Thesis TRIEUHOAN THANG

Introduction

Research problems

A strong education system is crucial for a country's development, as schools and universities shape the future workforce However, many parents today opt for homeschooling over traditional public or private schools Homeschooling became legal in all 50 U.S states in 1993 (Bales, 2018), with around 2.5 million students being homeschooled in 2019 (Ray, 2021) Despite its limited legalization in some countries and ongoing debates, research by Lauzon in 2014 (as cited in Mincu, C., Sârbu, E., 2018) indicates a growing trend in homeschooling both in the U.S and globally.

The topic of home education sparks intense debate, with some arguing that this approach hinders socialization and leads to a perception that homeschooled children are socially deprived (Romanowsky, Mincu, Sârbu, 2018) Scholars like Kunzman contribute to this discussion, emphasizing the importance of social interactions in a child's development.

In the research titled "Homeschooling: A Comprehensive Survey of the Research" (Gaither, 2013), concerns are raised about the socialization of homeschooled individuals, with critics arguing that homeschooling limits their interaction with peers and hinders the development of social norms and values However, proponents of homeschooling counter these claims by questioning the effectiveness of traditional institutional education in providing meaningful socialization experiences (Mincu & Sârbu, 2018) This debate highlights the ongoing controversy surrounding the social implications of homeschooling.

In Vietnam, an increasing number of modern-minded parents are turning to homeschooling as an educational method The rise of technology has enabled these parents to connect through private Facebook groups like "Homeschooling in Vietnam" and "Pre-HSC 4.0," fostering a supportive community for their children’s development These groups serve as platforms for sharing experiences and effective homeschooling techniques According to Long (2020), there are three key advantages to this approach.

Homeschooling offers several advantages, including enhanced individualization for children, reduced workload from formal education, and strengthened parent-child relationships However, Duong (2017) highlights potential drawbacks, such as limited socialization and development due to insufficient peer interaction In Vietnam, legal regulations surrounding homeschooling are lacking, as mandatory primary and secondary education must occur in public or private schools following the Ministry of Education and Training's curriculum Consequently, homeschooled children may face challenges in accessing higher education due to the absence of standardized test results Additionally, misconceptions about home learning versus homeschooling can hinder children's educational rights and opportunities (Duong, 2017) The struggle for clarity and reform in this area continues.

Purposes of study

This research paper investigates the diverse perceptions of homeschooling in Vietnam, focusing on insights from homeschooling parents and three education specialists It delves into the growing trend of homeschooling in the country and examines the legal framework surrounding this educational approach.

Research questions and hypothesis

In order to fulfill all the purposes mentioned above and to make distribution the best results for audiences, I came up with these primary research questions as following:

1 What is the current situation of homeschooling in Vietnam?

1.1 What are the features of homeschooling families living in Vietnam?

1.2 What are the reasons for adopting homeschooling for families living in Vietnam? 1.3 What are the pros and cons of homeschooling?

2 How are the socialization and/or development of children of these homeschooling families?

2.1 What are the factors that influence homeschooled children’s socialization?

3 Should homeschooling be promoted and integrated in the legal framework of

Vietnam? Why? If so, what are the necessary supports for its effectiveness under Vietnam’s educational context?

Therefore, these are hypothesis that shall need further verification:

1 Homeschooled children have poor socialization competence

2 Parents of Vietnamese homeschooling families influence children’s socialization competence

3 Home-schooled children are acquiring the rules of behaviour, and a system of beliefs and attitudes from different cultures (not only Vietnam’s culture) that are essentially important to them

Literature Review

Homeschooling

“Home” is defined as the house, apartment, etc where you live, especially with your family “School” is regarded as a place where children go to be educated Thus,

“homeschooling” is the teaching of children at home, usually by parents

(dictionary.cambridge.org) Oxford Learner’s Dictionaries defines the term

“homeschooling” as the practice of educating children at home, not in schools Ray

Homeschooling, as defined by Holt (2017), is a parent-led, home-based form of private education that has historical roots He described it as a process where children learn and grow outside traditional educational institutions (Steyler, 2019) Miller (2014) emphasized the distinction between homeschooling and unschooling, noting that homeschooling involves parents acting as teachers, while unschooling allows children to pursue their interests freely Additionally, Duong (2017) pointed out that homeschooling differs from home-based education, which encompasses informal learning within the home and does not exclude activities in traditional schools.

Socialization

Socialization is a complex concept that refers to the process of training individuals, whether people or animals, to behave in ways deemed acceptable by their social group According to Luffey & Mortimer and Parsons (as cited in Lara, 2013), socialization involves individuals adapting to and internalizing the norms, values, customs, and behaviors of their shared social environment.

Lands cape of homeschooling worldwide

Homeschooling is legal in all fifty states of the United States, though regulations vary by state As of 2020, approximately 2.5 million children were homeschooled in the U.S., representing about 1 percent of the total population of 250 million.

2017) According to Statistics Canada, there were only a few of Canadian students who

In the years 2018-2019, only 0.7% of students in the U.S and Canada were homeschooled, despite these countries being pioneers in legalizing homeschooling In contrast, Vietnam, where homeschooling is recognized by local residents and government officials, has an even smaller homeschooling population, highlighting the limited adoption of this educational approach in developing nations.

