Tạp chí Nghiên cứu Chính sách và Quản lý

Advertising mobilizes many methods relevant to three fundamental elements of Rhetoric such as Ethos, Pathos and Logos by using, for example Rhetorical Figures such as special images, unusual words, and arrangement of informations leading to desirable deduction and strong emotion. Methods using images are more efficient than traditional ones using words. They are known as Visual rhetoric.  In television, these methods prove a good combination of word and image for high efficiency.

Abstract: The higher education responding to the fourth industrial revolution (referred as "university 4.0") in this study is identified as a model of innovation – driven smart university. Here, the innovation is the philosophy, object as well as solutions for growing university’s values; while the concept of smart means the infostructure and technical conditions for running the teaching and learning activities based on advancements of 4.0 technologies. The core features of the innovation - driven smart university are described in the so-called "543" model, which consists of: entrepreneurial education (model “5 in 1”); innovation – driven academic researches; innovative ecosystem (model “4 in 1”); smart university; operating mechanism (model “3 in 1”); int  ernationalization and community responsibilities. The framework with criteria for the "university 4.0" model in accordance with quality assurance and university ranking approaches has been developed. Indicators for meeting these criteria can be used by universities for benchmarking themselves to QS 4-star standards or Top 200 universities in QS Asia university ranking table. Keywords: University 4.0, smart university, innovation-driven university, innovative ecosystem, start-up, entrepreneurial spirit, cyber - physical system. References [1] Klaus Schwab, Cách mạng công nghiệp lần thứ tư, Word Economic Forum. Bản dịch tiếng Việt, NXB Chính trị quốc gia Sự thật.[2] Nguyễn Hữu Đức, Hướng tới mô hình đại học Uniwood, Bản tin Đại học Quốc gia Hà Nội, số Xuân Quý Tỵ, 2013, tr. 22.[3] C.B.J. Ong and T.M.N. Nguyen, The 4Cs Framework to Transform Higher Education Institution as an Innovation Producing Ecosystem, International Workshop “Creativity Development and Opportunities for Business and Startup Ideas”. Hanoi, 11-12,8/2017.[4] Nguyễn Chí Hải, Nguyễn Hồng Nga, Một số đặc điểm của đại học nghiên cứu – Kinh nghiệm quốc tế cần áp dụng tại Việt Nam, Tạp chí Khoa học Trường ĐH Sư phạm Thành phố Hồ Chí Minh, 4 (2005) 150.[5] Nancy W. Gleason, edited, Higher education in the era of the fourth industrial revolotion, Palgrave Macmillan, Singapore, 2018.[6] A. Engovatova and E. Kuznetsov, A plan for the growth of the knowledge economy in Russia, RusianDirect 4 (2016) 8[7] Trần Thọ Đạt và Doãn Hoàng Minh, Đại học định hướng doanh nghiệp. Tạp chí Kinh tế và Phát triển, 233 (2016) 10-19.[8] S. Case, S.M. Coleman, G. Deshpande et al., The Innovative and Entrepreneurial University: Higher Education, Innovation & Entrepreneurship in Focus. U.S. Department of Commerce, 2013.[9] QS STAR, https://www.topuniversities.com/qs-stars/qs-stars-methodology[10] Scimago Institutions Rankings, https://www.scimagoir.com/[11] World Economic Forum, The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution Executive Summary (2016).[12] Nguyễn Hữu Thành Chung, Xây dựng mô hình đại học đổi mới (sáng tạo) nhằm thích ứng với cuộc CMCN lần thứ 4 (Nghiên cứu trường hợp Đại học Quốc gia Hà Nội), Luận văn Thạc sỹ, Trường Đại học Khoa học Xã hội và Nhân văn, ĐHQGHN, 2018.[13] Nguyễn Hữu Đức, Nghiêm Xuân Huy, Nguyễn Hữu Thành Chung, Nghiên cứu xu thế đổi mới sáng tạo trong cuộc CMCN lần thứ tư bằng phương pháp phân tích trắc lượng thư mục, VNU Journal of Science: Policy and Management Studies, 33(3) (2017) 1-7.