The teaching staff is one of the most significant factors determining the quality of education. Therefore, improving the quality of teaching staff is always considered by governments. The criteria of teacher competence, the basis for evaluating teachers as well as the basis for teachers to improve their capacity, is one of the factors to promote the quality of teachers. In the context of socio-economic changes and the need to comprehensively innovate education, Vietnam has issued new standards for teaching staff. With a documentary research approach, the study analysed the changes in criteria and capacity for general education teachers based on policy documents and explained the necessity of that criterion system for education in Vietnam in the current context. Along with the change in criteria and teacher capacity, approaches to teacher assessment and rating were also mentioned in this study. The results show that the criteria, methods of assessment, and grading of teachers are getting better. However, policy changes take time to successfully implement in practice and need to be consistent with other policies. Therefore, some recommendations on management, teacher training, and financial support were proposed for improving the quality of teaching staff.

The teaching method is one of the main aspects to make a huge contribution to the success of any education system, and project-based teaching (PBL) is an important aspect to contribute to the success of education also. This research was conducted through a review of project-based teaching that has been used in the education system of Vietnam, including a sample, and setting that included imperial and theoretical literature selected from the fields of education. Findings show that this method has been applied to various sectors of education, from kindergarten education to higher education, in many disciplines and subjects, in schools and educational settings, and has become more widely popular than ever. This method, however, has its drawbacks because it takes time to master and teachers need more skills to manage the learning atmosphere. This method has been commonly accepted as one that can help teachers and learners understand more and get more benefits in the learning and teaching process.

Juvenile recidivism presents a significant challenge to the criminal justice system in Vietnam. This study examines the perspectives of judicial officers regarding effective solutions to mitigate juvenile reoffending. Through a series of structured interviews and surveys, the research explores judicial officers' insights into the root causes of juvenile delinquency, including socio-economic factors, family influences, and the impact of educational systems. The findings emphasize the importance of rehabilitation over punishment, suggesting that psychological counseling, vocational training, and educational support are pivotal in preventing recidivism. Furthermore, judicial officers advocate for the integration of community-based programs, early intervention strategies, and legislative reforms to address gaps in the juvenile justice system. The study concludes by highlighting the necessity for a multi-disciplinary approach, combining legal, social, and psychological interventions, to effectively curb juvenile recidivism in Vietnam.

This study explores the perceptions of justice and governance professionals in Vietnam regarding the protection of fundamental rights and the implementation of community-based reintegration measures for juvenile offenders. Drawing on a cross-sectional survey of 285 respondents—including police officers, prosecutors, legal aid providers, commune officials, and other local-level actors—the research investigates three key dimensions: the perceived objectives of juvenile justice, support for a specialized juvenile justice system, and the perceived necessity of 22 child-centered, community-based interventions aimed at rehabilitation and recidivism prevention. The findings reveal strong overall support for rehabilitative and educational goals over punitive approaches. A large majority of respondents endorsed the establishment of a dedicated juvenile justice system aligned with international standards, particularly the UN Convention on the Rights of the Child. Among the proposed interventions, those involving legal safeguards, psychological support, diversion, and family engagement received the highest levels of support. While perceptions were consistent across gender, education, and professional experience, differences emerged by occupational role, suggesting competing institutional logics. These insights offer critical input for aligning Vietnam’s juvenile justice reform efforts with child rights principles and global best practices.

In the education sector, the academic factor is considered the primary focus when assessing the service quality of schools. However, the traditional approach to service quality proposes that the supplemental indicators of quality are just as important in meeting customer expectations. As parents of secondary school students are not directly involved in the academic service of the school, non-academic factors (e.g., administrative quality [ADQ] and physical environment quality [PEQ]) can be considered alternative service quality indicators, subsequently affecting their satisfaction and loyalty. Using data obtained from a survey questionnaire with 230 parents of secondary education students in Vietnam, this study examined non-academic service factors as antecedents of parent satisfaction and loyalty. Results of the exploratory factor analysis (EFA) yielded two factors under the non-academic service dimension: PEQ and ADQ. Results of the structural equation modeling (SEM) showed that while PEQ affects loyalty both directly and indirectly, ADQ affects loyalty only indirectly through satisfaction. Implications for stakeholders, including school principals and policymakers, have been drawn from the findings of this study.