"Chợ Đầu Mối" về Giáo Dục tại Việt Nam
A Clearinghouse on Education in Viet Nam
Ý kiến nhận xét
15/09/2014 | Nguyễn Sỹ Phương | Bản tin số 24

Khác với kinh tế quản lý tập trung, nền kinh tế thị trường tuân theo quy luật cung cầu. Thị trường nhân dụng cũng không ngoại lệ. Chúng luôn dịch chuyển từ chỗ thừa sang chỗ thiếu để lập thế cân bằng mới cả về cơ cấu lẫn số lượng, trong khi đó cả về chính sách lẫn nhận thức dân chúng nước ta chưa hẳn sẵn sàng thích ứng với quy luật lưu thông chất xám trong thời đại toàn cầu hoá mà vẫn nặng kỳ thị nó coi đó là chảy máu chất xám.

03/09/2014 | NGUYỄN DUY XUÂN | Bản tin số 24

Thầy giáo Nguyễn Duy Xuân, một người tự nhận "số phận đã gắn cuộc đời với những lễ khai trường, khi tôi chọn cho mình cái nghiệp nhà giáo" đã chia sẻ những suy tư của mình khi thời khắc ngày khai trường lại tới. VietNamNet giới thiệu bài viết của ông, và mong nhận được những chia sẻ khác của các thầy cô giáo, phụ huynh, học sinh nhân dịp đầu năm học mới, theo địa chỉ: bangiaoduc@vietnamnet.vn.

05/09/2014 | CHI MAI | Bản tin số 24

Bà Nguyễn Thanh Hải có hai con gái, đang học lớp 8 và năm thứ ba ĐH. “Con ngoan, trò giỏi, công dân năng động” là “sản phẩm” mong đợi của phụ huynh - PGS.TS Nguyễn Thanh Hải, Phó Chủ nhiệm Văn phòng Quốc hội, Đại Biểu Quốc hội tỉnh Hòa Bình đối với ngành giáo dục.

25/04/13 | Đ.Q | Bản tin số 24

(GDVN) - Nhà phê bình văn học Phạm Xuân Nguyên cho biết, ông đã xem clip "Sự trăn trở của kẻ lười biếng" và cũng đã nhận được bài viết của một nữ sinh lớp 12 nhân sự kiện này. Theo ông, Bộ trưởng GD&ĐT nên theo dõi, đối thoại với các em.

SEPT. 27, 2014 | By DAVID P. BARASH | Bản tin số 24

It’s irresponsible to teach biology without evolution, and yet many students worry about reconciling their beliefs with evolutionary science. Just as many Americans don’t grasp the fact that evolution is not merely a “theory,” but the underpinning of all biological science, a substantial minority of my students are troubled to discover that their beliefs conflict with the course material.

SEPT. 9, 2014 | Tom Friedman | Bản tin số 24

“We think it’s a big deal” where we go to college, Busteed explained to me. “But we found no difference in terms of type of institution you went to — public, private, selective or not — in long-term outcomes. How you got your college education mattered most.”
Graduates who told Gallup that they had a professor or professors “who cared about them as a person — or had a mentor who encouraged their goals and dreams and/or had an internship where they applied what they were learning — were twice as likely to be engaged with their work and thriving in their overall well-being,”

SEPT. 21, 2014 | By VICKI MADDEN | Bản tin số 24

In spite of our collective belief that education is the engine for climbing the socioeconomic ladder — the heart of the “American dream” myth — colleges now are more divided by wealth than ever. When lower-income students start college, they often struggle to finish for many reasons, but social isolation and alienation can be big factors. .. At the 193 most selective colleges, only 14 percent of students were from the bottom 50 percent of Americans in terms of socioeconomic status. Just 5 percent of students were from the lowest quartile.
The more elite the school, the wider that gap. I remember struggling with references to things I’d never heard of, from Homer to the Social Register. I couldn’t read The New York Times — not because the words were too hard, but because I didn’t have enough knowledge of the world to follow the articles. Hardest was the awareness that my own experiences were not only undervalued but often mocked, used to indicate when someone was stupid or low-class: No one at Barnard ate Velveeta or had ever butchered a deer.

AUG. 31, 2014 | By BEN CARPENTER | Bản tin số 24

Career training must start early because getting students to decide what job they want — and teaching them how to thoroughly research that job, get internships and conduct a job search for a full-time position — is not a quick or easy task. This course would ask students to consider their skills and interests. What are they good at? What do they like to do? Then students would be taught how to thoroughly research the industries and jobs that utilize their talents. The best way to do this is by arranging dozens of one-on-one informational interviews with contacts generated from family, friends and their school’s alumni database.

SEPT. 6, 2014 | Frank Bruni | Bản tin số 24

As we pepper students with contradictory information and competing philosophies about college’s role as an on ramp to professional glory, we should talk as much about the way college can establish patterns of reading, thinking and interacting that buck the current tendency among Americans to tuck themselves into enclaves of confederates with the same politics, the same cultural tastes, the same incomes. That tendency fuels the little and big misunderstandings that are driving us apart. It’s at the very root of our sclerotic, dysfunctional political process.

SEPT. 10, 2014 | By NICK BILTON | Bản tin số 24

I’ve met a number of technology chief executives and venture capitalists who say similar things: they strictly limit their children’s screen time, often banning all gadgets on school nights, and allocating ascetic time limits on weekends.
I was perplexed by this parenting style. After all, most parents seem to take the opposite approach, letting their children bathe in the glow of tablets, smartphones and computers, day and night.
Yet these tech C.E.O.’s seem to know something that the rest of us don’t.