[14] Framing Malaysian Higher Education – Future Proof Talents, Ministry of Higher Education Malaysia, 2018.[15] D. Humphreys, Making the Case for Liberal Education – Responding to Challenges, 2006, Association of American Colleges and Universities.[16] R. May Lee, Yanyue Yuan, Innovation Education in China: Preparing Attitudes, Approaches and Intellecetual Environments for Life in the Automation Economy, in: Higher education in the era of the fourth industrial revolotion, Nancy W. Gleason, edit, Palgrave Macmillan, 2018, p. 93.[17] S.M. Drake and R.C. Burns, Meeting Standards Through Integrated Curriculum, Association for Supervision and Curriculum Development, Alexandria, Virginia USA, 2003.[18] Tan Eng Chey, Innovation and Entrprise at National University of Singapore, (2018), private comminication.[19] Douglas Thompson, Technology Transfer and Commercialisation, Reports Minsk, 27th May 2015. http://www.scienceportal.org.by/upload/2015/June/Inconet%20EaP%20-%20Presentation/8%20Thompson_Tech%20Transfer%20and%20Commercialisation.pdf).[20] Research Management and Development Division, Office of President, Mahidol University: Thailand 4.0 and Entrepreneupship University, 2016. http://www.senate.mahidol.ac.th/Data/Academic%2022%20Jul/VP%20Sansanee%20Academician%20Council%20Jul22_2016.pdf[21] Deborah Wince-Smith, Universities are Wellsprings of Innovation, Drivers of Regional Economies, The Global Federation of Competitiveness Councils. A network of leaders committed to accelerating global prosperity through fostering innovation ecosystems, 2017; https://blog.thegfcc.org/universities-are-wellsprings-of-innovation-drivers-of-regional-economies-8a3c097e6cc[22] Kees Eijkel, http://www.successful.com.au/blog/2013/03/29/semip-innovation-showcase-2013/[23] Kosmas Galatsis, Nanoelectronics Research Gaps and Recommendations, 2017. http://technologyandsociety.org/nanoelectronics-research-gaps-and-recommendations-a-report-from-the-international-planning-working-group-on-nanoelectronics-ipwgn/[24] Jackson Deborah, What is an Innovation Ecosystem?, National Science Foundation, Arlington, VA (http://erc-assoc.org/docs/innovation_ecosystem.pdf), 2012.[25] P.U. Lijie, Innovation & Entrepreneurship Education at Nanjing University, Asian University Forum, Mogolia, 6 June, 2017.[26] J. Wonglimpiyarat, The innovation incubator, university business incubator and technology transfer strategy: The case of Thailand, Technology in Society 46 (2016) 18–27[27] Fehmida Hussain, E-learning 3.0 = E-learning 2.0 + Web.3.0, IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2012), p.11.[28] Behrad Bagheri, Big future for cyber-physical manufacturing systems, Design World, September 23, 2015[29] Kuo-Ming Chao, Cyber Physical Systems for Future Higher Education, Coventry University, UK, private communication.[30] H. Etzkowitz and L. Leydesdorff, The Triple Helix – University – Industry - Government Relations: A Laboratory for Knowledge Based Economic Development". Rochester, NY., 1995.[31] Đại học Quốc gia Hà Nội: Hướng dẫn về các tiêu chí đại học nghiên cứu (2013). https://vnu.edu.vn/upload/vanban/2013/10/08/1206-Huong-dan-ve-cac-tieu-chi-truong-dai-hoc-nghien-cuu..pdf[32] U-Multirank: Compare University and Colleges Rankings, https://www.umultirank.org/[33] SETARA: Overal structure of the SETARA rating 09 instrument, Malaysia http://www.mqa.gov.my/portalmqav3/SETARA09/pdf/DIMENSI%20DOMAIN%20KRITERIA%20%20INDIKATOR%20SETARA%20%2709.pdf[34] Allan Gibb, Exploring the synergistic potential in entrepreneurial university development: towards the building of a strategic framework, Annals of Innovation & Entrepreneurship 3 (2012) 16742. DOI: 10.3402/aie.v3i0.16742[35] AUN-QA: Hướng dẫn đánh giá cơ sở giáo dục của mạng lưới đảm bảo chất lượng giáo dục các trường đại học ASEAN, NXB ĐHQGHN, 2017.

