CHALLENGES IN IMPLEMENTING THE INTENSIVE VIETNAMESE PROGRAM FOR ETHNIC MINORITY PRESCHOOL CHILDREN: EDUCATIONAL MANAGERS’ PERSPECTIVES

Abstract

This study examines the challenges in implementing the Intensive Vietnamese Program for ethnic minority preschool children from the perspective of educational managers. The research was conducted in a mountainous area where ethnic minority children constituted the majority of the preschool population. A qualitative case study design was employed, with in-depth interviews as the primary data collection method. The participants included seven educational managers: one commune-level official responsible for education and six preschool leaders (three principals and three vice-principals). The findings indicated that the implementation of the program was shaped by a set of interrelated challenges. Five major constraints were identified: (i) limited teacher capacity and shortages of qualified staff; (ii) inadequate facilities and teaching materials; (iii) insufficient parental and community engagement; (iv) managerial difficulties following administrative restructuring, particularly due to the absence of specialized education personnel; and (v) adverse geographical and socio-economic conditions, including remoteness, poverty, and poor transportation infrastructure. In response to these constraints, the managers reported adopting a number of adaptive strategies, such as flexible planning, reallocating available resources, and strengthening coordination with local communities. The study provides empirical insights into the managerial dimensions of implementing language education policies in disadvantaged ethnic minority areas and offers implications for improving the effectiveness of Vietnamese language support programs in similar contexts in Vietnam.