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 21^st 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.

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.

Trải nghiệm toán học là một trong những nội dung trọng tâm của chương trình giáo dục phổ thông. Gắn định hướng nghề nghiệp vào quá trình trải nghiệm toán học góp phần thực hiện mục tiêu tạo cho học sinh hiểu biết ngành nghề qua môn Toán. Bài báo đề xuất nội dung rèn luyện nghiệp vụ sư phạm của trường sư phạm về tổ chức hoạt động trải nghiệm toán học gắn với định hướng nghề nghiệp học sinh Trung học phổ thông. Việc triển khai nội dung này trong quá trình đào tạo giúp nâng cao hiệu quả công tác chuẩn bị nghiệp vụ dạy học đáp ứng yêu cầu đổi mới giáo dục cho sinh viên Sư phạm ngành Toán.