Abstract : In the context of a “getting old before getting rich” population, pension schemes in Vietnam are now facing many challenges which may lead to depletion in 2034 if no effective reform takes place shortly. Though there is still no blueprint for a nationwide reform, household behavior adjustments such as better retirement preparedness and planning may create important changes. By examining the current state of financial literacy and the elderly’s financial situation, the research reveals that financial literacy is of primary importance for retirement security in Vietnam.

In the globalization context, Vietnamese higher education institutions need to fufill the functions of the third generation university as well as the challenges of the fourth industrial revolution. In this case, the innovation-driven smart university, namely SMARTI model, was proposed. By the approach of the university ecosystem, SMARTI model has been described with 5 core values: digital skills and entrepreneurship; flexibility and connectivity; research and innovation; internationalization; and promotion of social norms. The SMARTI can be governed and benchmarked through the criteria of the university performance metrics (UPM). Priminary implementations were employed for Vietnam's leading institutions. The results show that these universities have achieved a 5-star standard equivalent to excellent universities in the top 300 in Asia.

Abstract: Vietnam is at crossroads: being a middle income country now, it has to deal with social, economic and environmental challenges better known from affluent countries, while still being in the transition from an agricultural to an industrial in a society transiting from rural to urban. At the same time, Vietnam has to prepare for the diverse impacts of climate change, a process beyond its control, by developing adaptation measures safeguarding the social and environmental basis of the society and economy. This requires strategic planning with a focus on enhancing the resilience of economy and society; supporting differentiation and diversity is a core element of this, in rural as much as in urban settings. Current policies need to be updated to accommodate both the value of diversity, and the long term perspective required to mitigate climate change impacts.Keywords: Vietnam, Social Ecological and Economic Transformation, polarisation, industrialisation, urbanisation, market risks, environmental threats.References[1] United Nations General Assembly, Transforming our world: the 2030 Agenda for Sustainable Development, Resolution 70/1 adopted by the General Assembly on 25 September 2015. Document A/RES/70/1. United Nations, New York, 17th session, Agenda items 15 and 116, 2015.[2] J. Weeks, N. Thang, R. Roy, J. Lim, Seeking Equity within Growth. The Asia-Pacific Regional Programme on Macroeconomics of Poverty Reduction. UNDP Regional Bureau for Asia and the Pacific. Ha Noi, 2004.[3] P.M. Hoai, Z. Sebesvari, T.B. Minh, P.H. Viet, F.G. Renaud, Pesticide pollution in agricultural areas of Northern Vietnam: Case study in Hoang Liet and Minh Dai communes, Environmental Pollution 159(12) (2011) 3344-3350.[4] Worldbank, PovcalNet, http://iresearch.worldbank.org/Povcal.Net/index.htm?0, accessed September 6th, 2016.[5] P. Daum, Reisfelder zu Golfplätzen, Le Monde diplomatique 2019(2)(2019) 14-15.