Homeschoolers often face a mix of perceptions, with negative stereotypes frequently overshadowing positive views Research indicates that one of the most prevalent misconceptions is that homeschooled children lack socialization skills, leading to the belief that they are unsocialized This misapprehension has been highlighted in various studies, emphasizing the need to address and challenge these negative perceptions surrounding homeschooling.

Watson, 2019) This results from the fact that the definition for the word

Homeschooling is often perceived as isolating, with youths primarily interacting with family and lacking social engagement with peers (Basham, 2007; as cited in Watson, 2019) Critics have labeled homeschoolers as “social misfits” (Arai, 1999), “socially and educationally handicapped” (Drenovsky & Cohen, 2012; as cited in Watson, 2009), “backwards” (Lois, 2009; as cited in Watson, 2009), and “elitist” (Romanowski, 2006; as cited in Watson, 2009) However, these views are overly simplistic, focusing solely on the terms "home" and "school" and neglecting the broader context of learning environments In remote areas where access to traditional schooling is limited due to geographical barriers and teacher shortages, homeschooling can serve as a viable alternative for distance education, allowing groups of parents to facilitate learning outside formal school settings.

The increasing number of parents who decide to homeschool their offspring caused researchers to investigate this issue in the early 1980s The homeschool parents’

In his 1988 study, Van Galen categorized parental dynamics into two groups: ideologues, who aim to instill specific beliefs and values not provided by schools, and pedagogues, who believe that traditional schooling methods conflict with optimal child learning (Leon, 2014) However, Hannah's 2011 longitudinal study revealed additional factors influencing parental choices, such as addressing a child's unique needs, ensuring their well-being, and managing safety concerns This two-group classification is insufficient, as it overlooks the complex issues that can arise within families, as highlighted by Rothermel.

(2003), four levels of motivations were indicated (as cited in Leon, 2014):

● First level: Superficial homogeneity amongst family members

● Second level: Group distinction where homeschool families have spontaneous aversion to themselves due to the distinct religions they belong to

● Third level: Distinction within members in a family

● Fourth level (Highest): intra-family distinctions.

The impact of homeschooling on child’s socialization and

Homeschooling is a widely discussed topic in countries like the U.S., U.K., and Canada, yet it remains relatively uncommon in Vietnam A review of the literature on the effects of homeschooling reveals two main perspectives: one group believes that homeschooled children exhibit superior social skills compared to their peers in formal education settings, while the other group challenges this notion.

Horsburgh (2005) argues that denying children formal education hinders their socialization, highlighting the crucial role of peer groups in achieving life success Schools provide invaluable opportunities for children to connect with peers and develop essential social skills, including teamwork, mutual respect, and self-regulation Furthermore, educational institutions foster multicultural interactions among students from diverse backgrounds, enriching the learning experience.

Seventeen educational psychologists have raised concerns about the social deprivation associated with homeschooling, supported by a significant majority of teachers (90%) who believe that homeschooling fails to provide adequate socialization experiences and basic rights related to freedom Notably, Horsburgh's study was conducted in Canada, a leading country in homeschooling alongside the U.S., suggesting that incorporating quantitative methods could enhance the objectivity of the findings.

Homeschooling can limit children's direct interaction with peers, which is crucial for developing social skills A study from 2017 found that homeschooled children are primarily influenced by a small circle of family members, potentially hindering their socialization Unlike traditional schooling, where children encounter diverse individuals, homeschooling may contradict the fundamental purpose of education, which is to foster social connections and interactions.

Dong Duong's study included in-depth interviews with homeschooling parents in Vietnam, but it lacked interviews with homeschooled children As a result, the findings may reflect subjective views, primarily based on the parents' perspectives.

Koehler, Langness, Pietig, Stofflel, and Wyttenbach (n.d.) utilized the Social Skills Rating Scale (SSRS) to compare the social skills of 23 children, including seven in home-based education and 16 in formal schooling Their findings revealed that children in home-based education scored higher in social skills, with mean scores of 63.143 compared to 55.125 for those in public schools However, the study's reliance on quantitative data from a limited sample size—only 15 out of 120 consent forms returned—restricts its comprehensiveness The absence of qualitative data, such as in-depth interviews and observations, hinders a deeper understanding of the attitudes, perceptions, behaviors, and motivations of both children and their parents Additionally, the traditional educational context may influence parental perceptions of their children's social skills.

18 been accurate or precise because of bias and incapability in taking observation social skills in the schools

Despite the abundance of research available, there is a notable scarcity of studies conducted by Vietnamese researchers on the effects of homeschooling This highlights a significant need to investigate the impacts of homeschooling on children in Vietnam, whether they have been homeschooled in the past or are currently experiencing it.

2.5 Challenges and Policies to support HS in Vietnam

As mentioned above, little is done by Vietnamese researchers on this topic, so I base my review of the literature for the challenges of homeschool in Vietnam on the work

Homeschooling in Vietnam faces significant challenges, primarily due to the absence of legal regulations Currently, the Vietnamese legal framework does not recognize homeschooling outcomes, which poses obstacles for families considering this educational approach (Duong, 2017).

Vietnam's education system is characterized by a structured hierarchy, as noted by Long (2020) Specialized schools in the country select students based on their academic performance reflected in school reports Consequently, parents can only homeschool their children from grades one to nine, after which students must pass an entrance examination to qualify for the tenth grade (Long, 2020).

