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The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pretest, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study.

Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.

This article aims to identify the professional competencies that primary school teachers in Vietnam need for effective mathematics teaching and the extent to which teacher-training colleges prepare pre-service teachers with those competencies. A mixed method approach with an explanatory sequential design was employed. Questionnaires were sent to 493 pre-service teachers and interviews were conducted with 20 teacher trainers from five major teacher-training colleges in Vietnam. The findings indicated that Vietnamese pre-service teachers were adequately trained in terms of mathematical content knowledge yet were less ready in terms of mathematical teaching pedagogies. Mathematical pedagogical content knowledge was reportedly an often-neglected area at teacher-training colleges and was subsumed under general pedagogical content knowledge. The study has both theoretical and practical contributions to the development of professional qualities for primary school teachers teaching mathematics at primary school in Vietnam.

The aims of this study are two-fold. First, the existing literature is reviewed to establish a framework with which to evaluate the evolution of Realistic Mathematics Education (RME) in terms of policies and practices. The framework comprises four factors: (i) national vision and strategy; (ii) curriculum and educational materials; (iii) tests and examinations; and (iv) teacher training programs. Second, this framework was used to analyze RME implementation in Vietnam, based on data obtained from document analysis and participant observation. From the experiences of other countries, several sustainable and suitable guidelines are proposed for the further practical and efficient application of RME in Vietnam. This study also outlines some possible directions for future RME research.

The introduction, methods, results, and discussion (IMRaD structure) is a structure used by many journals and publishers in its publications since the early twentieth century. This research aims to survey and analyze some prestigious Open Access journals in the field of educational science in the world and in Vietnam on the use of IMRaD structure in presenting research results. We selected 05 open journals with the highest IF in the 2018 Scopus list and 05 prestigious journals in this field in Vietnam to conduct analysis of the articles in the latest 03 issues of these journals. The results of the survey of manuscript draft requirements and the frequency of articles written according to the IMRaD structure of the above journals show that: the IMRaD structure is commonly used in the articles in the field of Educational science in the world. However, in Vietnam, there is no journal that fully meets the contents compared to the basic IMRaD structure. The analysis of the content of articles published in journals in Vietnam shows that the weakest point of the researches is that the research methodology section is almost absent. Finally, we propose some solutions to improve scientific editing in Educational science journals in Vietnam to meet international publishing standards.

Quality assurance and accreditation has been implemented in Vietnam for nearly twenty years. It is mandatory for all Vietnamese higher education institutions to undertake accreditation including self-assessment. This study aims to investigate the impact of the self-assessment processes on quality enhancement of universities in Vietnam. Semi-structured interviews were conducted with 33 participants from three Vietnamese universities located in three major regions: the North, the Central and the South. The interviewees were those who directly involved in the self-assessment processes including institutional leaders, department heads, faculty deans, internal quality assurance staff and lecturers. Thematic analysis identified that there was a number of notable impacts resulting from the implementation of self-assessment on higher education quality. Key impacts were reported in relation to: leadership and management, teaching staff, students and student support, and training programs. The study concludes that self-assessment processes had a positive impact on improving the quality of teaching, learning, program management and student support in Vietnamese universities sampled for the current study.

Gathering information on the performance of school principals and acting on the information about their effectiveness as leaders is an essential part of improving school performance. This paper reports part of the findings from an initiative conducted to sustain and improve management quality at secondary schools in Vietnam. An evaluation tool was developed based on Vietnam's professional standards for school leaders and was used by school principals and teachers to provide more insight into their professional practices and training needs. 593 principals and 1647 teachers from 16 provinces across the eight regions of the country participated in the survey and 110 follow-up interviews were conducted. The results indicated that there were certain socio-cultural factors that conditioned the practices of Vietnamese school leaders, including demanding them to be politically, ethically and professionally fit, and to assume many peripheral roles. School principals in Vietnam generally met state standards in terms of qualifications and management expertise, and were perceived to have adequate competencies in handling school management, especially in promoting teachers' teaching capacity and ensuring educational quality. However, Vietnamese school principals found it challenging to manage school resources and assets and to instruct teachers on leadership; areas that they have hitherto received little training in.

Private higher education has become an integral part of higher education systems worldwide, including in Vietnam. However, the details explaining the private higher education sector emergence in Vietnam has hardly been addressed in the current literature. Most scholars that have mentioned this emergence in passing believed that Vietnamese private universities emerged to cater to the rising higher education demand that was unmet by its public counterparts. However, interviews with senior policy-makers, founders of private universities, and archived documents contradict this explanation: private universities emerged when demand for higher education declined sharply in Vietnam. Instead, our data point out that private higher education was part of the state-led political and economic reform. In general, we find that while the state set some uncompromised boundaries, it left ample space for private actors to take initiatives -- although a deeper analysis reveals that the state itself did not have a consensus view on where the censored line ends and where the free zone starts. Throughout this article, we argue that the notions of (public) demand vs. the state's plan for higher education should be contextualized with sufficient care in the context of a planned economy like Vietnam's.

Substituted 4-acetyl-3-hydroxy-3-pyrroline-2-ones have been prepared via three-component reactions and the tautomerism of these 3-pyrroline-2-ones is due to the slight difference of energy, and the significantly large rate constant of transformation between two tautomers. 1,4,5-Trisubstituted pyrrolidine-2,3-dione derivatives were prepared from the above mentioned 2-pyrrolidinone derivatives and aliphatic amines, which exist in enamine form and are stabilized by an intramolecular hydrogen bond. A possible reaction mechanism between 3-pyrroline-2-one and aliphatic amine (CH3NH2) was proposed based on computational results and the main product is formed favorably following the PES via the lowest ΔG# pathway in both the gas-phase and an ethanol solvent model. DFT calculations showed that kinetic selectivity is more significant than thermodynamic selectivity for forming main products.