[6] C. Bonnin, S. Turner, At what price rice? Food security, livelihood vulnerability, and state interventions in upland northern Vietnam, Geoforum 43(1)( 2012) 95-105. [7] C.A. Howie, Dike Building and multiple rice crops in An Giang Province, Vietnam: benefits, losses and future risks? Paper presented at the ESP Conference Bali, Indonesia, August 26th - 30th, 2013, Ecosystem Services Partnership ESP 2013.[8] N.M. Hue, P.A. Chi, Y. Matsui, Contribution of Quality Management Practices to Sustainability Performance of Vietnamese Firms, Sustainability 10 (2) (2018) 375. https://doi.org/10.3390/su10020375.[9] J.A. Schumpeter, The Instability of Capitalism, The Economic Journal 38(1928) 361-386.[10] T. Piketty, Capital in the Twenty-first Century, Harvard University Press, Boston, USA, 2014.[11] Vietnam Investment Review May 27 -June 2, Focus "Sustainable actions", 1 (2019) 4-21.[12] KOPO, Smart Grids: Was kosten die intelligenten Netze der Zukunft?, Kommunalpolitische Blätter 14.06., 2012. https://kopo.de/blog/2012/06/14/smart-grids-was-kosten-die-intelligenten-netze-der-zukunft/, accessed June 20th, 2019.[13] UBA Umweltbundesamt (Federal Environment Agency), Emissionen des Verkehrs. https://www.umweltbundesamt.de/daten/verkehr/emissionen-des-verkehrs#textpart-1 of May 31st, 2019, accessed July 20th, 2019.[14] IPBES Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services, Brondizio, E.S., Díaz, S., Settele, J., The IPBES Global Assessment on Biodiversity and Ecosystem Services, Secretariat of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services, Bonn, Germany, 2019.[15] T. Klotzbücher, A. Marxen, D. Vetterlein, J. Schneiker, M. Türke, N. van Sinh, N.H. Manh, H. van Chien, L. Marquez, S. Villareal, J.V. Bustamante, R. Jahn, Plant-available silicon in paddy soils as a key factor for sustainable rice production in Southeast Asia, Basic and Applied Ecology 16(8)( 2015) 665-673.[16] L.E. Erban, S.M. Gorelick, H.A. Zebker, S. Fendorf, Release of arsenic to deep groundwater in the Mekong Delta, Vietnam, linked to pumping-induced land subsidence, Proceedings of the National Academy of Sciences 110(34)(2013) 13751-13756.[17] T.A. Ha, K.M. Thuy, N.T. Thu, N.N. Tung, N.Q. Trung, Methane, Nitrous Oxide and Ammonia Emissions from Livestock Farming in the Red River Delta, Vietnam: An Inventory and Projection for 2000–2030. Sustainability 10(10), (2018) 3826. https://doi.org/10.3390/su10103826[18] J.H. Spangenberg, A.L. Beaurepaire, E. Bergmeier, B. Burkhard, Ho Van Chien, Le Quoc Cuong, C. Görg, V. Grescho, Le Huu Hai, K.L. Heong, F.G. Horgan, S. Hotes, A. Klotzbücher, T. Klotz¬bücher, I. Kühn, F. Langerwisch, G. Marion, R.F.A. Moritz, N.T.Q. Anh, J. Ott, C. Sann, C. Sattler, M. Schädler, A. Schmidt, V. Tekken, D.T. Truong, K. Thonicke, M. Türke, T. Vaclavik, D. Vetterlein, C. Westphal, M. Wiemers, J. Settele, The LEGATO cross‑disciplinary integrated ecosystem service research framework: an example of integrating research results from the analysis of global change impacts and the social, cultural and economic system dynamics of irrigated rice production. Paddy and Water Environment PAWE 16(2)(2018) 287-319.https://doi.org/10.1007/s10333-017-0628-5. [19] G.M. Gurr, J. Liu, D.M.Y. Read, J.L.A. Catindig, J.A. Cheng, L.P. Lan, K.L. Heong, Parasitoids of Asian rice planthopper (Hemiptera: Delphacidae) pests and prospects for enhancing biological control by ecological engineering. Annals of Applied Biology 158(2) (2010) 149-176.[20] Langerwisch, F., Vaclavik, T., Bloh, W. v., Vetter, T.Thonicke, K., 2017, Combined effects of climate and land-use change on the provision of ecosystem services in rice agro-ecosystems, Environmental Research Letters 13(1), 015003. https://doi.org/10.1088/1748-9326/aa954d.