The diplomats, Vietnamese working, studying abroad and overseas families while working in Vietnam, investment, their children after a period of study abroad when they return will also need a suitable school to continue studying.The investment, the international standard construction to serve the learning needs of the children, where the foreign investors, organizations and companies working in Hanoi, and children of Vietnams Foreign workers, overseas Vietnameses returning the country for investment is a practical contribution to the cause of industrialization and modernization of the country, increasing the attractiveness of Vietnam in general and Hanoi in particular for the world. Moreover, investing in such project will help Vietnam educational system to evolve and integrate with other system of countries in local and global region.
FOREIGN TRADE UNIVERSITY FACULTY OF BUSINESS ADMINISTRATION -*** REPORT OF MID-TERM INTERNSHIP EVALUATION FOR TEACHING PROGRAM OF INTERNATIONAL SCHOOL OF VIETNAM (ISV) Full name: Nguyen Hang Dieu Student ID: 1001020204 Class: A1 CLC QTKD K49 Guidance teacher: Ms Tang Thi Thanh Thuy, MBA Hanoi, July 2013 Contents Preface .1 Chapter I: Introduction to ISV 1.General information 2 Developing progress Specialized working field .2 School organizational chart Chapter II: Analyzing teaching program International Baccalaureate (IB) Introduction to International Baccalaureate Organization and its programs (IB) 2.Operation of IB program 2.1 The IB Primary Years Program (PYP) .5 2.2.The IB Middle Year Program (MYP) 2.3 The IB Diploma Program 15 2.3.1.The Diploma Program core 15 2.3.2 The curriculum 16 2.3.3 Assessment 16 Ability of providing .16 Economic efficiency 17 Limitations 21 Chapter III: Recommendations .22 Conclusion and summarize of the internship 23 Preface In recent years, since Vietnam became a member of the World Trade Organization (WTO), especially after the decision to expand the capital of the Prime Minister, Hanoi became one of the largest capitals of the world The foreign investment projects in Hanoi are thriving The representative offices, organizations and foreign companies are located in Hanoi needing a school of international standard and are recognized worldwide for their children to learn The diplomats, Vietnamese working, studying abroad and overseas families while working in Vietnam, investment, their children after a period of study abroad when they return will also need a suitable school to continue studying The investment, the international standard construction to serve the learning needs of the children, where the foreign investors, organizations and companies working in Hanoi, and children of Vietnam's Foreign workers, overseas Vietnameses returning the country for investment is a practical contribution to the cause of industrialization and modernization of the country, increasing the attractiveness of Vietnam in general and Hanoi in particular for the world Moreover, investing in such project will help Vietnam educational system to evolve and integrate with other system of countries in local and global region With the above fact and the experience from one month of internship in International School of Vietnam – an international environment with the attendance of both foreigner and Vietnamese staffs, I want to present the topic “Evaluation for teaching program of International School of Vietnam (ISV)” The large scope and complexity of the research, in addition with limitation of my knowledge, leave the topic inevitable shortcomings and mistakes I hope to receive your comments and recommendations to make the topic better Thank you for your kind guidance! Chapter I: Introduction to ISV 1.General information International School of Vietnam (ISV) is a project of Tuan Duc Limited Company The purpose of the project is to provide a high quality international education in Vietnam and the region by nurturing, empowering and connecting students with their environment After several years obtaining necessary documents, licenses and building facilities, ISV has gone to operation in September 2012 Some key information about the project is: 1.1 School name, school type, location International School of Vietnam No 6-7 Nguyen Cong Thai Street, Dai Kim Urban Area, Dinh Cong, Hoang Mai, Hanoi, Vietnam Tel: +84 (0) 435 409183 General email: office@isvietnam.org Tax code: 0105 934455 Business registration code: 0100878528 1.2 Financial capital: Total capital: VND 385 billion Authorized capital: VND 200 billion Equity and loan from bank: VND 185 billion Developing progress -Time of planning, designing and building ISV facilities: years (08/200708/2011) -Time of starting enrolment: 09/2012 Specialized working field 3.1 Vision The International School of Vietnam aspires to be the most respected provider of quality international education in Hanoi city by nurturing, empowering and connecting students with their environment Nurture - Empower - Connect 3.2 Aims -The aims of setting up ISV (The international school of Vietnam) in Hanoi have some main characteristics: -Teaching international students from grade kindergarten to grade 12 in multilanguage program accepted by International Baccalaureate Organisation and applied in 3150 schools in 140 countries in the world.Graduated students of the shool can attend any school in the world -In first two years,the school allows from 200 to 400 students to study and reach the number of 