Nevertheless, Duong (2017) also pointed out three amendments in Vietnamese legal system towards education:

● Consider recognizing distance education for primary and junior-high-school students in remote areas

● Consider recognizing and licensing some distance-education curriculum equivalent to universal education, which expands families’ options

● Equivalent confirmation of international universal education (including formal and home-based/distance education)

While Duong (2017) and Long (2020) addressed the legal challenges of homeschooling in Vietnam, my research paper will highlight the socio-cultural obstacles associated with this educational choice in the results section.

Research Methodology

Rationale for the qualitative study

According to Cresswell (1994), qualitative methods involve an inquiry process aimed at understanding social or human issues by creating a comprehensive and nuanced picture through detailed accounts from informants in natural settings (Levin, 2008) This approach allows for an in-depth exploration of the experiences of homeschool parents, homeschooled children, and experts, facilitating a better understanding of the current state of homeschooling in Vietnam and the primary challenges faced by these groups.

Research design

Flick (2008) describes qualitative research in "Managing Quality in Qualitative Research" as a method for accessing the external world to understand, describe, and occasionally explain social issues from an internal perspective.

● Presenting an analysis in the witnesses of focus groups

● Presenting an analysis for connections and communications in the making

● Analyzing the documents such as texts, images, documentaries or music or relative signals of experiences and interactions

In summary, qualitative research is fundamentally regarded as the analysis of non- numerical data to understand concepts, opinions or experiences (Bhandari, 2020)

Therefore, my research paper is designed in the shape of a qualitative approach to generate the participants’ description of their feelings, opinion and experiences, and interpret their actions’ meanings (Denzin, 1989).

Theoretical framework

I have based my study on the conceptual framework of Ecological Systems Theory

(1979), a theory emphasizing “how human development is influenced by different types of environmental systems”, which was developed by American-Russian Psychologist Urie Bronfenbrenner (Ettekal & Mahoney, 2017) Bronfenbrenner (1986) has long indicated that:

Research highlights the crucial role that the nature and strength of connections between family and other environments play in a child's development during the first two decades of life.

20 significance in this regard are the successive transitions into (and within) day care, peer group, school, and work” (as cited in Kern, 2016, p 8)

Accordingly, Bronfenbrenner (2005) demonstrates the developmental factors which are examined in the bio-ecological systems theory as follows:

Figure 1.1 Bronfenbrenner’s Ecological Systems Theory

● Micro-system (Classroom and family level): refers to the interactions which have direct contact or contain immediate settings such as friends at schools, family members, childcare, or the neighborhood

● Meso-system (School level): The relationships amongst two microsystems such as parent-teacher meetings

● Exo-system (Community level): Outside factors which indirectly affect human development such as parents’ workplace, the parents’ or friends’ social networks, or the political attitudes around children

The macro-system, at the societal level, encompasses the broader cultural and social contexts that influence a child's development This includes the prevailing social norms, values, beliefs, laws, customs, and ideological frameworks that shape their environment and experiences Understanding these factors is crucial for recognizing how they impact a child's ability to grow and thrive within their community.

● Chrono-system (Time changes): involves the impact of environmental changes that take place over time, which means life transitions.

Target group, population, participants

This research paper investigates the growing trend of homeschooling in Vietnam, focusing on three key groups: homeschooling parents, their children, and education professionals The study includes insights from six homeschooling parents, five homeschooled children, and three educationists, aiming to understand family choices in this educational approach both within Vietnam and among those homeschooling from abroad.

There are four families represented the North Vietnam region, and their identities were fully coded by ID with their own meanings (see Appendix)

Parents ID Homeschooled kids ID

In family HNQO20032021-P, the mother chose to homeschool her children four years ago, while families HN30032021-P and HN24032021-P feature mothers from Singapore married to Vietnamese husbands Despite having five children, only the twin sisters in family HN24032021-P are homeschooled Meanwhile, family HN19032021-P opted for homeschooling for their daughter after she faced bullying four years ago, but she later returned to a public school in Dong Da district, Hanoi, where, at 15 years old, she is currently in grade 6 due to the lack of legal recognition for homeschooling in Vietnam Additionally, two homeschooling families represent the southern region of Vietnam.

Parents ID Homeschooled kids ID

Mother LA19032021-P is a single mom with two children; her elder child lives with her ex-husband, while her younger child, who is homeschooled, resides with her In contrast, mother HCM30032021-P, who has two children with her ex-husband, has remarried an American and has been homeschooling her kids for over six months since the end of 2020 Currently, there is a legal dispute between her and her ex-husband regarding custody and nurturing rights, but she lacks compelling evidence to validate the effectiveness of her homeschooling curriculum To enhance the credibility of my research paper, I consulted three experts who provided valuable insights based on their experiences, though their identities are kept confidential and abbreviated for privacy.

L.D.D The Director of Centre for Higher

Education - Vietnam Institute of Educational Sciences

N.D.H The Director of WOW Bali

D.D.L Member at Centre for Sustainable

Development and Education in Vietnam

Research sites

This research project focuses on homeschooling families in Vietnam, leveraging the accessibility of information and the target demographic Six families participated, with four located in the northern region—three in urban Hanoi and one in its outskirts—and two in the south, specifically one in Ho Chi Minh City and another in Long An province.

Qualitative data collection & analysis

In-depth interviews serve as the primary method for qualitative data collection Due to the challenges posed by the Covid-19 pandemic and geographical barriers, I opted to conduct 11 face-to-face interviews, which included 6 homeschooling parents, 4 homeschooled children, and 1 education expert, along with 3 additional online interviews.

