Journal of Advanced Education and Sciences

Current status of quality management in self-assessment activities in preschools in Ho Chi Minh City under the educational reform program

2025-12-31T11:07:43+00:00

This article analyzes the current status of quality management in self-assessment activities at preschools in Ho Chi Minh City within the context of the educational reform program. The survey results indicate that both teachers and management staff have a good understanding of the importance of quality management in self-assessment activities. Regarding quality management planning, teachers show a higher level of agreement, emphasizing the need for specific plans and reasonable timelines. Notably, teachers rate the self-assessment process and related criteria higher than management staff. Interview results reveal that both groups acknowledge the importance of quality management, but there are differences in their perceptions of the necessary factors for improvement. The self-assessment process needs to comply with national quality standards and apply the PDCA (Plan-Do-Check-Act) cycle. To effectively manage the quality of self-assessment activities, it is essential to establish a comprehensive quality management system that combines theory and practice, requiring efforts from teachers, management staff, and active participation from parents.

Indicative zoning of ocean spaces for accounting and blue economic development in India

2026-01-02T07:48:29+00:00

The Blue Economy seeks to harness ocean resources for economic growth, employment generation, and livelihood enhancement while safeguarding marine ecosystems and biodiversity. Achieving this balance requires robust frameworks that integrate ecological sustainability with economic development. Global initiatives such as the World Bank’s Blue Economy Development Framework (BEDF) and the United Nations Department of Economic and Social Affairs (UN DESA) emphasize marine spatial planning, sustainable fisheries, and ocean conservation. Central to these efforts are ocean accounting systems that combine environmental and economic data, often aligned with the System of Environmental-Economic Accounting (SEEA), to measure natural capital, monitor sectoral progress, and capture the interdependence of ecological health and economic well-being. “Technical Guidance on Ocean Accounting, shared by GOAP (Global Ocean Accounts Partnership) is an important tool for ocean accounting.

Along with ocean accounting, India has articulated its own vision of the Blue Economy, highlighting the need to integrate the production and consumption of ocean goods and services within the ecological capacity of marine systems. This vision necessitates sectoral coordination, jurisdictional alignment, and administrative integration through marine spatial planning and resource accounting. Against this backdrop, the present study examines the extent of India’s ocean zones, the range of economic activities they support, and the frameworks linking the ocean zones covering ecosystem extent, condition, physical flows, and monetary benefits. This ocean zones classification strengthens evidence-based policymaking, enhances transparency in ocean governance, and supports India’s transition toward sustainable and resilient blue economic development.

The views expressed in this publication are those of the authors and do not necessarily reflect the affiliated research institutions.

Constructivism in theory and practice: implications for classroom pedagogy

2026-01-08T08:03:27+00:00

Constructivism is a learning theory that posits that learners actively construct knowledge through environmental and social interactions, rather than passively receiving information. This paper explores the theory of constructivism, tracing its psychological and pedagogical roots through the work of Jean Piaget, Lev Vygotsky, and Jerome Bruner, and examines its implications for classroom practice. Emphasising a student-centred learning environment, the paper reviews the major principles of constructivism, describes the features of constructivist classrooms, and considers the practical challenges and opportunities of implementing constructivist pedagogy in contemporary school contexts, particularly within the framework of the Fiji National Curriculum Framework (FNCF). While constructivism is widely advocated in policy and theory, a limited synthesis of its theoretical foundations and practical classroom implications remains within Pacific education systems; this paper addresses this gap by contextualising constructivist principles within the Fijian schooling context. The discussion also highlights the alignment between constructivist theory and the demands of twenty-first-century education, offering contextually grounded recommendations for practitioners and researchers.

Implementation of inclusive education policy in supporting students with disabilities in high schools in Palu City, Indonesia

2026-01-04T08:45:41+00:00

This study aims to investigate the implementation of inclusive education policy at senior high schools in Palu city, Indonesia. This study used a qualitative multiple-case study involving three government senior high schools. Data were gathered through field observation, focus group discussion, in-depth interviews, and written document analysis. Focus group discussion involved 15 informants, comprising teachers and school principals. Nine of the informants were recruited for in-depth interviews, which lasted between 30 and 40 minutes. The results of this study show that inclusive education policies have been formally implemented. Schools have accepted disabled students in accordance with the principles of inclusive education as stipulated in Ministerial Regulation decree No. 70 of 2009. However, the policy implementation is primarily administrative in nature and has not addressed the technical aspects of inclusive learning. This aligns with findings that the curriculum remains uniform for all students, without significant modifications. Teachers struggle to adapt teaching strategies for students with disabilities, and local government support is limited to written regulations, not structured programs. Furthermore, most principals and teachers do not fully understand the laws and regulations governing inclusive education.

Implementation of Earned Value Management (EVM) method in analyzing delays in construction projects using python programming

2026-01-19T12:12:46+00:00

Construction projects are inherently complex and dynamic, involving the management of Construction projects frequently face delays that lead to budget overruns and reduced stakeholder satisfaction. Earned Value Management (EVM) offers a quantitative approach for assessing time and cost performance by integrating planned value, earned value, and actual cost, allowing project managers to calculate objective indicators such as the Cost Performance Index (CPI) and Schedule Performance Index (SPI). However, manual EVM calculations in large-scale projects are often inefficient and prone to error. This study aims to implement the EVM method using Python programming to analyze delays in the Santa Ursula Female Dormitory Building construction project. The system developed automates the calculation of EVM indicators while providing visualization and report generation for effective project monitoring. Results indicate that the project experiences a delay of 12.5 weeks from the planned 80 weeks, with an estimated completion duration of 92.5 weeks. Additionally, the estimated cost at completion is IDR 21,115,552,959, which exceeds the planned budget of IDR 18,712,612,545, reflecting significant cost overruns. The application of Python programming in EVM analysis enhances the speed, accuracy, and systematic assessment of project performance, enabling real-time monitoring and data-driven decision-making for project managers. This study demonstrates that integrating EVM with Python programming can effectively address delays and budget deviations, improving project management practices in the construction sector.

Transformational and empathetic leadership in building supportive school work environments: evidence from K–12 schools in Da Nang city, Vietnam

2026-01-20T18:03:47+00:00

Teacher well-being and supportive work environments have become global priorities as education systems confront increasing workload demands, emotional labor, and widespread teacher attrition. In Vietnam, ongoing reforms, including the competency-based General Education Curriculum 2018 and the forthcoming Teacher Law 2025, intensify expectations for teachers and place greater responsibility on school leaders to cultivate humane, collaborative, and motivating workplaces. This study examines how transformational and empathetic leadership practices shape supportive work environments in K–12 schools in Da Nang City, a rapidly developing urban center recognized for administrative innovation yet facing emerging challenges related to teacher stress and organizational pressures. Drawing upon School Climate Theory and Self-Determination Theory, the study proposes and tests a structural model linking leadership behaviors to teacher motivation through the mediating effects of emotional support and perceived school climate. Data were collected from 50 teachers and administrators across public and private schools in Da Nang. Using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), four latent constructs were validated: Leadership Support, School Climate, Emotional Support, and Motivation–Engagement. Results indicate that leadership has a strong positive influence on emotional support and school climate; however, emotional support, not school climate, is the strongest predictor of intrinsic motivation. Emotional support also partially mediates the relationship between leadership and motivation. The findings provide theoretical insights into leadership emotion mechanisms and practical implications for implementing Vietnam’s Teacher Law 2025 and improving teacher well-being in rapidly changing educational contexts.