference in teaching and learning At home and public places, the pupils communicate in their own mother-tongues, so they need a teacher who can use those languages, understand their culture and customs to help them integrate in the educational environment without language gaps At last, the teacher can help pupils learn Vietnamese and widen their knowledge quickly and favorably

Ethnic minority elementary teaching staff in the Northwest region has risen quickly in recent years To develop the education, the teaching staff has contributed

to generalize elementary education completely, making opportunities for ethnic minority children and bringing them educational equality They, however, has also many insufficiencies in their abilities and teaching skills The cause of the shortcomings is due to ethnic characteristics, regional and historical-culture, economy, the chances of having information and educational enviroment,

Primary education is first state of the overall education , which is the basis to form the initial, comprehensive development of the human personalities and set a solid foundation for the next level of education The elementary teaching staff in general and the ethnic minority one in particular are the key factors for the quality

of elementary education Thus, it is necessary to train and foster a local teaching staff with qualified teaching abilities and knowledge that are suitable for each region, each race and meet the demands of education innovation Besides, it is also important to make a good working environment and treatment, as well as to use these teachers in such a way that let them to be pleased with their employment, and

be wedded to “planting people” career in their hometown

For those reasons, the author selects the subject of “Develop the ethnic minority primary school teaching staff in the Northwest to meet the requirements of educational & training innovation” as the topic of this thesis

2 Research purposes

The purposes of this research paper is to study argument basis by the way approaching the work of developing human resources and the group of ethnic

minority elementary teacher development, by that creating reasons to propose a number of possible solutions on developing the group of ethnic minority elementary teachers in the North-West region in order to meet the demand of education and training innovation

3 Research object and subject

5 The range of the study

- The management subject: Developing the group of ethnic minority elementary

teachers in the North-West region concerns various management subjects, in this thesis the main management class is Education & Training Service

- The range of the study: Studying argument basis in developing the group of

ethnic minority elementary teachers by the way approaching human resources development; surveying, evaluating the real situation of the group of ethnic minority elementary teachers during the latest 3-5 years (focusing on races of Mường, Mông, Tày, Thái which have a predominant population in the provinces of Northwest region); Proposing solutions on developing the group of ethnic minority elementary teachers in the North-West region which can be applied after 2015

6 The task of the study

(1) Studying argument basis in developing the group of ethnic minority elementary teachers in the background of education innovation; (2) Evaluating the real situation of the teachers, developing the group of ethnic minority elementary teachers in the North-West region; (3) Proposing possible solutions on developing the group of ethnic minority elementary teachers in the North-West region to meet the demand of education innovation; (4) Surveying, exploring the necessity, the realization of the proposed solutions; and examining a number of contents of the two solutions proposed by the thesis

7 Methodology and research method

7.1 Methodology

7.1.1 The system approaching: developing the group of ethnic minority

elementary teachers is a system including various factors which have organic and mutual relationship with each other between factors concerning developing group

of teachers; between elementary schools in the North-West region and of the whole elementary education system

7.1.2 The human resource development approaching: applying the approaching

method for the human resources development to study solutions in developing the group of ethnic minority elementary teachers in the North-West region with the purpose of improving the quality of them suitable to local characteristic, meeting the demand of education innovation

7.1.3 The standardizing approaching: developing the group of ethnic minority

elementary teachers in the North-West region must base on the regulations of the education laws and career standards in elementary teacher of Education & training ministry; and well meeting the demand of education innovation

7.1.4 The ability approaching: the group of ethnic minority elementary teachers

must have full of professional ability The ability to approach on ethnic minority elementary teachers means pointing out necessary needs and criterion, especially teaching potential, teaching potential in special schools/classes meeting the demand

of education innovation

7.1.5 The multicultural approaching: taking advantages of culture of ethnic

minorities in developing the group of ethnic minority elementary teachers will help the group of ethnic minority elementary teachers to improve their professional ability better and attribute enriching Vietnamese traditional culture

7.1.6 The practical approaching: the agreement with specific characteristics of

the North-West region as well as particular features of the group of ethnic minority elementary teachers (of regions, areas and races) in every province in the North-West region; and the demand of education & training innovation