1080 students when completing -Objective of supplying is foreign student accompnied with their parents to work in Vietnam,Vietnamese students has desire of studing abroad for university and international students want to study in Vietnam -Providing students with a international education to help them to intergrate with advanced teaching program to develope economy and society • To inspire our students and nurture in them a love of learning • To empower our students with the knowledge, understanding and skills to ensure they achieve their academic potential • To connect the curriculum with the mind in ways that are exciting, challenging, academically ambitious, as well as fun • To ensure that assessment is rigorous and consistent 3.3 Values The core set of values, principles and skills we seek to promote include: • Enquiry • Creativity • Independent learning • Problem solving • Critical thinking • Team work • International mindedness School organizational chart Chart 1.1: ISV organizational structure (Source: Proposal for establishing International School of Vietnam) Chapter II: Analyzing teaching program International Baccalaureate (IB) Introduction to International Baccalaureate Organization and its programs (IB) International Baccalaureate Organization (IBO) is an international educational foundation headquartered in Geneva, Switzerland and founded in 1968 IBO has representative office at Bath, Beijing, Cardiff, Geneva, Mumbai, New York, Singapore, Sydney, Tokyo and Vancouver The mission of these representative offices is to support schools in regions: Africa, Europe, Middle East, Pacific Asia, Latin America, North America, and Caribbean There are 1.989 IBO members in over 125 countries over the world with 530.000 students from the age of to 19 (*) IBO has been famous for its high quality education programs for 35 years In particular, the Diploma program of IBO is highly appreciated by top universities like Harvard Here are some programs that IBO offers: The International Baccalaureate (IB) is a non-profit educational foundation, motivated by its mission, focused on the student Four programs for students aged to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world Founded in 1968, we currently work with 3,632 schools in 146 countries to develop and offer four challenging programs to over 1,116,000 students aged to 19 years (*) The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right The IB continuum of international education is unique because of its academic and personal rigor, challenging students to excel in their studies and in their personal growth • The IB Primary Years Program (PYP), for students aged to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside • The IB Middle Years Program (MYP), for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers • The IB Diploma Program , for students aged 16 to 19, is an academically challenging and balanced program of education with final examinations that prepares students for success at university and beyond • The IB Career-related Certificate, for students aged 16 to 19, is the newest offering from the IB The IBCC incorporates the vision and educational principles of the IB Programs into a unique offering specifically designed for students who wish to engage in career-related learning 2.Operation of IB program 2.1 The IB Primary Years Program (PYP) The IB PYP for students aged to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside The most significant and distinctive feature of the IB PYP is the six transdisciplinary themes These themes are about issues that have meaning for, and are important to, all of us The program offers a balance between learning about or through the subject areas, and learning beyond them The six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet The program puts great emphasis on learning about these transdisciplinary themes Each themes is addressed each year by all students,with the exception of students aged to 5,who may engage explicitly with four of the themes each year The themes provide the opportunity to incorporate local and global issues into the curriculum The tranditional disciplines retain a role in the IB PYP The six specified subjects are language,mathematics,science,social studies,arts,and personal, social and physical education The overall expectations for each subject area are defined for each year of the program The program encourages students to become: -Inquirers: their natural curiosity has been nurtured and they actively enjoy learning -Thinkers: they exercise initiative in applying thinking skills critically and creatively to solving complex problems -Communicators: they receive and express ideas and information confidently in more than one language -Risk-takers: they approach unfamiliar situations without anxiety and have the confidence to explore new ideas -Knowledgeable: they have explored themes that have global significance and have acquired a critical mass of knowledge -Principled: they have a sound grasp of principles of moral reasoning and have acquired integrity, honesty and a sense of justice -Caring: they show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others -Open-minded: they respect the values of other individuals and cultures and seek to consider a range of points of view -Well-balanced: they understand the importance of physical and mental balance and personal well-being -Reflective: they give thoughtful