1
PREAMBLE
1. Reasons for choosing thesis topic
In the cause of industrialization and modernization taking
place in Vietnam, with science - technology and education - training being
considered as "leading national policies", the education sector has made
remarkable development. However, the faster the development of urban
areas, plains and favorable areas, the lower growing rate at remote areas,
including the northern mountainous region. Since then, the gap in
educational opportunities as well as the quality of education between
convenient and disadvantaged areas is more pronounced. Primary
education in the northern mountainous region also has many limitations,
especially the general education models at this region that have not created
the most favorable conditions for students to develop their qualities and
competencies, especially in the context of the Curriculum 2018 that will
apply in grade 1 in the school year 2020 - 2021.
How to develop a primary education model under the 2018
Curriculum suitable to regional characteristics, reduce differences in
educational opportunities, improve the quality of general education in
particular and the quality of education in general, and a indirectly,
contributing to the elimination of economic injustice, is an urgent
requirement. This fact has prompted the author to choose the topic
"Study on primary education model in the Northern mountainous
region of Vietnam in the current context."
2 Purpose and research mission
2.1. Research purposes
Based on the research of theoretical achievements as well as
the context, practice of general education, studying the peculiarities
of primary education, propose synchronous measures to develop the
model of general education in accordance with development of the
economy and culture of the northern mountainous region of Vietnam

fundamental and comprehensive renovation of education in Vietnam.
The thesis only focuses on surveying three provinces in the
northern mountainous region, each province selects only the localities
with many difficulties to investigate the situation.
The data used in the thesis mainly from 2015 to the present.
However, in some content, older data may be used for comparison.
3.4. Scientific hypothesis
In order to achieve the goal of improving the quality of general
education in the northern mountainous region, meeting the
requirements of fundamental and comprehensive innovation, it is
necessary to consolidate and develop models of general education
that are practical and meet new requirements. This is the task of all
educational forces, especially teachers in elementary schools. If the


3
educational forces master the theoretical issues about the model of
higher education; actively innovating, perfecting and improving
ourselves; actively participate in innovating structural components of
the general education process; flexibly and creatively apply advanced
educational models in the country and the world; then it will
consolidate and develop the model of general education in
accordance with the characteristics of economic, cultural and
educational development of each locality and ethnic group in the
northern mountainous region, contributing to improving the quality
of primary education in the northern mountainous region to meet.
Current educational innovation requires.
4. Methodology and research methods
4.1. Research methodology
The thesis topic is researched on the basis of of Marxism Leninism, thoroughly grasping and concretizing Ho Chi Minh's

In theoretical aspect: The research results of the thesis contribute to
the general development in educational scientific research, supplement
and develop theories about the educational model and develop the general
education model in the northern mountainous region.
In practice: The research results of the thesis can be used as a
reference for managers, educational policy makers, research scientists
in the field of general education in mountainous areas and other
People have an interest in this area. The thesis has the effect of
promoting the positive spirit of the educational forces involved in
research and application into the practice of developing general
education models in the northern mountainous region.
7. The structure of the thesis
The structure of the thesis consists of: introduction, 4 chapters,
conclusions, recommendations, reference list and appendix.
Chapter 1
OVERVIEW OF RESEARCH AND ISSUES
TO BE SOLVED
1.1. Overview of related researches on primary education
development issues model in northern mountainous region of
Vietnam
1.1.1. Researches on educational model
1.1.2. Researches on primary education model
1. 1.3. Researches on primary education model in
disadvantaged, ethnic and mountainous Northern region
of Vietnam
1.2. Overview of related researches and issues to be solved
1.2.1. Overview of related researches


5

experience, supplementing and developing new solutions and
measures to update theories and practical practices sex today.
Conclusion Chapter 1