7.2 Research methods

7.2.1 Theoretical research methods: analyzing, summarizing, organizing,

generalizing in researching material resources in order to construct argument basis

of the thesis

7.2.2 Group of practical researching methods

- Experience summarizing method: summarizing experiences from real exercise

in developing the group of ethnic minority elementary teachers of Education & Training Services, Education & Training Bureau and elementary schools through yearly reports; concerning materials on books, internet etc

- Questionnaire surveying method: questionnaire surveying on the real situation

of the group of ethnic minority elementary teachers, real situation in developing the group of ethnic minority elementary teachers in the North-West region; questionnaire surveying on the necessity and the realization of the solutions

- Interview method: interviewing management officers and ethnic minority

elementary teachers in elementary school about the real situation in developing the

group of ethnic minority elementary teachers in the North-West region, gathering the results to be the basis for proposing solutions

- Observing method: directly observing class-hours of ethnic minority

elementary teachers; teaching activities in school; material facilities, teaching equipment of schools

- Educational products of schools researching method: researching on teaching

plans, lesson plans, documents, self-improving plans etc of ethnic minority elementary teachers

- Typical researching method: carrying on typical researching in three

elementary schools/ 4 districts in difficult and even especially difficult area of Lao Cai province

- Professional method: asking for opinions of experts in educational

management and pedagogy; administrators of Education & Training Services, Education & Training Bureau, elementary schools; administrators of education universities (mainly provincial universities) about solutions suggested by the thesis

- Examination method: carrying on examinations to test a number of contents of

some solutions suggested by the thesis

7.2.3 Data analyzing methods: using mathematical statistics; using charts,

diagram, math table etc

8 The point guards

8.1 The primary teachers from ethnic minority are the human resources of ethnic minority’s education fields and ethnic minority region They have a strong role in the multicutural education enviroment, it is an important internal force in decision quality, effective in education to minority children, guarantee the quity in enducation for minority children Therefore, the devolopment of primary teachers must be done and follow the standpoint to develop the human resource to ensure human resources development strategy of ethnic minority, individual approach way, strengthening the role of school-level management; enhancing the ability of career match suitable for people and regions to satisfy the requirements of education , contribute the goal of steady development education

8.2 The reality of primary teacher development in the Northwest native, besides all the things achieved, there still exist some shortcomings in the unstable number

of teachers; the structure is not balance; the quality in not satisfied the current requirements and the new requirements of Education, and not consistent with the characteristics of the Northwest

8.3 The development of primary teachers from ethnic minorities in Northwest native not only ask for interesting team development (stable settlement of the quantity, improving the quality, harmony of the body structure is ethnic composition), but also concentrate on improving teaching skill of teachers from ethnic minorities It is suitable for specific education in ethnic minority areas, to satisfy the requirements of innovation educational, ensure the conformity of the needs, benefit to create the motivation for every teacher and the development of strategy goal for each school, each province and the Northwest region

9 New Contribution of the thesis

9.1 Contributing to codify and develop theories about the development of primary teachers in general and the development of primary teachers from ethnic minorities in Northwest in particular to satisfy the requirements of innovation educational, including the use of new approach method: Approaching to develop the human resource – Approaching the capability – Approaching the multicultural 9.2 It is possible to review the current status of the ethnic minority primary school teaching staff and the development of this type in the Northwest; to identify strengths and weaknesses based on the requirements of educational innovation; and the specific requirements of the Northwest

9.3 Proposing the principles and 5 solutions of development the primary teacher teams from ethnic minorities in Northwest in scientific way, suitable for particular areas, to satisfy the requirements of innovation educational and can be used to refer

to the people in many religions

10 The structure of the thesis

Chapter 1: The base argument of developing primary teachers group of ethnic minority in the context of education and training innovation

Chapter 2: The development status of primary teachers from ethnic minority in Northwest region

Chapter 3: The solution to develop the primary teacher group from ethnic minority to satisfy the requirements of educational and training innovation

CHAPTER 1 THE BASIC ARGUMENT OF DEVELOPING PRIMARY TEACHER GROUP FROM ETHNIC MINORITY IN THE CONTEXT OF EDUCATION

AND TRAINING INNOVATION 1.1 Overview of researching on problems

1.1.1 The research on teacher group

1.1.1.1 The role of teacher group

All domestic and international research on the teaching staff have confirmed one

of the most important resources to decide the development of the high school in general and secondary school in particular are teacher group which play a decisive role

