1. Full name of the doctoral candidate:Li Lin 2. Gender:female
3. Date of birth:28th/ 08/ 1988 4. Place of birth:Ha Nam provinceCentralNational
5. Decision to admit doctoral students:Decision No. 1413/QD-XHNV dated June 3, 2022of the University of Social Sciences and Humanities.
6. Changes to the training process (if any):Decision on changing/adjusting the doctoral dissertation topic of a research student, No. 4015/QD-XHNV, dated October 11, 2023
Decision on extending the study period of doctoral students, No. 4105/QD-XHNV, dated June 9, 2025
7. Thesis title:Southeast Asian Primary Education Policy - A Case Study of Vietnam from 2011 to 2023
8. Major:Southeast Asian Studies9. Code:9310608.02
10. Scientific supervisor:Assoc. Prof. Dr. Nguyen Van Chieu, Dr. Nguyen Tran Tien
11. Summary of the new findings of the thesis:
Research objectivesThe aim is to clarify Vietnam's primary education policy through the analysis of SEA-PLM 2019 data, and subsequently propose solutions for policy reform towards evidence-based education.
Research subjectsThis is primary education policy in Southeast Asia, with a focus on the case of Vietnam during the period 2011–2023. The policy is approached as a whole, encompassing its objectives, content, development mechanisms, implementation organization, and practical educational outcomes.
Research methods
Document analysis method:To gather information on Vietnam's primary education policies from legal documents, policy reports, educational programs, and other related materials.
Secondary data analysis method: using available data from the SEA-PLM 2019 assessment program and related reports, the Education for Learning and Global Equity Analysis(MICS-EAGLE)To analyze the current state of student learning outcomes and differentiation.
Synthesis and analysis methodsSynthesize collected information and data to analyze the relationship between policy and learning outcomes.
Comparative methodThis study compares Vietnam's primary education policies and outcomes with those of several representative Southeast Asian countries participating in the SEA-PLM, based on information from comparative documents, in order to draw lessons learned.
Policy analysis methodsDesigned using an integrated approach, it connects quantitative SEA-PLM data with qualitative analysis of policy documents to identify the cause-and-effect relationships between "policy formulation - policy implementation - policy evaluation".
Contribution of the thesis
In theory
This dissertation contributes to systematizing the theoretical basis of the relationship between educational policy and learning outcomes in the context of primary education. Unlike studies that focus on a single aspect of policy or outcome, this dissertation examines the complex interaction between diverse policy factors related to curriculum, teaching staff, equity, facilities, and student learning outcomes. In particular, the approach from the perspective of SEA-PLM programs helps to build an integrated analytical framework, placing this relationship within a broader comparative context and highlighting aspects not yet clarified in previous studies. The dissertation hopes to contribute to a clearer understanding of the role of policy factors in shaping the quality and equity of primary education, especially in the context of developing countries in Southeast Asia. By analyzing how specific policies impact the learning environment, teaching conditions, and student support, this research will provide evidence and arguments to strengthen our understanding of the mechanisms by which policies influence outcomes in the primary education system.
In practical terms
This dissertation provides a comprehensive overview and systematic analysis of the current state of primary education policy in Vietnam. Through the synthesis of legal documents, educational programs, and related materials, the study clarifies the strengths of the current policy framework and reflects the State's efforts in reforming and improving the quality of primary education. Furthermore, the dissertation points out the limitations and challenges in the policy planning and implementation process, particularly the barriers affecting educational quality and equity.
Based on the SEA-PLM 2019 database, this thesis analyzes the learning outcomes of Vietnamese primary school students in the areas of Reading Comprehension, Writing, Mathematics, and Global Citizenship. The results show that Vietnamese students achieve relatively high results compared to the region, but significant disparities still exist among student groups based on socio-economic conditions, regions, and ethnicity. These disparities reflect inequalities in access to learning opportunities and educational quality, providing crucial evidence for identifying priority support groups.
The thesis also analyzes the relationship between education policy and learning outcomes based on empirical evidence from SEA-PLM, thereby indicating the impact of current policies. Some policies have proven effective in improving the quality of education, while others have yet to meet the requirements of narrowing the gap and ensuring equity. This provides an important basis for adjusting and improving policies in the future.