6
Through the study of documents and scientific works in the
world and in the country on the educational model, on the model
of primary education and the model of primary education in
mountainous and ethnic minority areas, drawing experiences for
the process of developing a model of primary education in
Vietnam's northern mountainous region. Different countries have
different models of general education. Therefore, developing a
model of primary education in Vietnam's northern mountainous
region must be suitable with the characteristics of Vietnam's
northern mountainous region. The educational models are very
diverse and plentiful. There are common models, specific models
and overall models,... The more society develops, the deeper
international cooperation and integration is, the more diversified
of the model of primary education in the northern mountainous
region of Vietnam.
The model of primary education in the northern mountainous
region is not a fixed model for all classes or schoosl. Depending on
the task of education and depending on the fluctuations of the rainy
and flood seasons in a year, teachers are allowed to choose an
appropriate educational model. In a classroom, it can be divided into
groups, groups of students and use many different educational
models. In the same school, depending on specific conditions, the
Principal may combine students of different classes into one class in
a specific period.

level of economic, cultural and social development. local meetings
and the psycho-physiological characteristics of the students, in order
to best achieve the identified primary education goals.In particular,
the educational goal is the primary education goal. According to the
2005 High School Education Program, the goal of general education
is to help students form the initial foundations for proper and longterm development of ethical, intellectual, physical, aesthetic and
basic skills for students. continue to junior high school. Under the
Master Program (Education and Development Program 2018),
helping students form and develop the basic elements that lay the
foundations for the harmonious physical and mental development,
quality and competence; Main orientation on education about values
of self, family, community and necessary habits and routines in
learning and living
2.1.5. Development concept and pDevelopment of primary
education model
Developing a model of primary education is the process of
forming, mobilizing and perfecting the educational model, through
the impact of educators, in order to ensure that educational models
are always suitable for the mobilization and development.


8
development of specific historical and social conditions of the
country, localities and educational practices, contributing to
improving the quality of general education in the new context.
2.2. Background of educational innovation and developing
trends of primary education in northern mountainous region of
Vietnam in the current context
2.2.1. Background of educational innovation
2.2.1.1. Input-oriented education and output-oriented

9
Ministry of Education and Training, each locality, region and school
to each teacher must design the contents and programs of his or her
locality and the school. yourself.
2.2.2.3 Innovation by diversifying methods and forms of
primary teaching
This is a model of innovation in methods and forms of
educational organization. Methods and organizational forms of
general education are designed in accordance with the goals, content
and characteristics of elementary school students.
2.3. Theoretical issues on the primary education model in
the Northern mountainous regions of Vietnam
2.3.1. Concept of primary education model in the Northern
mountainous regions of Vietnam
The model of primary education in the Northern mountainous
Vietnam is a specific type of Vietnamese primary education model
organized in accordance with the level of economic, cultural, social
development and characteristics of students in that areas, in order to
achieve the common goals of primary education throughout the
country, meeting the goals of local and individual development
requirements of students.
2.3.2. Classification of primary education model in the Northern
mountainous regions of Vietnam
2.3.2.1. Specialized primary education model in the
northern mountainous regions
2.3.2.2. Primary education model towards innovation
organizational
2.3.2.3. Primary education model towards projects
2. 3.3. Requirements of primary education model development in
Northern mountainous regions

provinces, but have not yet provided an effective model and solutions
to improve primảy education in the northern mountainous provinces
in the context of educational reform today.
Chapter 2 of the thesis focuses on studying some theoretical issues
on primary education, primary education model; educational approaches;
identify requirements for developing the Northern mountainous primary
education model as well as the factors affecting the northern mountainous
primary education model. The researches on this theory, combined with
practical research on the model of general education in the northern
mountainous region in chapter 3, will be the basis for the author to
propose measures to develop the model of general education in the
Northern moutainous region in the current context.
Chapter 3


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PRACTICE OF PRIMARY EDUCATION MODEL
IN NORTHERN MOUNTAINOUS REGION OF VIETNAM
3.1. Features
of the
development of
economic, cultural, social
and
guidelines
for
educational development in northern mountain
region
3.1.1. Overview of administrative units and geographical
conditions
3.1.2. Characteristics of economics development

schools. Primary schools, teachers at primary schools in Vietnam's
northern provinces, including 660 people.
STT
1
2
3

