Volume 11 Issue 2 (2022)

An Overview of International Migration Data from Vietnam

pp. 7-28  |  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 – By retrieving and synthesizing information from multiple secondary sources, this article presents general data on some popular types of Vietnamese international migration which include labor export programs, family streams, human trafficking, transnational marriages, and studying abroad.

Results – This article has identified at least 5 streams of international migration from Vietnam with comprehensive and consistent data.

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

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


Assessing the Quality of Arguments in Students’ Mathematical Problem Solving

pp. 29-41  |  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 the present case study, 41 middle school students in Indonesia solved the argumentative task. The students’ responses were analyzed for the quality of their arguments. As it was the goal of this research to assess the quality of their argument in mathematical problem solving, the responses were coded with the Polya method and the CER model.

Results – The results revealed that more than half of the students misunderstood the problems provided, which were not followed by the appropriate evidence and reasons.

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

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


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

pp. 42-62  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.3

Serkan Ünsal, Cennet Tandırcı


Background/purpose – In the 21st century, humankind experience unprecedented changes and it should be sure that the new generations are educated with the skills which are needed in this century. To be able to acquire the 21st century skills to the students, teachers should have these skills first.  In this respect, the aim of the study was to reveal what are the 21st century teacher skills and the contributions of teachers having the 21st century skills to the education system according to the opinions of teachers and experts.

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

Results – It was revealed that teachers should have many versatile skills. The fact that teachers have 21st century skills contribute to both the teachers and students from many aspects.  

Conclusion – It can be stated that education has a crucial role in shaping the future of new generations and fulfillment of these roles will be only possible with the teachers that have skills required in the 21st century and that try to gain these skills to the 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. 63-82  |  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.

Materials/methods – Descriptive survey design was employed to collect data using a validated questionnaire which elicited both closed and open ended responses.  The study sample was 117 participants including 29 teachers and 88 final year students purposively selected from three tertiary institutions that offer technical teacher education program in Rivers State, Nigeria. Data were analyzed using frequency counts and percentages and results presented in charts and 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 integrated into the curriculum of technical education but sparingly. Furthermore, the result showed that integration of elements sustainable development in the process of preparing students of technical teacher education were practiced rarely and occasionally.

Conclusion – Low level of awareness and implementation of the concept of education for sustainable development could negatively impact achievement of the goals of sustainable development among the study group.

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. 83-95  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.5

Suryawahyuni Latief, Dedek Kusnadi, Mulyadi Mulyadi


Background/purpose – Since the Covid 19 pandemic hit the world, the Indonesian government anticipated the spread of the virus by issuing new policies in various sectors of life, including the education sector. Through the minister of education and culture, the government issued the learning-from-home policy, Belajar Dari Rumah (BDR). Entering the odd semester of the 2022/2023 academic year, learning activities has carried out face-to-face. However, some teachers at universities in Jambi City still choose virtual learning activities. Considering that virtual learning activities are still an option for lecturers, it is necessary to explore the competence of teachers to carry out.

Materials/methods – This is a qualitative research that involved 15 students from Jambi University, Jambi, Indonesia. Data were collected through in-depth interviewed

Results – Most of the students mention that teacher lack competencies in three categories of virtual learning, namely in time management, learning methods, and delivery subjects. Students provide suggestions to improve teacher competencies in time management by using time effectively and efficiently, choosing diverse virtual learning methods, both audio-visual, game, discussion, and feedback, and communicating with good grammar and clear pronunciation in subject delivering

Conclusion – students said that teachers should improve their competencies in time management, learning methods, and delivery of learning materials. This research was limited, It is better to run studies at other universities and from different study programs so that it can provide useful insight to improve teacher competencies in teaching virtually.

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


Examining the Status of Flagship Universities in Africa

pp. 96-119  |  Published Online: December 2022  |  DOI: 10.22521/unibulletin.2022.112.6

Goodluck Jacob Moshi


Background/purpose –This article explores the social historical, of flagship universities in Africa through marketing, research output and academic knowledge. The article then highlights social, academic, political, and economic significance in their respective countries.

Materials/methods–This study was conducted by adopting various recognitions from selected global rankings of top universities, including 1) the Academic Ranking of World Universities (ARWU); 2) the QS World University Rankings (QS); and 3) the Times Higher Education World University Rankings (THEs). It attempts to analyze hybrid list of African flagship universities listed commonly between 2015 and 2017.

Results– This study then recognizes that, between 2015 to 2017, Cairo University has maintained a higher ARWU status than the American University in Cairo. The next-highest ranked university is South Africa’s Witwatersrand. Regardless of their long history, the findings further highlight research innovations and achievements over time.

Results emerging from this study are 1) most of Africa’s national elite universities strive to attract the best candidates from a competitive global academic scene, and 2) few African universities have achieved high global rankings. Despite innovations, Africa produces little research, and has the lowest higher education investment level. Finally, this article concurs that governments should increase research support, improve funding initiatives, and facilitate universities’ research policies. These efforts have potential to boost academic reputations and curriculum innovations.

Conclusion– The findings suggest that as development marketing strategy for flagship universities, Africa should select a few institutions into which they will invest on significant funding and research resources.

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



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