consideration to their own learning by constructively analyzing their personal strengths and weakness The six transdisciplinary themes help teachers to develop a program of inquiries-in-depth investigations into important ideas, identified by the teachers, and requiring a high level of involvement on the part of students These inquiries are substantial, in-depth and usually last for several weeks For example, inquiry about “Sharing the planet” for students aged and 9, we might look at “Finite resources-infinite demands” In order to understand better the central idea that “our planet has limited resources that are unevenly distributed”, and using water as an example, we would inquire into where water comes from, how different people and countries use water, how much water we use, what happens after we have used it, the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation To support this inquiry, students would develop knowledge and acquired skills derived from science and social studies In addition, they would develop transdisciplinary skills such as critical thinking, communication and time management In an inquiry about “who we are” for students aged to 5, we might look at “families and friends” In order to understand better the centre idea that “people need families and friends”, we might look at how families are similar and different across cultures, how we make and keep friends, why we need families and friends, and families and friends through literature and the arts To support this inquiry, students would develop knowledge and acquire skills derived from social studies, arts, and personal, social and physical education In addition, they would develop transdisciplinary skills such as decision making, listening, collecting data and working cooperatively Since these ideas are related to the world beyond the school, students see the relevance of the content and connect with it in ways that are engaging and challenging Students who learn in this way begin to reflect on their roles and responsibilities as leaner and become actively involved with their learning All students will know that a unit of inquiry will involve them in in-depth exploration of an important idea,and that the teacher will be collecting evidence of how well they understand that idea They will expect to be able to work in a variety of ways, including on their own and in groups, to allow them to learn to their best advantage Students and parents will develop an understanding of the IB learner profile The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international7 mindedness” IB leaners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective Assessing the process of inquiry as well as the result of result of inquiry is recognized as an important objective of the program Teacher therefore record the detail of the inquiry initiated by the students in order to seek an increase in substance and depth In particular, teachers consider whether: -The nature of students’ inquiry develops overtime; whether they are, in fact, asking questions of more depth, which are likely to enhance their learning substancially -The children are becoming aware that real problems require solutions based on the integration of knowledge that span and connects several subject areas -The children are mastering skills and accumulating a comprehensive knowledge base in order to conduct their inquiries successfully and find solutions to problems -The children are demonstrating both independence and an ability to work collaboratively Consideration of these points allows teachers to plan for effective teaching and learning opportunities that give students a chance to develop their inquiries further Teachers use a range and balance of school-based assessment strategies and feedback techniques, including: -Writing samples -Benchmarks and continuums -Structured observations -Anecdotal records -Performance tasks -Rubrics or guiding descriptors -Portfolios of work -Student/teacher/parent conferences Portfolios provide one method of documenting student achievement and progress through the curriculum Both students and teachers select material for inclusion in an individual portfolio, which may include: -Samples of the student’s work showing development over time -Information about any extracurricular achievements undertaken by the student -Self-assessments carried out by the student Where possible, these strategies provide an effective means of recording students’s responses and performance in real-life situations where there are -The concepts of sustainable development in a context of increasing environmental threats -Related problems of a socio-economic nature The study of environments assists students in: -Understanding the links between economic, political and social issues, and how these effects the environment -Developing positive and responsible attitudes towards their environments -Gaining the skills and commitment to contribute to their environments Through coursework and activities, teachers can help students to gain an understanding of related concepts and issues at the personal, local and global levels by guiding their investigations through the perspectives of: -Awareness -Responsibility -Action -Reflection 2.2.1.5 Health and social education -How I think and act? -How I am changing? -How can I look after myself and others? This area of interaction deals with key aspects of development leading to