Provinces
Ha Giang
Lao Cai
Hoa Binh
Tổng số:

Number and objects
Education
Principals
Teacher
manager
40
60
120
40
60
120
40
60
120
120
180
360

northern mountainous region
3.5. General assessment and causes of the situation of
the primary education model in northern mountainous region
3.5.1. Advantages and causes
Advantages:
Most managers and teachers have a proper awareness of the need
to develop a model of primary education in northern mountainous
region. At the same time, there is a certain understanding of the general
education models that have been and are being implemented.
Many new educational models and many educational
development projects have been implemented on a large scale. There
are educational models that have brought about practical effects,
contributing to the implementation of the millennium goals on
sustainable development.
The development of the model of general education model is
carried out synchronously with the process of fundamental and
comprehensive renovation of education.
The goal of developing the model of general education is more
and more clear. Contents, methods, forms of organizing general
education in the northern mountainous provinces have gradually been
renovated to be more complete, closer to reality.
Reason
Firstly, there is the leadership and direction of the Party
committees and authorities from the Central to local levels.
Second, there is a strong guidance and implementation of the
education sector.
Thirdly, there was a positive response of management staff and
teachers in elementary schools.
Fourthly, with the active and active participation of scientists.
3.5.2. Limitations and causes

current situation of the model of primary education in the northern
mountainous region of Vietnam, including the size of schools and
classes, primary teachers, special education model in the northern
mountainous provinces; as well as the reality of developing a model of
primảy education in the northern mountainous region, including the
status of awareness of officials and teachers about the need to develop a
model of general education in the northern mountainous region, the
situation of developing a primary education model towards renovating
the components of the educational process, the reality of developing the
model of primary education towards the implementation of projects, the


15
reality of factors affecting the development of the model of primary
education in the Northern mountainous areas.
Base on that, the author analyzes and clarifies the advantages,
limitations and basic causes of the advantages and limitations as a
practical basis for proposing measures to develop the model of general
education model in the Northern mountainous region in line with current
and comprehensive renovation of education requirements.
Chapter 4
ORIENTATIONS AND DEVELOPMENT MEASURES
MODEL OF PRIMARY EDUCATION IN NORTHERN
MOUNTAINOUS REGION OF VIETNAM
4.1. Oriented development model of primary education
Northern Mountain Viet Nam
Developing a model of general education in
Vietnam's northern mountainous region is an urgent
requirement in the current context. Developing the
model of general education in the northern

Northern mountainous areas must practically improve the quality of
education
4.2. Measures to develop a primary education model in the
northern mountainous region of Vietnam
4.2.1. Fostering local culture, advanced capacity for Primary
school teachers in the Northern Uplands Meet the requirements of
educational innovation
The objective of the measure
Teachers are the core force of every school. To improve the
quality of education must firstly improve the quality of teachers, in
which teacher capacity development is a key step, a breakthrough
measure to improve the quality of primary education in the northern
mountainous region, especially according to require renovation of
general education with the orientation of developing students'
qualities and competencies. This measure aims to standardize the
number of primary teachers according to local characteristics,
strengthen teachers on the spot, fostering local culture for teachers as
the core for standardizing the teaching process, contributing to
improving the quality of primary school education.
Content of the measure
Develop standards of primary school teachers in the northern
mountainous region of Vietnam as a basis for developing teachers'
capacity to meet the requirements of educational innovation.
Strengthen local teachers, fostering local culture for teachers
Developing the contingent of elementary school teachers in
terms of quantity, quality and structure
Method of implementing measures
The school, in collaboration with the Department of Education
and Training, actively develops a development plan that is consistent
with the characteristics of its school and its locality.