1.1.1.2 The Professional Standard for teachers – the requirement of innovation education

The domestic and foreign researches on the development of teachers in training issues are based on the standard of “The Ministry of Education and Training” (MoET) of each country In Vietnam, the professional standard for teacher are regulated by Decision No 14/2007/QD-BGDDT This regulation is used to this thesis and adding some criteria which are specific in nature and require the requirements of educational innovation for teachers from the ethnic minorities

1.1.2 The research on human resource development and development of teachers group from ethnic minority

1.1.2.1 The human resource development- the human resources of ethnic minority

The research on human resource development, the human resource from ethnic minority are concerned However, these offering solutions was not synchronizing comprehensively yet, not paying attention to the ethnic and each region and sub-region

1.1.2.2 The development of teacher group – the teacher group from ethnic minority

Some researches before have shown the feature of people and regions but it was not specific and pretty general in many levels It was not separated out in each person It should be able to be true with these ethnic groups, but does not match the other

1.1.3 General comments

The author has made a great contribution of theories and practices from the issue

of methodology about the development of human resources; the human resource development policies; the issue of development to improve the human resources plan However, the issue of development the primary teacher group from ethnic minority in Northwest was not researched and resolved satisfactorily The thesis is going to inherit the achievements gained and explain deeply to the issue: “The development the primary teacher group from ethnic minority in Northwest area to satisfy the requirements of education and training”

1.2 The primary teacher group from ethnic minority

1.2.1 The concept of the teacher and the teacher group from ethnic minority

The concepts are clarified in the thesis as: the concept of teacher, teacher group, primary teacher, primary teacher group from ethnic minority, ethnic minority For example, the concept of ethnic minorities: Vietnamese (nation- political community - society is managed by a state, set on a certain territory) It includes many ethnic communities (nationalities – in some cases, the author uses the word

“Ethnic Group “to replace the word “Nation “ So, the ethnic minority is the ethnic group whose population is less than majority nation in Vietnam and do not carry meaning about “ethnic countries” (For example: Vietnam is one The Vietnamese nation is one, and etc.) But also need to distinguish the concept of “ Ethnic minority “ and the concept of “ Race“ because race is the group who formed in history on a certain territory, there are some common hereditary characteristics in their body (for example, the “white skin” race, ‘yellow skin’ race and “black skin” race )

1.2.2 The characteristics of primary teachers from ethnic minority

1.2.2.1 The characteristics of the ethnic group and region

(1) the characteristics of the ethnic group: Because this will have a great effect

of the place they live in/ the region, so each ethnic group presents some factors as : language; common cultural characteristics; and self-discipline of ethnic group: Each teacher from ethnic minority in general and primary teacher from ethnic minority in

particular are people who can speak at least 2 languages(Mother language + Vietnamese + the other language ) and also carrying multicultural ( the culture in the place they stay + the Vietnamese culture + the other culture )

Therefore, education environment is also a multicultural environment Although the primary teachers is local in that place but education environment is still the multicultural environment The teacher from ethnic minority is just a part of ethnic minorities in class Not to mention the teachers are from ethnic minorities but their class is not included in their ethnic group but the others This strength as well as the barriers if we cannot exploit and used appropriately

(2) the characteristics of region: Characteristics in the different regions, in the different ethnic group, becoming primary school teachers by the different ways, etc make the primary teachers from ethnic minority have the similarities and differences in knowledge, personal capacity

1.2.2.2 Professional development feature

(1) Some characteristics related to the number of primary teachers from ethnic minority: The formation and development of primary teachers’ team from ethic

minority is affected by natural condition, socio- economic in minority regions In recent years, thank to priority policies of the government, a number of primary teachers from ethic minority have increased rapidly, focus on some spacious minority such as elementary teachers from Muong ethnic in Hoa Binh; from Mong and Tay ethnic in Lao Cai and Yen Bai; from Thai ethnic in Dien Bien, Son La, Lai Chau; and concentrate in areas II (difficult areas), areas III (particularly difficult areas) of Northwest provinces and the Kinh teachers in ethnic only account for minority This reveals that the number of primary teachers from ethnic is considered majority for each region, sub-region but it is minority in comparison with the total of ones in whole region and country On the other hand, considering the number of ethnic minority students, the Northwest ethic minority primary teachers are incommensurate