[21] J.H. Spangenberg, K-L- Heong, A. Klotzbücher, T. Klotzbücher, N.T.Q. Anh, V. Tekken, D.T. Truong, M. Türke, J. Settele J., Doing what with whom? Stakeholder analysis in a large transdisciplinary research project in South-East Asia, Paddy and Water Environment PAWE 16(2)(2018) 321-337.https://doi.org/10.1007/s10333-018-0634-2.[22] M.H. Hoang, S. Namirembe, M. van Noordwijk, D. Catacutan, I. Öborn, A.S. Perez-Teran, H.Q. Nguyen, M.K. Dumas-Johansen, Farmer portfolios, strategic diversity management and climate-change adaptation – implications for policy in Vietnam and Kenya, Climate and Development 6(2)(214) 1-10.[23] K.L. Heong, L. Wong, J.H, de los Reyes, J. H., Addressing Planthopper Threats to Asian Rice Farming and Food Security: Fixing Insecticide Misuse, in: K.L. Heong, J. Cheng, M.M. Escalada (Eds), Rice Planthoppers: Ecology, Management, Socio Economics and Policy. Zhejiang University Press & Springer Science+Business Media, Hangzhou, China and Dordrecht, NL, 2015, 69 - 80.[24] G.M. Gurr, Z. Lu, H. Xu, P. Zhu, G. Chen, X. Yao, J. Cheng, Z. Zhu, J. L. Catindig, S. Villareal, H.V. Chien, L.Q. Cuong, C. Channoo, N. Chengwattana, L.P. Lan, L.H. Hai, J. Chaiwong, H.I. Nicol, D.J. Perovic, S.D. Wratten, K.L. Heong, Multi-country evidence that crop diversification promotes ecological intensification of agriculture. Nature Plants 2(2016), 16014. https://doi.org/10.1038/nplants.2016.14.[25] J.H. Spangenberg, J.-M. Douguet, J. Settele, K.L. Heong, Locked Into Continuous Insecticide Spraying in Rice. Developing an integrated ecological and socio-political DPSIR analysis, J Ecological Modelling 295(2015) 188–195, http://dx.doi.org/10.1016/j.ecolmodel.2014.05.010.[26] N. Phong, V.T. Thuy, A., Sookun, The application of the Framework for the Development of Environment Statistics (FDES 2013) in Vietnam, ENVSTATS News and Notes 34(2013) 19-20. [27] D.T. Truong, N.T.Q. Anh, N.T.N. Anh, Đ.K.K Ly, J.H. Spangenberg, J. Settele, V. Tekken, B. Rodríguez-Labajos, Policy Analysis Approaches in Implementing the Ecological Engineering in Vietnam: Experiences from LEGATO – An Interdisciplinary Project, VNU Journal of Science: Policy and Management Studies 32(1) (2016) 49-67.[28] Speth JG. 2019, A People’s State of the Nation. Common Dreams, March 29, 2019, https://voicesmotherearth.blogspot.com/2019/04/a-peoples-state-of-nation.html.[29] IPCC Intergovernmental Panel on Climate Change, Climate Change 2014: Impacts, Adaptation, and Vulnerability, IMO, UNEP, New York, Nairobi, 2014.[30] T.D. Vo, Household economic losses of urban flooding, Case study of Can Tho City, Vietnam. Asian Cities Climate Resilience Working Paper Series 12. International Institute for Environment and Development (IIED), London, UK, 2014.[31] P. Wester, A. Mishra, A. Mukherji, A.B. Shrestha, A. B. (Eds), The Hindu Kush Himalaya Assessment: Mountains, Climate Change, Sustainability and People, Springer Nature Switzerland Cham, Switzerland, 2019.[32] J.M. Maurer, J.M. Schaefer, S. Rupper, A. Corley, Acceleration of ice loss across the Himalayas over the past 40 years. Science Advances, 5(6), (2019). eaav7266. https://doi.org/10.1126/sciadv.aav7266[33] J. Carew, L. Reid, L. Taylor, Natural Systems and Climate Change Resilience in the Lower Mekong Basin: Future directions for biodiversity, agriculture and livelihoods in a rapidly changing environment, International Centre for Environmental Management ICEM, Hanoi, Vietnam, 2014.  