In a study involving one homeschooled child and two educationists, open-ended questions were crafted for each group and shared on social media platforms including Facebook, Skype, Zalo, and Twitter Prior to the survey, a comprehensive consent form detailing all relevant research information was meticulously prepared using Microsoft Word and subsequently distributed within closed groups.

Facebook groups such as “Homeschooling in Vietnam”, “Pre-HSC 4.0”,

The research on "Homeschooling and Its Impact on Peer Relationships" involved conducting in-depth interviews with three distinct target groups Throughout the process, ethical standards were rigorously upheld, ensuring that participants consented to the interviews and that a comprehensive interview protocol was established (refer to Appendix).

After data collection process, coding and generalizing qualitative data are necessarily required in the data analysis process, which was carried out by following steps:

● Transcribing the in depth interviews

● Synthesizing data into themes and generalizing new themes, ideas or theories.

Limitations

My qualitative research paper acknowledges several limitations, particularly in its ability to generalize findings to a broader audience The study targeted a sample size of 14 participants, which included six homeschooling parents, five homeschooled students, and three educationists, aligning with the implemented methodology (Creswell).

In 2007, a small number of participants limited the ability to generalize findings to the broader public Additionally, a consent information letter was shared in closed Facebook groups dedicated to homeschooling communities in Vietnam, including Pre-HSC 4.0, Homeschooling in Vietnam, and Homeschooling Saigon; however, only six families agreed to participate.

In my study, I conducted in-depth interviews with homeschooled children from four out of six families The geographical focus was primarily on the North and South regions of Vietnam, excluding cities in the Central, Western, and Northwestern areas Additionally, the challenges presented by the Covid-19 pandemic limited my ability to conduct first-hand interviews and observations for each case.

Potential Ethical Issues

Effective research hinges on the careful selection of suitable techniques and methodologies, while also addressing ethical considerations (Fleming, 2018) In my research, I have identified three key ethical issues that must be taken into account.

Informed consent is a fundamental contract between researchers and participants, requiring that individuals are fully informed about the study's demands, data usage, and potential repercussions Participants must provide explicit, active consent, understanding their rights to access personal information and withdraw at any time (Fleming, 2018) Additionally, my research paper emphasizes the importance of protecting participants' anonymity and confidentiality, ensuring that self-identifying information is not disclosed It is crucial to carefully assess potential risks—whether physical, emotional, or reputational—to participants, researchers, and the broader community The risk management approach prioritizes the elimination, isolation, and reduction of risks, with participants fully informed of any dangers involved (Fleming & Zegwaard, 2018) Ultimately, all information gathered from participants is solely for the purpose of the research study.

Research Results

The current situation of homeschooling in Vietnam

Different homeschooling families gave different perceptions on homeschooling

However, the similarities amongst definitions given by homeschool parents is that it is an alternative provided by kids’ parents with the aim of mitigating imposition on child’s development

According to family LA19032021-P, the mother stated that:

Homeschooling fosters learning autonomy in children by allowing them to study at home, while formal schooling establishes common educational standards and progress assessments essential for macro-educational management In a world marked by overpopulation and specialized labor, it is crucial to recognize that each child possesses unique learning abilities influenced by their circumstances and personalities Therefore, it is the collective responsibility of society, state governments, and schools to provide foundational education, while parents must nurture their children's individual talents, passions for learning, and creativity at home.

In addition to studying at home and promoting active learning for children like family

LA19032021-P, the step-father in family HN19032021-P also disclosed that

Homeschooling is seen as an alternative approach to lessen the burden on educational institutions while fostering self-determination in children with parental guidance This method emphasizes collaboration, compromise, and nurturing relationships between parents and their children.

Homeschooling, as discussed in HCM30032021-P, refers to the physical learning environment at home where parents are responsible for educating their children According to the mother from family HN24032021-P, homeschooling offers a family-based education within a home environment rather than traditional schooling In contrast, the perspective of the mother from HNQO20032021-P highlights the importance of parental control in the homeschooling process.

26 decisions over their kids “an option for kids to learn in the way that parents consider as reasonable at the time they make their decisions”

Educationists have differing views on homeschooling, yet a common aspect in their definitions is the emphasis on the physical conditions of learning activities, including the learning environment and location.

Educationist N.D.D., the director of the Centre for Higher Education at the Vietnam Institute of Educational Sciences, challenged the misconceptions surrounding homeschooling as defined by many parents He emphasized that their understanding is often superficial, relying on only two sub-words without a solid foundation.

Homeschooling, defined as learning within the home environment, offers an alternative to traditional schooling N.D.H, the Director of WOW Bali, emphasizes that homeschooling can serve as a form of backdoor education, catering to parents who choose not to enroll their children in schools due to economic constraints or cultural biases exacerbated by mass media and technology This approach promotes creative and holistic learning processes, addressing the diverse needs of families in today's educational landscape.

Homeschooling, as defined by the Centre for Sustainable Development and Education in Vietnam, extends beyond learning in a home setting; it also encompasses a community of like-minded parents According to educationist D.D.L, the concept of homeschooling dates back over a thousand years to Western noble groups, who utilized various methods such as hiring face-to-face tutors and creating specialized curricula at home.