(2) Some characteristics related to the quality of elementary teachers from ethic minority: At present, basically, Ethnic elementary teachers achieve training

standards by level of study, so we can state that they are the ethic intelligentsia As the ethic people have knowledge, they know about customs traditions, cultures like the back of their hand, both their own ethic and other in the community of the people of Vietnam (multiculturalism) This helps them a lot in work and in teaching However, the disparity in knowledge and input capacity (training) and output (after training to be teacher) of Ethic primary teacher is different, that will be challenges for the quality of teacher, but contradictory with truly professional

standard of teachers

(3) Some characteristics related to structure of ethic elementary teacher: The

population, culture and the level of development of different minority is different Therefore, there is a contradiction between the schools/classes with students of this ethnic minority and teachers of that one For example, Students are the Mong people but their teacher is Tay people This shows that there is an amount of

difficulties about educational quality in ethnic areas because the educational structure about people is not consistent

1.2.3 Roles of elementary teacher from ethnic minority

Besides some general roles of elementary teacher, ethnic elementary ones also play an important part: (i) Implement the content and program of primary education in general, but the different point is that it has to suitable for ethnic minority; (ii) is an essential factor in term of improving the educational quality, and ensure the sustainable development of elementary education in ethnic minority; (iii)

Be a good selection and implement special educational method to ethnic minority students; (iv) Be the main force in advocacy, mobilization of community participation in the educational activities in ethnic area; (v) As an important force in preservation, promotion and development of minority culture

1.3 Requirements of teaching staff development from ethnic minority

1.3.1 Renovation education and training with development requirement of teaching staff from ethnic minority

1.3.1.1 Requirements of education and training reform: requires to renovate

general education in general, and primary education in particular, with the aim of changing teaching method, from imparting knowledge to organizing guidance, capacity development orientation of student, integrated teaching For primary education in ethnic and mountainous areas, it is not outside these requirements However, the characteristics of ethnic areas require teaching oriented capacity development of ethnic minority students in a multicultural environment Thus, the multi-cultural environment will be large difficulty, challenges by students and teachers of different people, languages and culture…requires teachers during teaching process should respect specific characteristics of each people, but ensures the fundamental essence according to regulations in order to achieve the innovation requirement The demand of integrated teaching in multicultural environment has

to ensure both general requirement and the mobilization, synthetic languages, culture… in related multicultural classes/schools to deal with problems and achieve goals and different specific features

In addition, the requirements of subjects also have creative experience activities, requirements stipulated in decision 404\QD-TTg: “Compelling, testing a set of textbook (implemented by MoET), including bilingual textbook (Vietnamese – ethnic minority languages) for some subjects in primary school; compiling and testing electronic textbook”

Thus, the requirements of education and training renovation require teachers in general; ethnic primary teachers in particular have to have capacity to carry out the demand of innovation, but still assume more a role of innovative teaching method that is in multicultural environment

1.3.1.2 The requirements of ethnic teaching staff development: the requirements

of ethnic teaching staff development are stimulated in the decision 449\QD-TTg; decision 2356\QD-TTg, action plan implementing ethnic affairs strategy until 2020 states clearly the importance of developing ethnic teaching staff

1.3.1.3 Education and training renovation with requirements of developing ethnic teaching staff: raising standard of qualification of teachers, improving professional capacity of ethnic teaching staff (qualities, moral career, knowledge, skills), but focus education on specific characteristics of each region/sub-region For example, renovation should concentrate on teaching skills in multi-cultural environment, mixed classes