complete and healthy lives It encompasses physical, social and emotional health and intelligence The aim is to develop in students a sense of responsibility for their own well-being and for their physical and social environment In particular, the exploration of this area in the subject groups allows students to discuss and reflect on the following aspects of health: -Physical -Psychological -Economic -Sociological -Legal Comparisons can also be made across times and cultures The scope of this area of interaction goes beyond the acquisition of content knowledge It necessitates structured learning in terms of: -Knowledge -Skills -Attitudes -Values 12 These five areas provide the main focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole More particularly, the five areas in interaction: -Are embedded in the subjects and developed naturally through them -Provide both an organization and an extension of learning within and across the subjects, through the exploration of real-life issues -Inspire special activities and interdisciplinary projects -Form part of the framework for student inquiry and take investigative learning further than subject boundaries -Are a vehicle for refining conceptual understanding through different perspective -Guide reflection and lead from knowledge to thoughtful action 2.2.2 MYP assessment -Assessment is criterion-related, so students around the world are measured against prespecified criteria for each subject group Teachers may modify these criteria to be age-appropriate in the earlier years of the program Teachers set assessment tasks that are assessed internally in the school External checks (either moderation or monitoring of assessment by IB examiners) are carried out on this internal assessment to ensure worldwide consistency of standards For schools that require official IB certification for their students, moderation is carried out every year 2.2.3 Continuous assessment Teachers organize continuous assessment over the course of the program according to specified assessment criteria that correspond to the objectives of each subject group Regular school assessment and reporting play a major role: • In the students' and parents' understanding of the objectives and assessment criteria • In the students' preparation for final assessment • In the development of the curriculum according to the principles of the program Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group These include: • Open-ended, problem-solving activities • Investigations • Organized debates • Hands-on experimentation 13 Analysis and reflection In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group 2.2.4 Final assessment Final assessment takes place at the end of the program in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project Teachers administer appropriate sets of assessment tasks and rigorously apply the prescribed assessment criteria defined for each subject group The type of assessment tools is available to teachers include all forms of: • oral work • written work • practiced work Teachers select appropriate tasks and assessment tools according to: • the resources available within the school • the subjects to which they are being applied • the particular objectives that are being measured Grades from (lowest) to (highest) are awarded to final-year students, for each subject and for the personal project, according to pre-defined grade boundaries based on the levels students have achieved There are no formal examinations set or marked by the IB Instead the IB validates the grades of final-year students in schools that request this service, and issues certificates to those students who reach a required standard 2.2.5 Validation of grades Schools that choose to have the grades of their final-year students validated by the IB are required to submit samples of student work for external moderation In this way, standardization of assessment according to world standards for the program is ensured Grades are awarded by the school as a result of rigorously applying the prescribed subject group criteria and corresponding achievement levels to the work of students Samples of this work are reviewed by external moderators, appointed and trained by the IB, who apply the same criteria and achievement levels The results of this process are: • The application of a moderation factor where needed (ie where subject teachers have been too generous or too harsh) • 14 • Detailed advice for the school in relation to understanding subjectspecific objectives and applying the assessment criteria Once the moderation process has been completed, each student receives: • An official IB record of achievement displaying the grades achieved for each subject and for the personal project • An official IB certificate (providing certain stated requirements have been met) 2.3 The IB Diploma Program The Diploma Program: preparing students for success in higher education and life in a global society The IB Diploma Program (DP) is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond It has been designed to address the intellectual, social, emotional and physical well-being of students The program, has gained recognition and respect from the world’s leading universities The Diploma Program prepares students for effective participation in a rapidly evolving and increasingly global society as they: • Develop physically, intellectually, emotionally and ethically • Acquire