Abstract: Vietnam is one of the countries that have the highest number of persons with disabilities (PWDs). According to the 2009 Census, there were approximately 6.1 million PWDs, accounting for 7.8% of the Vietnamese population. Research has shown that the number of PWDs who attend higher education in Vietnam is extremely low and only 0.1% of PWDs have completed a bachelor program. The purpose of this paper is to provide an overview of the status of PWDs in Vietnam as well as to analyze the country’s legal framework and policies governing PWDs. To this end, the paper firstly presents facts and figures regarding PWDs in Vietnam. Secondly, the paper reviews Vietnam’s commitments to international policies and standards, and the legal framework and policies on PWDs in general and students with disabilities (SWDs) in particular at the national level. Finally, the study points out some issues and challenges for Vietnam in creating a more inclusive learning environment for PWDs and SWDs at higher education. Keywords: People with disabilities, students with disabilities, higher education in Vietnam, inclusive learning environment. References[1] World Health Organization [and] The World Bank. (2011). World report on disability. Geneva, Switzerland :World Health Organization.[2] United Nations. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3.[3] Oliver, M. (1990). The Politics of Disablement. London: Macmillan. [4] United Nations. (2011). Disability and the Millennium Development Goals: A Review of the MDG Process and Strategies for Inclusion of Disability Issues in Millennium Development Goal Efforts. New York: The United Nations.[5] Mont, D. and Nguyen, V.C. (2011). Disability and Poverty in Vietnam, The World Bank Economic Review, Vol. 25, No. 2, pp. 323–359.[6] United Nations. (2010). The Millennium Development Goals Report 2010. New York: The United Nations.[7] UNICEF. (2015). Readiness for education of Children with Disabilities in eight provinces of Vietnam. Hanoi: UNICEF Vietnam.[8] National Assembly. (2010). The National Law on Persons with Disabilities. Hanoi: National Assembly.[9] Le Bach Duong, Khuat Thu Hong, Nguyen Duc Vinh. (2006). People with Disabilities in Vietnam: Findings from a social survey at Dong Nai, Quang Nam, Da Nang, and Thai Binh. Hanoi: Institute for Social Development Studies. [10] UNESCAP. (2015). Disability at a Glance 2015: Strengthening Employment Prospects for Persons with Disabilities in Asia and the Pacific. Bangkok: United Nations Economic and Social Commission for Asia and the Pacific.[11] UNFPA. (2011). People with Disabilities in Viet Nam, Key Findings from the 2009 Viet Nam Population and Housing Census. Ha Noi, http://vietnam.unfpa.org/ webdav/site/vietnam/shared/Disability_ENG.pdf (accessed on 25 May 2018).[12] Tran Van Kham. (2014). Social construction of Disability and Its potential impacts on welfares Practice in Vietnamese contexts. SpringerPlus. 3: 325.[13] Prime Minister. (2016). Decision No. 1100/QĐ-TTg Ratifying the plan for implementing the CRPD. Hanoi: Government of Vietnam. [14] MOET. (2014). Vietnam National Education for All 2015 Review. Hanoi: Ministry of Education and Training. [15] National Assembly. (2013). National Constitution of Socialist Republic of Vietnam (Amended). Hanoi: National Assembly.[16] Ministry of Construction. (2014). National Technical Regulation on Construction for Disabled Access to Buildings and Facilities. Hanoi: Ministry of Construction.[17] Prime Minister. (2012). National Action Plan to Support People with Disabilities for 2012-2020. Hanoi: Government of Vietnam.[18] Rosenthal, E. (2009). The Rights of Children with Disabilities in Vietnam: Bringing Vietnam’s Laws into compliance with the UN Convention on the Rights of Persons with Disabilities. Hanoi: UNICEF Vietnam.[19] MOET. (2018a). Circular No.03/2018/TT-BGDĐT on Inclusive Education for Persons with Disabilities. Hanoi: Ministry of Education and Training. [20] Shirogane, K. (2016). The Socialization of Education Policy in Vietnam: Pursuing Quality Education for Children with Special Educational Needs. 18th UNESOC UNESCO-APEID International Conference, October, Bangkok, Thailand. http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/18th_Conf2016/Papers/1.D.1-Paper-KengoShirogane.pdf retrieved on September 3, 2018.[21] MOET. (2018b). Education and Training Statistical Year Book Academic Year 2016-2017. Hanoi: Vietnam Education Publishing House.[22] Dinh Thi Nga. (2017). Government investment on Education and Training: Current Status and Suggestions. Journal of Finance. http://tapchitaichinh.vn/nghien-cuu-trao-doi/dau-tu-cua-nha-nuoc-cho-giao-duc-dao-tao-thuc-trang-va-mot-so-de-xuat-125673.html retrieved on September 3, 2018. [23] MOET. (2017). Circular No. 05/2017/TT-BGDĐT: Regulation on Full-time University Admission; Full-time College Admission in Teacher Training Fields. Hanoi: Ministry of Education and Training.[24] MOET, MOLISA and MOF (2013). Joint circular No. 42/2013/TTLT-BGDĐT-BLĐTBXH-BTC: Regulation on education policy for people with disabilities. Hanoi: Ministry of Education and Training, Ministry of Finance, Ministry of Labour, Invalid and Society. [25] Le Minh Hang. (2013). Opening the Gates for Children with Disabilities: An Introduction to Inclusive Education in Vietnam. https://assets.aspeninstitute.org/content/uploads/files/content/docs/agent-orange/2013-10-20_Le_Minh_Hang-Inclusive_Education_for_CWD_in_Vietnam-EN.pdf retrieved on September 3rd, 2018. [26] Nguyen, T.B. (2013). Barriers of Learning Quality of Disabled Children in Vietnam. Journal of Social Science, VNUH No. 2, pp. 64-71.