1.3.2 Requirements of professional standards of ethnic primary teacher in context of educational and training renovation

The thesis has to clarify some concepts of standard, occupational standard

Basically, the occupational standard of primary teachers is suitable for the demand

of educational renovation However, prior to renovation requirements, professional standard of ethnic primary teacher need to be adjusted with specific characteristics

of each minority areas such as: (i) improving the field of knowledge: have

knowledge about integrated teaching, ethnic languages including 4 skills (listening, speaking, reading, writing) to carry out teaching bilingual textbook, cultural

knowledge of ethnic minorities;(ii) improving the field of pedagogic skill: integrated

teaching skill, bilingual teaching (Vietnamese-Ethnic minority languages), organize creative experience activities, change teaching methods, evaluate profession capacity for ethnic students in multi-cultural environment, collaborative, communicative, self-learning abilities and some social activities,…

In addition, ethnic primary teachers need to have specific characteristics, are shaped by the characteristics of different regions and ethic areas, in line with nature of work and communicative relationships such as belief with themselves, their family, society, cling to class and school, suffer hardship… These criteria

should be added to the professional standard

1.4 The development of ethnic teaching staff

1.4.1 Human resources development

Clarifying some concepts: development, manpower, human resources and human resources development The theme of the thesis applied scientific theories about human resources development or personal development, physical development, planning, training, evaluating and favorable policy, create favorable working environment for people that can develop comprehensively and education and training are considered key and important measure to develop workforce for the scientific basis to build theories on human resources development

1.4.2 The development of ethnic teaching staff under the human resources development approach

The development of ethnic primary teacher team is to develop educational human resources, is a process of impacting in management subject to teaching staff

in order to develop individual and teacher team, satisfy educational goals Thus, when attaching the concept of human resources development in ethnic primary teacher team, it is understood that “manpower” is teacher; “human resources” is teacher team

Accordingly, the development of ethnic teaching staff under the human resource development approaches, including: (1) individual development of ethnic primary teachers; (2) collective development of ethnic primary teachers These contents are the basis for convey, evaluate situation and draw some solutions to develop the ethnic primary teachers

1.4.3 Management and development entities of primary teachers from ethnic minority areas

Management is execution and operating done through the relationship between subject and object management (management objects) In the process of managing, role between subject and object is only relative; not only is the subject of this relationship but also an object of other relationships Entity management is direct and indirect superior inside and outside system of education

Therefore, the development of primary teachers from northwestern ethnic minority areas is a process with a lot of content (from planning; recruitment; employing; training and retraining; to examining; evaluating, and giving remuneration policies); Department of Education and Training directs to implement objectives, tasks of those contents, and the subject indirectly related

1.5 Several factors affecting the development of primary teachers from ethnic minority areas

Studying about factors affecting the development of primary teachers from ethnic minority areas shows that:

- Besides the positive effects issued by the Party and the State overlaps, there still are negative effects of the policies: overlaps and management hubs, so that those policies are very difficult to implement and promote more powerful development

- Complex natural conditions, weak infrastructure, the isolated minority residents (hamlet/ village) create difficulties in communication, learning, striving

of primary teachers from ethnic minorities

- Poverty and disease affects to physical growth and intellectual resources of ethnic minorities directly, affecting human sources of primary teachers in particular ethnic minorities and minority intellectuals in general

- Some customs and mentality of the backward people affected directly and indirectly to the development of physical and mental of primary teachers and intellectuals from ethnic minorities

- Divergence in language hindered in acquiring cultural knowledge, science and technology, exchange of expertise and professional, of primary teachers from ethnic minorities, especially in context of education innovation

Conclusion of chapter 1

Researching domestic and international works is the precious document to refer, inherit and select for research, in particular clarify the role, the basic and different characteristics of elementary teachers from ethnic minorities about ethnic and regional features In context of education innovation, there are demands of teaching requirement to develop the capacity of minority students, teaching integrated (in multicultural education environment) .Each researched content, the thesis has

made clear the correlated basic concepts; in particular, applying the theory of developing human resources to build a theoretical framework for the development

of primary teachers from ethnic minorities in the current context There are many external factors, which are the advantages and difficulties in the development of teachers in general and primary teachers in particular in ethnic minority areas, impact to the development of ethnic minority primary teachers