In conclusion, while many homeschool parents believe that homeschooling activities should be confined to the home, experts argue that these activities can also occur in various locations outside traditional schools, often organized by groups of like-minded parents This approach is particularly beneficial for families facing geographical challenges that make public or private schooling less accessible Therefore, a more precise definition of homeschooling encompasses both home-based and community-based educational activities.

Homeschooling offers parents an alternative to traditional schooling by allowing education to occur at home or in community groups outside of public or private institutions Additionally, it is considered a form of distance education, particularly beneficial for families in remote areas.

Homeschooling in Vietnam has gained attention over the past few decades but remains an unpopular choice for many families Expert L.D.D notes that there are approximately 400 homeschooled children in the country, a mere fraction of the 98% of primary-aged children who attend school, according to the World Bank L.D.D highlights that only affluent families seeking foreign curricula typically pursue homeschooling, while some parents may fall prey to unreliable online courses due to a lack of information Furthermore, L.D.D emphasizes that homeschooling differs from traditional education, which requires interaction between teachers and students, as it primarily involves parent-child interaction This lack of formal recognition is not only a challenge in Vietnam but also in many other countries worldwide.

Currently, Vietnam lacks specific regulations and guidelines governing homeschooling, leading many parents to rely on their personal approaches to educating their children at home In contrast, countries like the U.S., Canada, and Australia require parents to validate their homeschooling curriculum, schedule, and educational outcomes with local authorities before implementation to avoid potential legal issues related to children's educational rights Additionally, many Vietnamese homeschool parents seek advice and support from peers through closed Facebook groups, fostering a community of shared experiences and resources.

Some unreliable sources have raised concerns about the stability of learning schedules and the quality of uncensored materials provided by the government, which can negatively impact a child's socialization and overall development.

Vietnamese homeschool parents view homeschooling as a supplementary approach to distance education, aiming to expose their children to foreign learning styles This method is intended to prepare students for studying abroad after secondary school, obtaining global certificates, or enrolling in international schools.

A lecturer at the Posts and Telecommunications Institute of Technology in Ho Chi Minh City has chosen to homeschool his two sons due to dissatisfaction with Vietnam's public school teaching methods The family aims to guide their children towards obtaining international certificates like the IGCSE, in preparation for studying abroad and attending an international school in HCMC.

● Mr DHQ, who is living in Hanoi, decided to homeschool three children He used to homeschool three of them on his business trip in the U.S After returning to

Vietnam, he engages three kids into Abeka Curriculum

● Mr BHK, who is living in Hanoi, also engages his offspring into Abeka Curriculum

Figure 1.2 Challenges for Homeschooling in Vietnam

In Vietnam, homeschooling faces significant challenges categorized into legal and socio-cultural aspects According to data collected from three educationists, a primary obstacle is the absence of legal frameworks supporting homeschooling Additionally, the difficulties are compounded by the perceptions and attitudes of parents, educators, and society as a whole.

Social competence and development of homeschooled

Parents often believe that homeschooling negatively affects children's social relationships and physical development, although it can enhance creativity and overall well-being While technology can facilitate socialization, it does not provide the essential direct human interactions that are crucial for children's growth and development.

Table 10: Parents’ attitudes towards impacts of HS on their children’s relationships and physical development

According to Table 10, approximately two-thirds of homeschooling (HS) parents believe that the homeschooling approach positively influences their children's social relationships, with only one parent reporting a negative impact Additionally, a significant majority of HS parents, with five responses in favor compared to just one expressing ambivalence, feel that homeschooling greatly benefits their children's physical activities.

In the case study of family LA19032021-P, the homeschooled child adapted to the U.S learning style, which included celebrating Western public holidays like Christmas, New Year's Eve, and Thanksgiving However, the time zone differences between Vietnam and the U.S created a situation where his siblings' leisure time coincided with his study time Additionally, the mother expressed concerns that her homeschooled child struggles with authenticity in forming friendships, particularly in online settings.

The transition to online courses has reduced direct interactions among students and teachers, impacting social relationships For instance, in family HNQO20032021-P, the children struggled to express their disagreements due to their limited social circles Similarly, in family HN30032021-P, a Singaporean mother married to a Vietnamese husband noted that her eldest homeschooled child, who had been educated in English for over six years, faced challenges communicating with his Vietnamese grandparents due to language barriers.

In the family HNQO20032021-P, the mother prioritized her children's nutritional needs through homeschooling, allowing her to monitor their diets effectively While the older child had a higher nutrient absorption rate, he became obese due to overfeeding in public school, whereas the younger child, with lower absorbability, ended up underweight due to insufficient attention from teachers The stepfather HN19032021-P ensured his daughter avoided contaminated food from outside sources, echoing concerns shared by another mother, HN24032021-P, about the inadequate physical education in Vietnamese secondary schools In response, the girl engaged in ballet classes, while the latter mother implemented a comprehensive physical education program for her children, including daily running, bi-weekly long jumps, and afternoon gym sessions.

However, the mother LA19032021-P refuted the effectiveness of homeschooling, especially online teaching, for physical education:

“One of the significant values of humans is communication, and the lack of communication is one of the biggest weaknesses of homeschooling”

Table 11: Parents’ attitudes towards impacts of HS on their children’s creativity and well-being Creativity Frequency Well-being Frequency

Homeschooling has positively influenced the creativity of children, as noted by the mother HNQO20032021-P, who observed her kids engaging in drawing and maintaining an online collection of their artwork They frequently explored YouTube channels focused on painting and delved into scientific documentaries covering topics like the animal kingdom, nature, and biblical stories in English Similarly, step-fathers from families HCM30032021-P and HN19032021-P highlighted that the absence of distractions during homeschooling allowed their children to utilize their time more effectively, fostering deeper brainstorming for projects like cake-making and Lego model building However, mother LA19032021-P expressed concerns about homeschooling's limitations in physical and artistic education, citing her child's online piano lessons, which only provided basic skills such as reading music and playing simple songs.

