ASSESSING THE EFFECTIVENESS OF EDUCATIONAL POLICIES FOR ETHNIC MINORITY STUDENTS WITH SPECIFIC DISADVANTAGES IN REDUCING INEQUALITIES IN GENERAL EDUCATION

Abstract

This study aims to analyze the effectiveness of educational policies in improving access to and retention in learning for ethnic minority students facing specific vulnerabilities in the Northern mountainous region of Vietnam. The research data was derived from surveys on the socio-economic status of specifically vulnerable ethnic minority groups, namely the Lo Lo, Pa Then, Cong, and Lu peoples. The findings indicate that preferential admission policies and learning support mechanisms have contributed to enhancing the quality of education and sustaining universal education achievements. However, limitations persist in ensuring basic education for these specifically vulnerable ethnic groups, necessitating solutions to address these challenges. The policies were also assessed as unevenly implemented across localities and insufficiently tailored to the distinct needs of the vulnerable groups. To secure equitable access to education, supportive policies require increased resource allocation, improved implementation modalities, and enhanced cultural relevance to guarantee truly equal learning opportunities for these specifically disadvantaged ethnic minority students.