CHAPTER 2 THE DEVELOPMENT STATUS OF PRIMARY TEACHERS FROM

ETHNIC MINORITY IN NORTHWEST REGION

2.1 Schedule of condition survey

Based on the theoretical framework built in Chapter 1, the author selects typical problems and criteria to examine, investigate and research Accordingly, the survey

frame includes: (i) Survey methodology: investigating by questionnaire; interviewing; observation methods; case studies; (ii) Survey sites: primary schools,

division of education and training, department of education and training in the

northwest; (iii) Survey subjects: primary teachers from ethnic minorities (431 survey forms); managers (school, division, ministry) (60 ones); (iv) Survey results: Total survey forms given are 500 ones, and 491ones received; (v) Typical study: Lao Cai province; (vi) Data analysis: carrying out analyzing questionnaires;

surveying and totaling up data; then selecting and arranging data in order to analyze, synthesize, compare, build charts, diagrams, tables for the study; in addition, the thesis has more additional data through the communication channel of General Statistics Office, Ministry of Education and Training, through electronic portals,…

2.2 Overview of the natural and economic social conditions, and primary education in the northwest

2.2.1 Natural and economic social conditions in the northwest

The northwest provinces have difficulties in socio-economic conditions: many communities of ethnic minorities live together; there are many customs and outdated practices; people mainly live in rural areas, and their living standards is quite low, compared to the national average; literacy levels and traffic conditions are limited

2.2.2 Northwestern primary education

The northwest education in elementary school developed rapidly in scale of schools, classes and students from ethnic minorities The quality of education is improving gradually (increasing the number of students in class, the number of repetitions fell) However, the quality of education compared to the national average is still lower: the number of dropouts are still high, the number of student completing educational levels are low,

2.3 Perspective and reality of developing managers and teachers in Vietnam primary schools

2.3.1 The standpoint of the Party and the State on developing of human resources from ethnic minorities

The views of the Party and State Constitutions from 2013 through the Decision

No 449 / QD-TTg, Decision No 2356 / QD-TTg, Decree No 05/2010 / ND-CP, , which is the legal basis for developing ethnic minority teachers in general and primary teachers from ethnic minorities in particular, is consistent with the urgent requirement of developing socio-economic of the nation in general, and ethnic minority areas in particular, especially education and training

2.3.2 Development status of managers and teachers in Vietnam primary schools

This status was resolved by the standpoint of developing primary teachers in general and ones from ethnic minorities in particular, forecasting development by

2020

2.4 The status of northwestern primary teachers from ethnic minorities

2.4.1 The quantity and structure of primary teachers from ethnic minorities

2.4.1.1 About the quantity: Survey results in the north west Province show:

there is a lack of teachers from ethnic minorities, compared to regulations: (i) the number of primary school teachers from ethnic minorities increased gradually along with the number of students from ethnic minorities; some provinces has the high proportion of primary teachers from ethnic minorities, accounting for more than 50 per cent, some ones make up a low rate of total teachers; (ii) The norms of primary teachers from ethnic minorities/classroom is unstable: there is redundant with this province but a shortage of teachers in other provinces Especially, there is a lack of

2 shifts a day The proportion of students from ethnic minorities/ ethnic teachers is quite large, compared to the number of students/teachers in general, which suggested that there is a lack of ethnic teachers (iii) According to the provisions of Circular No 02/2014 / TTLT BNV-UBDT, there is a lack of primary teachers from

ethnic minorities, compared to the proportion of northwestern ethnic minorities 2.4.1.2 About the structure: Results of survey show that: The percentage of

primary teachers from minority areas among schools is uneven, mainly in difficult and extremely difficult areas; Structure by ethnicity was not suitable for residential structures in the provinces with the majority ethnic minority Basically, the majority ethnic quite developed However, there are ethnic groups make up the majority but with the low rate of primary teachers from ethnic minorities, such as the Hmong, which led to the conflict between students from ethnic minorities and teachers who are not the same ethnicity with them; there are differences between the age of primary teachers from ethnic minorities in some schools; many school have a high rate of young teachers; on one hand they have the advantage of training level; on the other hand; they lack experience in ethnic minority teaching, in special classes

and enthusiasm for school, class…

2.4.2 The quality of primary teachers from ethnic minority areas

The quality of primary teachers from ethnic minorities in the northwest focusing

on 2 contents: (i) Training level; (ii) Professional capacity One of them will focus