12. Directions for further research:
Based on the theoretical and practical contributions of this thesis, future research directions can be expanded and further developed in many aspects. Theoretically, further studies could continue to refine the model for analyzing educational policy based on the SEA-PLM framework, particularly clarifying the mechanisms of interaction between curriculum policy, teacher development policy, and student learning outcomes. Simultaneously, it is necessary to strengthen the analysis of the dynamic relationship between policy factors and the educational context, aiming to build a more integrated and explanatory theoretical framework. Furthermore, incorporating interdisciplinary theories such as educational economics, comparative education, and learning science will help broaden and deepen the theoretical foundation of the research.
In practical terms, future studies should expand the scope of data and analysis time, incorporating multiple SEA-PLM cycles to conduct longitudinal studies, thereby more accurately assessing the impact and sustainability of policies. Simultaneously, deeper analysis is needed for specific student groups such as ethnic minorities, rural students, and those with low socioeconomic status to enhance the accuracy and targetability of policy recommendations. Regarding research methodology, advanced quantitative analytical models such as multi-level models or causal inference methods could be applied to better identify the relationship between policies and academic outcomes. Furthermore, the inclusion of qualitative research on teaching practices, school management, and classroom activities will supplement the quantitative data.
At the regional level, future studies could provide a deeper comparative analysis among Southeast Asian countries regarding curriculum reform, teacher policies, and educational equity, thereby drawing lessons that can be widely applied. Simultaneously, it is necessary to further explore the role of SEA-PLM data in policy evaluation and promoting regional educational cooperation, contributing to improving the quality and equity of primary education in the context of international integration.
13. Publications related to the dissertation:
1.李琳 (2025),"SEA-PLM框架下越南小学教育质量提升径研究”[J],教育发展与创新, 3(7), 88-90.
2.李琳 (2025),"SEA-PLM框架下马来西亚小学教育现状及对越南的启示”[J],素质教育, (5), 26-27.
3. Li Lin (2025),"Training primary school teachers with a focus on sustainable development in Yunnan Province, China - lessons learned for Vietnam.”,Hanoi Capital University Science Journal,93(2),tr.46-52.
4.李琳,陈幸源 (2025),"AI赋能国际职场汉语口语课程教学模式,Proceedings of the International Scientific Conference on Curriculum Development, Material Development, and Technology Application in Chinese Language Teaching,Science and Technology Publishing House, Hanoi, p.. 253-256.
INFORMATION ON DOCTORAL THESIS
1. Full name: LiLprint
2. Sex: Female
3. Date of birth: 28/08/1988
4.Place of birth: Henan Province, China
5. Amission decision numberNo. 1413/QD-XHNVdated June 3, 2022 by VNU University of Social Sciences and Humanities.
6.Changes in academic proceedings: Decision on changing/adjusting the doctoral dissertation topic of the PhD candidate, No. 4015/QD-XHNV, dated October 11, 2023; Decision on extending the study period of the PhD candidate, No. 4105/QD-XHNV, dated June 9, 2025.
7.Official thesis title: Primary Education Policy in Southeast Asia: A Case Study of Vietnam ffrom 2011 to 2023
8.Major: Southeast Asian Studies
9. Code: 9310608.02
10. Supervisors: Assoc. Prof. Dr. Nguyen Van Chieu, Dr. Nguyen Tran Tien
11.Summary of the new findings of the thesis
Research
The research aims to clarify Vietnam's primary education policies through the analysis of SEA-PLM 2019 data, reflecting policy innovation solutions toward evidence-based education.
Research site
The research object is primary education policy in Southeast Asia, with a focus on the case of Vietnam in the period 2011–2023. This policy is approximately as an integrated whole, including policy objectives, content, formulation mechanisms, implementation processes, and policy outcomes in educational practice.
Produce methods
Document analysis method:to collect information on Vietnam's primary education policies from legal documents, policy reports, curricula, and related materials.
Secondary data analysis method:to use existing data from SEA-PLM 2019 and related reports such as MICS-EAGLE to analyze students' learning outcomes and disparities.