From a thorough examination of the relation between Servant leadership style and employees’ organizational engagement, this study is conducted to theoretically evaluate how the style affects employees’ organizational engagement. The paper is organized with three major sections: a review of the Servant leadership style and employees’ organizational engagement, an analysis of its impacts on employees’ organizational engagement, and implications for future research delving into this issue.

Abstract: The Vietnamese higher education system has expanded rapidly during the past two decades. Yet, the equity in terms of access to higher education in the country is understudied. This paper is an attempt to look at the current Vietnam’s higher education system in terms of access and equity. Using logistic regression model and data from the 2016 Vietnam Household Living Standard Survey, the paper examines the factors explaining the enrolment in Vietnam’s higher education. The study result shows that there has been a wide gap in the access between the rich and the poor, and between the Kinh/Hoa majority and the ethnic minority group in Vietnam. Therefore, there is a strong need of public policies to assist disadvantaged groups in getting access to higher education. Keywords: Higher education, access, equity. References[1] Crawford, M. and C. Tran (2015). “Vietnamese Higher Education: Characteristics and Challenges”. Working paper for the World Bank.[2] Linh, V.H., G. T. Long and L. V. Thuy (2010). “Equity and Access to Tertiary Education: The Case of Vietnam”, unpublished.[3] Hayden, M. and P. Ly (2015), “Higher Education Access and Inclusion: Lessons from Vietnam,” in Teranishi, R et. al. (ed.s). Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification (Advances in Education in Diverse Communities: Research, Policy and Praxis, Volume 11) Emerald Group Publishing Limited, pp.19 – 33.[4] World Bank (2008). Vietnam: Higher Education and Skills for Growth[5] Ngo, Doan Dai (2006). “Vietnam.” in Higher Education in South-East Asia, Asia-Pacific Programme of Educational Innovation for Development, United Nations Educational, Scientific and Cultural Organization. Bangkok: UNESCO Bangkok, 2006, 219-250. [6] Murakami, Yuki; Blom, Andreas. 2008. Accessibility and Affordability of Tertiary Education in Brazil, Colombia, Mexico and Peru within a Global Context. Policy Research Working Paper; No. 4517. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/6427 [7] Usher, A., Cervenan, A., (2005). “Global Higher Education Rankings 2005.” Educational Policy Institute, Toronto, ON.[8] Greene, W (2002). Econometric Analysis, 5th Edition, Prentice Hall.

In the mindset of ethnic minority communities, Northeastern & Northwestern Truong Son, Central Highlands, Vietnam refers to a forest-related & cultural ecosystem. Living and social space of the ethnic minorities in Truong Son - Central Highlands are deeply forest-related. Researchers often call it "mountainous culture", "highland culture" or "upland culture". Similar to many other ethnic minority groups in the Northeast and North West, Truong Son, ethnic minority groups in Center Highland “have eaten” the forest, have their livelihood based on forest, and create the rich forest-related cultural tradition. However, wars, reclamation and economic development policies, consequences of migration, and others drivers together have damaged significantly the forest-related & cultural ecosystem in Central Highlands, Vietnam. Ecological environment has been ruined rapidly while cultural spaces have been also been seriously damaged. This article aims to examine roles of forests in the preservation of traditional cultural values ​​of the Central Highlands, and to provide recommendations to ensure green and sustainable  development for local communities in Central Highlands and Vietnam.

Traditional economic development often faces the trade-off between economic growth and environmental quality. This is because of the linear approach to economic development, which relies on resource exploitation to make products, consumption and then dispose, resulting in natural resource degradation and waste increase. The circular economy is a change approach towards restoration and regeneration, thereby reducing the dependence on natural resources and limiting emission, while not underestimating economic development. This paper conducts an in-depth analysis of the difference between the linear economy and the circular economy. Moreover, it discusses the necessity of the transition from the linear economy to the circular economy, which has recently become a trend in many countries around the world.