elementary students; discover students' abilities and aptitudes to take
appropriate measures for development.
Concretize goals in the Education and Training Program, supplement
and complete detailed goals, model educational goals into many branches to
suit the specific characteristics of each school and locality.
4.2.3.RenewDiversify the diversification method and form of
educational institution towards education in practice, organize
students to participate in learning, labor and local exchange
activities
The objective of the measure
I give every child the opportunity to learn and learn; create
opportunities for students to participate in learning with their


18
individual conditions and abilities; overcoming limitations caused by
natural and social conditions.
Content measures
Form of concentrated learning in the classroom
Forms of mixed education institutions learning both theory and practice
Form of group education according to student capacity
Form of group education according to administrative areas
Form of group education according to ethnic cultural characteristics
Method of implementing measures
4.2.4. Integrating traditional education models with modern
educational models suitable to the characteristics of northern
mountainous elementary school students
The objective of the measure
Choosing the similar values of different education in the world,
creating new models of general education suitable for the

Content of the measure
Raising awareness of teachers about the role, features and
effects of facilities and educational facilities.
Construction of school infrastructure in accordance with the
characteristics of elementary school elementary school.
Modernizing educational facilities.
Exploiting and using local educational facilities.
Method of implementing measures
Propagandizing and educating to renovate the thinking and
awareness of officials and teachers on modernizing the general
education facilities.
Organizing the overall design, identify appropriate construction stages.
Fostering human resources using modern educational facilities.
Organizing the operation of on-site educational facilities.
Finding and appropriately allocating funding sources for the
development of the primary education model in the northern
mountainous region.
4.2.6. Building a positive educational environment, creating
opportunities for the development and self-development of primary
education in the Northern mountainous region
The objective of the measure
In order to identify the components of the educational
environment and the impact of each factor on the process of developing
the model of general education in the northern mountainous region. On
that basis, proposing plans for impact on environmental improvement,


20
building good relationships, forming a positive psychological atmosphere,
orientation for the development and self-development of schools. .

Purpose


21
Through testing to confirm the necessity and feasibility of the
measures to develop the model of primary education in the northern
mountainous region of Vietnam proposed, from which to improve the
measures to suit reality.
Object
The author conducted a referendum of 660 people including 300
educational managers and 360 teachers of 30 elementary schools. Survey
data are processed and evaluated according to the law of large numbers.
Content and process
In order to conduct the testing of the necessity and feasibility
of the proposed measures, the author developed a referendum based
on two criteria: the necessity and feasibility of measures to develop
general education model in Northern Vietnam. Assessing the criteria
on three levels from high to low and quantified by scores.
4.3.2. Experimental measures
General overview of method
Purpose: To prove the effectiveness and feasibility of the
proposed measure. On that basis, affirming the positive impact of
measures to develop the model of primary education in the northern
mountainous region of Vietnam.
Content: Select testing contents on renovating methods and forms of
educational institutions in the direction of diversification, suitable to the
development trend of modern educational theory and suitable with practical
characteristics. Particularly for each locality (under measure 3).
Hypothesis: The quality of general education depends on many
factors, of which the method and form of educational organization

How many times
haveyouparticipated
ingivingspeeches?

How did you
study yourself at
home?

Time at home,
what didyoudo?

Who do you
like to interact
most with?

Before the
experiment
After the
experiment
Variable Y
Before the
experiment
After the
experiment
Variable Y
Before the
experiment
After the
experiment
Variable Y

15

75,0
18,7

I
60

40,0
75,0

0

0

20

R
40

%

Assessing level
B
C
%
S
%
L
10,0

2,62

I
5

28,8
6,3

I
0

6,2
0

I
150

1,16
1,87

25,0

20

25,0

40

50,0


0

30

37,5

20

25,0

30

37,5

240

3,00

R
30

50,0
37,5

I
32

18,8
40,0


22

27,5

197

2,46

R

10,0

R

13,7

I

6,2

I

17,5

I

0,51


23