Synthesis and analysis method:to synthesize information collected and data in order to analyze the relationship between policies and learning outcomes.
Comparative method:to compare Vietnam's primary education policies and outcomes with selected SEA-PLM participating countries in Southeast Asia to draw policy lessons.
policy analysis method: designed as an integrated approach combining quantitative SEA-PLM data with qualitative policy document analysis to identify causal relationships between policy formulation, implementation, and evaluation.
Contributions of the thesis
Theoretical contributions
The thesis contributes to systematizing the theoretical framework on the relationship between education policies and learning outcomes in primary education. Unlike previous studies focusing on single aspects, this research examines the complex interactions among curriculum, teachers, equity, infrastructure, and student learning outcomes. Using the SEA-PLM framework, it builds an integrated analytical model within a comparative regional context, clarifying the role of policies in shaping quality and equity in primary education, especially in developing countries in Southeast Asia. It explains how policies affect learning environments, teaching conditions, and student support mechanisms, strengthening the understanding of policy impact mechanisms on educational outcomes.
Practical contributions
The thesis provides a comprehensive and systematic analysis of primary education policy in Vietnam. By reviewing legal documents, curricula, and related materials, it clarifies the strengths of the current policy framework and reflects national efforts to reform and improve education quality. It also identifies limitations and challenges in policy formulation and implementation, especially barriers affecting quality and equity.
Based on SEA-PLM 2019 data, the thesis analyzes Vietnamese primary students' performance in Reading, Writing, Mathematics, and Global Citizenship. The results show relatively high achievement compared to the region, but significant disparities remain across socioeconomic status, regions, and ethnic groups. These gaps reflect inequality in access to learning opportunities and education quality, providing important evidence for identifying priority groups.
The study further analyzes the relationship between education policies and learning outcomes based on empirical SEA-PLM evidence, identifying the effectiveness of existing policies. Some policies have improved education quality, while others have not sufficiently reduced gaps or guaranteed equity, providing an important basis for future policy adjustment and improvement.
12. Further research directions
Based on the theoretical and practical contributions of this thesis, future research may expand in several directions. Theoretically, future studies should further refine the SEA-PLM-based policy analysis model, clarifying causal mechanisms among curriculum policies, teacher development policies, and student learning outcomes. Dynamic relationships between policy and context should be strengthened to build a more integrated theoretical framework. Interdisciplinary theories such as education economics, comparative education, and learning sciences should also be incorporated.
Practically, future studies should expand data scope and time span by integrating multiple SEA-PLM cycles for longitudinal analysis. More detailed subgroup analyzes (ethnic areas, rural students, low-SES groups) are needed. Advanced quantitative methods such as multilevel modeling and causal inference can improve robustness. Qualitative studies on teaching practices and school governance should complement quantitative findings.
At the regional level, comparative studies across Southeast Asian countries should be strengthened to identify transferable policy lessons. The role of SEA-PLM data in policy evaluation and regional cooperation should also be further explored to enhance education quality and equity in the context of international integration.
13.Thesis-related publications
1.Li Lin (2025), “A Study on the Pathways for Improving the Quality of Primary Education in Vietnam under the SEA-PLM Framework”[J],Education Development and Innovation, 3(7), pp. 88–90.
2. Li Lin (2025), “The Current Situation of Primary Education in Malaysia under the SEA-PLM Framework and Its Implications for Vietnam” [J],Quality Education, (5), pp. 26–27.
3. Li Lin (2025), “Teacher Training for Primary Education under the Orientation of Sustainable Development in Yunnan Province, China – Lessons for Vietnam”,Journal of Science of Hanoi Metropolitan University, 93(2), pp. 46–52.
4. Li Lin, Chen Xingyuan (2025), “AI-Enabled Teaching Model for International Workplace Chinese Speaking Courses”,Proceedings of the International Scientific Conference on Curriculum Development, Teaching Material Development, and Technology Application in Chinese Language Teaching,Science and Technology Press, Science and Technology Press,Hanoi, pp. 253–256.
Author:Department of Training and Non-profit Organization
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