Volume 11 Issue 2 (2022)

An Overview of International Migration Data from Vietnam

pp. 7-27  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.1

Chi Hong Nguyen


Background/purpose – Data on Vietnamese internal migration are always available and are also validated and well confirmed by a large body of research. However, the same does not seem to hold true for data on international migration from Vietnam. This limitation impedes a proper understanding of Vietnamese migration patterns over time, thus limiting reliable predictions of future trends for policy-making  processes.

Materials/methods – Through synthesis of information retrieved from multiple secondary sources, this article presents general data on popular forms of Vietnamese international migration which include labor export programs, family streams, human trafficking, transnational marriages, and studying abroad.

Results – This article identified at least five streams of international migration from Vietnam, presented with comprehensive and consistent data.

Conclusion – The purpose of this article is to provide a consistent overview of the inconsistent data scattered across various reporting agencies and to analyze and report on the migration trends, drivers, and challenges to migration policy regimes. The unified information in this paper is considered useful for future research on migration and migration policy planning from and within Asia.

Keywords: international migration data from Vietnam, labor migration, transnational marriage, family migration, skilled migration, international student mobility


Assessing the Quality of Arguments in Students’ Mathematical Problem Solving

pp. 28-40  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.2

Hendra Kartika, Mega Teguh Budiarto


Background/purpose – Argumentation plays an essential role in higher-order activities and in the communication of mathematical knowledge. Although the purposes of argumentation have piqued the interest of many researchers, few have simultaneously investigated the quality of argument in students’ mathematical problem solving.

Materials/methods – In this case study, 41 middle school students in Indonesia solved an argumentative task. The students’ responses were then analyzed for the quality of their arguments. In line with the study’s goal of assessing the quality of the students’ arguments in mathematical problem solving, their responses were coded according to the Polya method and the CER model.

Results – The results revealed that more than half of the students misunderstood the given mathematical problems, which were not appropriately evidenced or reasoned in their response.

Conclusion – These results indicate that further handling is needed to improve the quality of students' arguments and to develop the importance of activities that support students in explaining, justifying, and correcting their reasoning during mathematical argumentation.

Keywords: argumentation, argument, CER model, middle school, Polya method, problem solving


21st Century Teacher Skills and Their Contribution to the Educational System According to Expert and Teacher Views

pp. 41-61  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.3

Serkan Ünsal, Cennet Tandırcı


Background/purpose – In the 21st century, humankind has experienced an unprecedented level of change and we should therefore ensure that the new generations are educated with the skills appropriate to this ever-developing technological era. However, in order to adequately equip students their teachers first need to acquire these 21st century skills. In this respect, this study aims to reveal what these 21st century teacher skills are and, according to the opinions of teachers and experts, how their acquisition by teachers contributes to the education system.

Materials/methods – The research was designed as a qualitative phenomenological study. The participants consisted of six academicians who are each experts in the field of teacher training, plus 13 working teachers. The study’s data were collected through a semi-structured interview form developed by the researchers. Content analysis was then used in the analysis of the data.

Results – It was revealed that teachers should possess many varied and versatile skills. Once these 21st century skills have been acquired by teachers, they can actively contribute to both parties’ futures according to many different aspects.

Conclusion – Education plays a crucial role in shaping the future generations. However, fulfillment of these roles is only possible through teachers who first acquire and master these 21st century skills, and then learn to impart these skills to their current and future students.

Keywords: skills, 21st century skills, teacher skills


Awareness and Implementation of Education for Sustainable Development in Technical Teacher Education in Tertiary Institutions, Rivers State, Nigeria

pp. 62-79  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.4

Legborsi Nwineh


Background/purpose – This study investigated the level of awareness and implementation of elements of education for sustainable development in technical teacher education programs in tertiary institutions in Rivers State, Nigeria.