Lifelong learning (LLL) is an evolving field that is expected to contribute to attaining Sustainable Development Goals in education in the 21st century. In line with this expectation, research on LLL in Southeast Asia has been promoted in recent years. The main objective of this study was to investigate the development of scientific publications on LLL in Southeast Asia. We assessed 491 articles and books published between 1972 and 2019, located in the Scopus database, using bibliometric analysis. The results illustrated the current status of LLL research in Southeast Asia and described the research topics investigated during those 47 years. Publications on LLL in Southeast Asia have grown steadily in the 21st century, especially since 2015. Besides the contributions from Anglo-American scholars, indigenous researchers have also played an essential role in developing LLL in Southeast Asia. In recent years, e-learning, education for sustainable development, and the learning society are the dominant topics that have reshaped LLL research in Southeast Asia.

Using quantum chemical approaches, we investigated the conventional O-HO and nonconventional Csp2-HO hydrogen bonds between carboxylic acids and aldehydes in 21 stable complexes. The strength of complexes is determined by the conventional O-HO bond together with the nonconventional Csp2-HO hydrogen bond, in which the former one is 4-5 times as strong as the latter one. Proportional linear correlations of the interaction energy with both individual energies of the O-HO and Csp2-HO hydrogen bonds are proposed. Different impacts of electron-donating and electronwithdrawing groups in substituted formaldehyde and formic acid on characteristics of conventional and nonconventional hydrogen bonds, as well as the strength of both hydrogen bond types and complexes, are also evaluated. Following complexation, it is noteworthy that the largest blue shift of the Csp2-H stretching frequency in the Csp2-HO bond up to 105.3 cm-1 in CH3CHOFCOOH is due to a decisive role of the O-HO hydrogen bond, which has been rarely reported in the literature. The obtained results show that the conventional O-HO hydrogen bond plays a pivotal role in the significant blue shift of the Csp2-H stretching frequency in the nonconventional Csp2-HO hydrogen bond. Remarkably, the considerable blue shift of the Csp2-H stretching frequency is found to be one H of {C-H in formic acid substituted by the electron-withdrawing group and one H in formaldehyde substituted by the electron-donating group. In addition, the change in the Csp2-H stretching frequency following complexation is proportional to both changes of electron density in s*(Csp2-H) and σ*(O-H) orbitals, in which a dominant role of σ*(O-H) versus σ*(Csp2-H) is observed. [ABSTRACT FROM AUTHOR]

The purposes of the study presented in this article were twofold. One was to respond to the question: what makes a quality curriculum? within the framework of the fourth United Nations Sustainable Development Goal (SDG 4). The other was to develop and pilot an appropriate instrument to evaluate the quality of curricula in a sample of private schools in Vietnam. While public schools are still preparing for implementation of Vietnam's New General Educational Curriculum, small adjustments are already being made to the curriculum in some private and international schools in Vietnam, which have been issued a curriculum customisation licence. Therefore, the pilot schools which participated in this study can serve as case studies for the upcoming major policy improvement in Vietnam's public schools, thus providing guidance for Vietnamese policymakers, school principals and teachers. While there is no "one-size-fits-all" curriculum assessment formula, since each country exhibits distinctive features in its teaching and learning programme, the indicators developed by the authors for their study can be adjusted to suit the needs of other countries.

A new labdane-type diterpenoid, 9-epi-vitexnegundin (1), was isolated from the leaves of Vitex negundo L. together with seven known compounds: 8,13-diepi-manoyl oxide (2), 8-epi-sclareol (3), sclareol (4), 9,13-epoxy-labd-14-ene (5), vitedoin B (6), argyol (7), and predicularis-lactone (8). The chemical structures were elucidated by analysis of spectroscopic data and comparison with published NMR data. The DP4+ probability method was used to determine the relative stereochemistry of 9-epi-vitexnegundin. Complete NMR assignments of compound 2 were determined, revising the previously-reported NMR data for this compound. The stereochemistry of 9,13-epoxy-labd-14-ene (5) was elucidated for the first time, based on NOESY correlations. All isolated compounds 1–8 were evaluated for cytotoxicity against the K562 cell line, as were vitexnegundin (9), vitexilactone (10), vitetrifolin D (11), 13-hydroxy-5(10), 14-halimadien-6-one (12), artemetin (13), vitexicarpin (14), penduletin (15). Compounds 10–15 exhibited moderate cytotoxicity, with IC50 values in the range 15.7–79.8 µM.

Two new cycloartanes, combretanones G and H (1 and 2), were isolated from the leaves of Combretum quadrangulare. Their structures were elucidated by applying a set of spectroscopic methods, while their relative configurations were determined using DFT-NMR chemical shift calculations and subsequent assignment of DP4 probabilities. Compounds 1 and 2 are C-23/C-24 stereoisomers of the previously-reported euphonerin E. Both exhibited moderate cytotoxicity against three human cancer cell lines. Compound 2 was shown to be a potent antiparasitic. Our results confirm the traditional medicinal uses of Combretum quadrangulare in Vietnam.

Based on a uniquely matched firm-worker panel dataset for 2013 and 2015, this study is the first to consider the effect of education on employee benefits in terms of wages and quality of employment. We find that only college or university education has a positive influence on employee wages when taking into account worker characteristics alone but the wage premium declines when both firm and worker characteristics, as well as time-invariant unobservable factors, are controlled for. While there are many studies on the wage premium of education, the role of education on the quality of employment remains largely unexplored. Our results show that in fact, only college or university graduates benefit from a statistically significant difference in the quality of employment in comparison with their colleagues without such education. The findings suggest that higher education programs play an important role in employee benefits.