Homeschooling has significantly boosted the confidence of children, as highlighted by mother HNQO20032021-P, who noted that having her mom as a teacher fostered a sense of safety and security Similarly, Singaporean parents HN30032021-P and HN19032021-P reported that homeschooling protected their daughter from bullying and negative experiences typically found in public and private schools, leading to improved emotional and physical well-being This home-based education allows children to express their true emotions freely, helping them escape frustrations often encountered in traditional educational settings.

Technological impacts on communication competence

Table 12: Parents’ assessment for technological impacts on their child’s communication capacity

All the participants as parents showed that the advent of technology had positive effects on their child’s capacity for communication However, according to the single mother LA19032021-P:

Humanity is currently experiencing the Fourth Industrial Revolution and is on the brink of the Fifth, which focuses on leveraging technology beyond our planet to advance Artificial Intelligence (AI) This shift underscores the undeniable existence and beneficial effects of technological progress.

Technological advancements have allowed homeschooled children to engage with the world by joining clubs with like-minded peers, making international friends, and participating in short online courses like coding and typing Despite limited gaming, they analyze live streams of famous gamers on YouTube, enhancing their critical thinking by observing strategies and mistakes Moreover, during the Covid-19 pandemic, virtual travel through computer screens has enabled children to explore scientific documentaries together, fostering group discussions that improve their interpersonal skills and logical reasoning In contrast, another mother, LA19032021-P, values direct human interaction over virtual connections, viewing technology's benefits as limited, which led her to a personal formula, “73855.”

She emphasized the significance of face-to-face interactions, stating that while technology may enhance education to some degree, online interactions lack the depth and permanence of real-life connections, quickly fading into insignificance.

The factors which influence child’s socialization and development

Generally, there are some main factors that influence homeschooled child’s socialization and development:

Table 13: Keywords for the most and least favourite things for HS kids at home under HS kids’ view The most favourite things The least favourite things

Greater sense of freedom from schools' pressure (4)

Have more time to specialise in a certain area (1)

Timetable is flexible to manage by him/herself (2)

Lack of direct conversation (2) Decreasing number of friends (3)

Learning American literature (1) Nothing that makes him/her feel dissatisfied (2)

Most favourite subject(s) Least favourite subject(s)

No subjects that makes him/her feel dissatisfied (2)

In Table 13, although over a half of interviewed children felt free from their old schools’ pressures, three responses in total five showed their boredom with their homeschool

47 environment due the small number of peers, and two of them lacked the direct interactions with other members in society

Homeschooling offers unique advantages, such as allowing children to learn multiple foreign languages like Japanese and German, rather than just English as in public schools However, students like LA19032021-C, who attends Minh Viet Academy for online education, often miss out on genuine friendships and face challenges in social interaction, leading to feelings of isolation Similarly, HN29032021-C expressed that homeschooling limits social networking opportunities, contributing to a sense of disconnect from peers In contrast, her twin sister HN24032021-P prefers homeschooling due to negative experiences with strict teachers in traditional schools, allowing them to control their learning pace and avoid dissatisfaction with conventional classroom settings The availability of resources like Abeka materials online enables them to revisit subjects as needed, enhancing their educational experience.

Table 14: Keywords for HS kids’ attitudes towards formal schools

Frequency Ask for attending schools with parents

In a survey of homeschooled children, none expressed a desire to attend traditional school, although two had previously inquired with their parents about the possibility of enrolling.

Child LA19032021-C found that the quality of education in Vietnam for natural science subjects like mathematics, physics, and chemistry was more challenging yet superior compared to the Minh Viet Academy's U.S learning style, which led him to occasionally request to attend public schools in Vietnam In contrast, child HN29032021-C exhibited mixed feelings about formal schooling; she felt haunted by past experiences of body-shaming from classmates and repression from teachers for not participating in extra classes, while also recognizing that homeschooling limited her social interactions with peers Meanwhile, her twin sister HN24032021-P expressed no desire to return to public school, emphasizing their differing perspectives during the interview.

“There is no flawless environment, so everything depends mainly on self-adaptation to certain conditions”

Table 15: Keywords for HS kids’ attitudes towards their physical activities and interpersonal skills when learning at home/ The things that they want parents to add in the homeschooling curriculum

Frequency Assessment on communication capacity

In Table 15, it was noted that one participant, being under 10 years old, was unable to respond to questions regarding the impacts of homeschooling on physical and communication competence While two responses highlighted the positive assessment of physical development among homeschooled children, there were no affirmative responses regarding their communication skills.

Child LA19032021-C engages in daily physical activities like biking and running, facilitated by his mother However, he struggles to make new friends for team sports such as rugby, football, and basketball, primarily due to the limited social interactions stemming from his homeschooling environment.