Materials/methods – Descriptive survey design was employed to collect data using a validated questionnaire to elicit both closed- and open-ended responses. The study sample consisted of 117 participants including 29 teachers and 88 final-year students purposively selected from three tertiary institutions that offer a technical teacher education program in Rivers State, Nigeria. Data were analyzed using frequency counts and percentages and the results presented using charts and a table.

Results – The result showed a minimal level of awareness of the concept of sustainable development among the study participants. Also, elements of sustainable development were notably integrated into the technical education curriculum, albeit sparingly. Furthermore, the result showed that integration of elements for sustainable development in the process of preparing students of technical teacher education were practiced rarely and occasionally.

Conclusion – A low level of awareness and implementation was revealed among the study group regarding the concept of education for sustainable development, and that this could negatively impact the achievement of sustainable development goals.

Keywords: sustainable development, education for sustainable development, technical and vocational education, awareness, implementation of sustainable development.


Teacher Competencies In Virtual Learning: A Brief of Students’ Voice

pp. 80-92  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.5

Suryawahyuni Latief, Dedek Kusnadi, Mulyadi Mulyadi


Background/purpose – When the COVID-19 pandemic hit the world, the Indonesian government reacted to the spread of the virus by issuing new policies across various sectors, including education. Through the Ministry of Education and Culture, the Indonesian government issued the “Belajar Dari Rumah” (BDR) or “Learning-from-home” policy. From the odd semester of the 2022/2023 academic year, learning activities have been conducted face-to-face, yet some teachers at universities in Jambi City still choose to deliver virtual learning activities. Considering that this option still exists for lecturers, it is considered useful to examine the competence of teachers to conduct virtual learning classes.

Materials/methods – This qualitative research involved 15 students from Jambi University, Indonesia, with data collected through in-depth interviews.

Results – Most of the students mentioned that teachers lacked competencies in three categories of virtual learning, namely; time management, learning methods, and delivery subjects. Participant students suggested improvements to teacher competencies in time management through more effective and efficient use of time, choosing from diverse virtual learning methods, both audio and visual, gaming, discussion, and feedback, and communicating with good grammar and clear pronunciation in their subject delivery.

Conclusion – The participant students stated that teachers should improve their competencies in the areas of time management, learning methods, and learning material delivery. Considering the current study’s limitations, it would be prudent to also conduct studies at other universities and in different study programs so that it a more useful insight can be gained in order to improve teacher competencies in the area of virtual classroom teaching.

Keywords: Jambi, student’s voice, teacher competencies, virtual learning, managing virtual learning


Examining the status of Flagship Universities in Africa

pp. 93-120  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.6

Goodluck Jacob Moshi


Background/purpose – This article explores the social history of flagship universities in Africa through marketing, research output, and academic knowledge. The study highlights the social, academic, political, and economic significance of each African flagship university within their respective countries.

Materials/methods – The study was conducted according to three top university global rankings, the Academic Ranking of World Universities (ARWU), the QS World University Rankings (QS) and the Times Higher Education World University Rankings (THEs). The study attempts to analyze a hybrid list of African flagship universities listed commonly among the best between 2015 and 2017.

Results – The study revealed that, between 2015 and 2017, the University of Cape Town, South Africa, maintained a higher ARWU status than the American University in Cairo, Egypt. The next-highest ranked university was South Africa’s University of Witwatersrand. Regardless of each university’s respective long history, the findings further highlight the universities’ research innovations and achievements over time. The results that emerged from this study were that most of Africa’s national elite universities strive to attract the best caliber of candidates from the competitive global academic scene, and that few African universities have achieved high global rankings. Despite innovations, Africa has produced little research, and has the lowest higher education investment level. This article suggests that governments in African countries should increase the level of research support, improve funding initiatives, and facilitate universities’ research policies. These efforts would have the potential to boost academic reputations of African universities as well as curriculum innovation.

Conclusion – The findings suggest that as a development marketing strategy for flagship universities in Africa, a few institutions should be selected into which significant investment could be made to bolster funding and research resources.

Keywords: flagship universities, global university ranking, quality research, higher education, Africa



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