ASSESSING THE IMPACT OF FOOD SUPPORT POLICY PRIMARY AND SECONDARY SCHOOL CHILDREN IN LAI CHAU PROVINCE, WHO WILL NO LONGER BE ELIGIBLE FOR ASSISTANCE WHEN REGION III COMMUNES, VILLAGES, AND HAMLETS BECOME REGION I, AS PER VIETNAMESE GOVERNMENT REGULATIONS
Nguyen The Hung1, Bui Thanh Binh2 and Do Thi Ha Anh3 Dao Thi Thuy Ngoc4*
1Dr, Mr, Vice President, Academy of Policy and Development, VIETNAM, email@example.com
2Dr, Mr, Affair Academy, Academy of Policy and Development, VIETNAM, firstname.lastname@example.org
3M. Econ, Ms, Faculty of Economic Development, Academy of Policy and Development, VIETNAM, email@example.com
4M.A, Ms, 108 Military Central Hospital, Ha Noi, VIETNAM, firstname.lastname@example.org
Ethnic minorities and mountainous terrain are divided into three regions. Region I communes are beginning to develop, Region II communes are still problematic, and Region III communes are extremely difficult. The division of commune-level administrative units according to development level serves as a foundation for planning and organizing policy implementation to focus on investment, exploitation of potentials, narrowing the development gap, and improving the infrastructure system to improve conditions for ethnic minorities to access essential social services, particularly education and health care, in order to improve the quality of human resources, reduce poverty, and promote national identity. Policies governing the demarcation of ethnic minorities and mountainous areas, on the other hand, have had a considerable impact on policies supporting ethnic minority children's education. According to some research, ethnic groups still have unequal access to education. In order to assess the process and determine how policy changes affect the policy of supporting education for elementary and middle school students, this paper summarizes educational support policies for ethnic minority students. It also analyzes education and training outcomes in Lai Chau province and conducts in-depth interviews with stakeholders (students, teachers, village officials, commune officials). The results show that the policy system to support ethnic minority students of Vietnam in general and Lai Chau, in particular, has many outstanding advantages such as comprehensiveness, systematicity, and attention to ethnic specificities. The policy system has been a driving force for ethnic minority students to go to school. However, it is ineffective in maintaining the number of students transferring between primary and secondary schools and their success in secondary school due to several barriers such as changing policies to student food support, training programs, natural conditions, cultural issues, and job opportunities.
Keywords: Policy for student food support, policy for education support, ethnic minority students, Lai Chau.
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