Regarding communication competence, the child LA19032021-C also admitted that

Discussion of findings

Overview

This study aimed to investigate the growing trend of homeschooling in Vietnam, focusing on family choices and the legal framework surrounding it It sought to understand perceptions of homeschooling through interviews with six homeschooling parents, who shared their demographic backgrounds, observations of their children's development, and views on the legal recognition of homeschooling in Vietnam Additionally, homeschooled children were included to express their feelings about their experiences and the factors influencing their development and socialization The research was supported by Educationist L.D.D., a pioneer in the study of homeschooling in Vietnam, who contributed insights from his 2017 research titled “Homeschooling va viec ap dung tai Viet Nam” (Homeschooling and its application in Vietnam), along with two other education specialists.

Director of WOW Bali - a sustainable regenerative development organization for sharing creative and holistic processes, and D.D.L - Member at the Centre for

Sustainable Development and Education in Vietnam were also invited to my research for more objective details

The current study aligns with previous research on the effects of homeschooling on children's socialization, notably echoing the findings of "Homeschooling within the Public System" by Horsburgh (2005).

“Homeschooling va viec ap dung tai Viet Nam” (Duong, 2017) However, the results also do not fit with some previous study about the homeschooled child’s levels of

61 socialization including “My mom is my teacher: Qualitative Case Studies of Three Families’ Homeschooling Experience” (Shepherd, 2010).

Horsburgh (2005) emphasizes that conventional education provides the best opportunity for students to develop essential social skills like teamwork, mutual respect, and self-regulation This educational setting serves as an ideal environment for cultural interaction among students from diverse backgrounds.

Homeschooling families in Vietnam share several common features, as highlighted in both my study and Duong's 2017 research titled "Homeschooling and its application in Vietnam." These families often prioritize personalized education tailored to their children's unique learning styles and needs Additionally, they typically engage in a collaborative approach, fostering strong community ties and support networks among fellow homeschooling families The emphasis on flexible learning environments allows for a blend of academic and practical experiences, enabling children to develop critical thinking skills and creativity Overall, these characteristics underscore the growing trend of homeschooling in Vietnam as an alternative educational pathway.

● Homeschooling is an emerging tendency known by numerous families in Vietnam since 2017

● Only affluent families with higher-education parents can meet the homeschooling requirements

● There have not been any rules and regulations for homeschooling in Vietnamese legal framework, so the perception of homeschooling in Vietnam varies

One of the main similar benefits of homeschooling explored in my study, Dong Duong’s

However, both research gave the same results that the disadvantages of HS outweighs the advantages of it:

● Lack of social interaction with relatives and local peers (due to the language barrier, the inconsistencies for study time)

● Homeschooling may be good at teaching theoretical subjects, but not be good at teaching physical & art education, which require students to spend more time on practicing

The absence of federal, provincial, or state guidelines for homeschooling children presents significant challenges Research by Horsburgh (2005) in Romania and Dong Duong (2017) in Vietnam highlights the varying contexts influencing homeschooling practices While the Romanian context differs greatly from that of Vietnam, the findings from Duong's study are more relevant to my research, emphasizing the need for tailored approaches that consider the unique social, cultural, and legal frameworks of each country.

62 points that are contradictory to the former According to statistics of the Ministry of National Education in Romania, the number of homeschooled children was over 500 in

In 2020, the homeschooling rate in Vietnam was significantly lower than in other countries, with only about a hundred children reported to be homeschooled, according to educationist L.D.D This limited number indicates that my study's sample size is considerably smaller than that of Horsburgh's research Consequently, the three primary challenges in conducting qualitative research, as opposed to quantitative or mixed methods, are the reduced target sample size, the inability to achieve random sampling, and the disparities in sample sizes among different populations.

In the qualitative case study "Mommy is my teacher" by Shepherd (2010), findings reveal that homeschooled children in the largest family case experienced enhanced socialization through interactions within an extended family comprising three generations Additionally, the other two families highlighted the importance of regular engagement with relatives, including aunts, uncles, siblings, and grandparents, in fostering social development among their children.

In the family LA19032021-P, the mother noted that her homeschooled son had limited interaction with relatives, as he was adjusting to life in Vietnam while attending Minh Viet Academy, an online school following the U.S educational model and calendar In contrast, the three case studies from Shepherd’s research highlighted families residing in the U.S., a leading country for homeschooling, where students adhered to the domestic curriculum and calendar In 2021, there were approximately 4.5 to 5.0 million homeschooled students in the U.S (Ray, B., 2021), indicating that the homeschooling community in the U.S is significantly larger than in Vietnam Consequently, homeschooled students in the U.S have greater opportunities for social interaction with peers compared to their counterparts in Vietnam.

Essentially, the ecology of human development stance focuses on interdependent systems’ effects on an individuals’ development (Bronfenbrenner, 1977) Microsystem

- the smallest system - plays a key role in affecting an individual’s social behaviours

According to Bronfenbrenner's ecological model of human development (1977), the microsystem encompasses the activities and bi-directional interactions between a developing individual and those in their immediate environment, such as family members and peers (Chamblee, 2010) Exploring the factors that influence the socialization of homeschooled children through this framework provides valuable insights Participants noted the frequency of their children's interactions with various relationships, including family, kinship, peers, and teachers, highlighting the importance of these connections in their social development.

