This qualitative case study examines the implementation of Escuela Nueva, a rural multigrade schooling model, in Vietnam from the perspectives and experiences of local teachers and school administrators. Escuela Nueva first emerged in Colombia in the 1970s as a scalable low-cost educational innovation model that can be disseminated to other under-resourced regions around the world. Indeed, to date, the model has travelled to fourteen countries around the world, impacting the lives of over five million children. On the surface, the implementation of Vietnam Escuela Nueva (VNEN) appears to be a close reproduction of the original model. However, some aspects of VNEN in practice in fact directly contradict the principles and philosophies of the original model. Rather than encouraging more teacher autonomy, child-centered pedagogies, and local adaptation, the implementation of VNEN has reproduced the rigidity, conformity and textbook dependency that have been core features of the traditional Vietnamese education system. This points to the difficulties that can arise when attempts at scaling up educational change across borders come into conflict with local systems of reasoning, which impede the achievement of the intended outcomes.

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另一个教科书项目？Escuela Nueva在越南的实施

该定性案例研究从当地教师和学校管理者的观点和经验出发，考察了越南农村多年级教育模式Escuela Nueva的实施情况。Escuela Nueva于1970年代首次出现在哥伦比亚，是一种可扩展的低成本教育创新模式，可以推广到世界其他资源贫乏的地区。实际上，迄今为止，该模型已经遍及全球14个国家，影响了超过500万儿童的生活。从表面上看，越南Escuela Nueva（VNEN）的实施似乎是原始模型的近似复制。但是，实际上，VNEN的某些方面实际上与原始模型的原理和哲学相矛盾。与其鼓励更多的教师自主权，不如以儿童为中心的教学法，以及当地的适应，VNEN的实施已重现了传统越南教育系统的核心特征-刚性，一致性和教科书依赖性。这指出了在扩大跨境教育变革的尝试与当地推理系统冲突时可能出现的困难，这阻碍了预期结果的实现。