Subsequently, exo-systems stood for external environmental settings which indirectly influenced the child’s development such as parents’ working environment, social interactions

Figure 1.3 Bronfenbrenner’s Bioecological Model applied to the study of the development of students in the homeschool setting (Source: Kerns, 2016)

The current study sheds light on the interconnectedness of systems within the ecological theory of human development Specifically, the mesosystem illustrates the relationships between various elements in an individual's microsystem, such as interactions among parents and teachers, teachers and siblings, and parents and peers However, in the case of homeschooled children, the mesosystem is significantly diminished, as it primarily exists between the child and their parents, leading to a nearly absent mesosystem in homeschooling environments.

The findings of this study provide valuable insights for homeschooling parents, educationists, and policy-makers in Vietnam It fosters connections among homeschooling parents, helping them build a supportive community and navigate the lack of legal regulations surrounding homeschooling in the country This enables parents to identify educational weaknesses and share effective teaching methods Additionally, the research highlights the need for attention from both domestic and international educationists and policy-makers to establish appropriate regulations that protect homeschooling rights and mitigate risks Furthermore, the study uncovers themes that are often overlooked in current research, offering a foundation for future studies, particularly in understanding the challenges faced by homeschooling families from the perspectives of educationists.

Future research in the field of homeschooling in Vietnam should broaden its geographical focus by including participants from Central and Western provinces, in addition to the North and South Furthermore, incorporating quantitative data, such as Likert scale assessments, could enhance the understanding of the effectiveness and satisfaction levels associated with homeschooling for children.

This research paper explores the complexities of homeschooling in Vietnam, a topic that generates significant debate both locally and globally Many families choose homeschooling due to dissatisfaction with the existing educational methods in public and private schools However, the legal framework for homeschooling in Vietnam is still developing, presenting challenges for homeschooled children in accessing further education Additionally, the limited number of homeschooling communities in Vietnam, compared to countries like the U.S., Canada, and Australia, hinders socialization opportunities for these children While this paper addresses some of these issues, it acknowledges its limitations due to the lack of quantitative data, highlighting the need for future research to provide a more comprehensive understanding of the topic.

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Tôi không biết!

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10/3 – 10/4 Qualitative data collection tools design

1/5 – 16/5 Synthesizing and Writing final paper

Target Group Time Tools Location People in supports

Skype, Zoom, Vietnam institute of educational sciences

No Items Price/Unit Quantities Total (VND)

2,500VND 1 copy of consent form

1 copy of interview questions form

MẪU CHẤP THUẬN THAM GIA KHẢO SÁT Đề tài

Giáo dục tại gia - một xu hướng mới nổi cho sự lựa chọn của các gia đình ở Việt Nam

Người thực hiện nghiên cứu

Triệu Hoàn Thắng - Sinh viên Năm 4 chuyên ngành Quốc Tế Học (FIS)- Đại học Hà Nội (HANU)

TS Lương Minh Phương - Giảng viên khoa Quốc Tế Học - Đại học Hà Nội

Implications

Essentially, the ecology of human development stance focuses on interdependent systems’ effects on an individuals’ development (Bronfenbrenner, 1977) Microsystem

- the smallest system - plays a key role in affecting an individual’s social behaviours

According to Bronfenbrenner's ecological model (1977), the microsystem reflects the interactions between a developing child and their immediate environment, particularly within the home (Chamblee, 2010) This framework is essential for examining the socialization of homeschooled children, as it highlights the significance of bi-directional relationships with family, peers, and educators Participants noted the frequency of their children's interactions with these surrounding relationships, providing valuable insights into their social development.

Subsequently, exo-systems stood for external environmental settings which indirectly influenced the child’s development such as parents’ working environment, social interactions

Figure 1.3 Bronfenbrenner’s Bioecological Model applied to the study of the development of students in the homeschool setting (Source: Kerns, 2016)

The current study sheds light on the interconnectedness of systems within the ecology of human development theory Specifically, the mesosystem illustrates the relationships between various elements in an individual's microsystem, such as interactions between parents and teachers, teachers and siblings, or parents and peers In the case of homeschooled children, however, the mesosystem is significantly diminished, as the primary relationship exists solely between the children and their parents.

This study offers valuable insights for homeschooling parents, educationists, and policymakers in Vietnam It facilitates connections among homeschooling parents, helping to build a supportive community and navigate the lack of legal regulations in the country By sharing effective teaching methods and identifying areas for improvement, parents can enhance their home education practices Additionally, the research highlights the need for greater attention from educationists and policymakers, potentially leading to the establishment of appropriate regulations that protect the rights of homeschooling families and mitigate associated risks Furthermore, this study uncovers underexplored themes in Vietnamese homeschooling research, providing a foundation for future studies and addressing obstacles from the perspectives of both parents and educationists.

Recommendations for future research

Future studies on homeschooling in Vietnam should broaden their geographical focus by including participants from Central and Western provinces, in addition to the North and South Additionally, incorporating quantitative data, such as Likert scale assessments, could enhance research outcomes by allowing for a more thorough investigation of the effectiveness and satisfaction levels associated with homeschooling for children.

Conclusion

This research paper explores the complexities of homeschooling in Vietnam, a topic that sparks significant debate both locally and globally Many families choose to homeschool due to dissatisfaction with the current educational methods in public, private, and international schools However, the lack of legal recognition for homeschooling in Vietnam presents challenges for these children as they seek to advance in their education Additionally, the limited number of homeschooling communities compared to developed countries like the U.S., Canada, and Australia makes it difficult for homeschooled children in Vietnam to find peers, potentially hindering their social development While this study sheds light on these issues, it remains a small-scale effort lacking quantitative data, highlighting the need for further research to address these limitations.