breadth and depth of knowledge and understanding, studying courses from subject groups • Develop the skills and a positive attitude toward learning that will prepare them for higher education • Study at least two languages and increase understanding of cultures, including their own • Make connections across traditional academic disciplines and explore the nature of knowledge through the program’s unique theory of knowledge course • Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay • Enhance their personal and interpersonal development through creativity, action and service 2.3.1.The Diploma Program core • The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects 15 Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction • Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Program Creativity encourages students to engage in the arts and creative thinking Action seeks to develop a healthy lifestyle through physical activity Service with the community offers a vehicle for a new learning with academic value The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery 2.3.2 The curriculum IB Diploma Program students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics Student may choose either an arts subject from group 6, or a second subject from groups to 2.3.3 Assessment Students take written examinations at the end of the program, which are marked by external IB examiners Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners The marks awarded for each course range from (lowest) to (highest) Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole program and to satisfactory participation in the creativity, action, service requirement The highest total that a Diploma Program student can be awarded is 45 points Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Program assessment practice Ability of providing Nowadays, there are two international school accepted by International Baccalaureate Organization, they are United Nations International School (UNIS) and Hanoi International School (HIS) With the current scale, the • 16 United Nations International School can receive 1000-1200 students International School of Hanoi can receive approximately 300-350 students Thus a maximum of schools may receive 1,550 students With such scale, international schools can not meet the needs of learners According to the survey results, the ability to meet the needs of students getting enrolled currently only about 40% These schools have stopped accepting applications for admission for the 2011-2012 school year entirely and stopped at a number of classes for the 2012-2013 school year Besides, there is the Hanoi French for students of Francophone countries, South Korea and Japan are also in preparation for investment for Korea and Japan, the Russian school for students of Republic of the Russian Federation Economic efficiency 4.1: Financial resources of the School include: -Financial capital: 385 billion Vietnam Dong, including: +Equity capital: 200 billion Vietnam Dong from Tuan Duc Ltd Company +Debt capital: 185 billion Vietnam Dong from banks and development assistant organizations - Fees - The other surcharges Plan loans and loan repayment - Source of loan repayment is taken from capital depreciation to net income and Interest is paid annually banks with interest rates expected to be 11.4% / year - Bank loans for projects to develop socialization (USD interest rate is, the interest rate will be adjusted according to the notice interest of the State Bank of Vietnam and the Bank of Commerce) - During the construction period, interest costs are included in the total bank investment During the operations, expenditures are recorded as business expenses 4.2 Analysis of project performance Regime fees: Fees charged per year is expected to average about $ 18,000 / student 4.2.1 Admission fee: Like other international schools in the area, newly enrolled students will have to pay an admission fee This fee only pay once only and is not refundable The prescribed fee of 750 USD / students -Other fees: IB students are required to pay a fee for the registration of dedicated, fully implement the administrative procedures and examination fees This fee 17 depends on the number of subjects and the general provisions of the IBO organizations Students attending the program will have to pay fee EAL 500 USD / quarter 4.2.2 Additional revenue: In addition to organizing the classroom for the students, the school has the ability to open foreign language classes for parents of students, short courses, and organizing lunch Revenue will depend on the number of students attending were from the teaching fees, sub Revenue will be collected by the Vietnam dong at the bank exchange rate of the transaction date Table 1: Table of forecasting enrollment size and school development Grade/ Kinderga Grade Acade rten Grade 1-5 Grade Grade Grade 9, 10 6, Grade 11 12 No No No mic year 2012- class 10 2013 (40 class/ students) No No enrollm enrollm enrollm enrollm enrollm ent ent ent ent ent No No No No grade (220 studen ts) 2013- class 12 2014 (60 class/ class/2 students) grade grade (88 (264 student enrollm enrollm enrollm enrollm ent studen s) ts) 18 ent ent ent 2014- class 14 2015 (60 class/ class/2 class/gr students) grade ade grade (88 (44 (308 student student studen s) No No No enrollm enrollm enrollm ent ent ent No No s) ts) 2015- class 16 2016 (80 class/ class/2 class/gr class/2 students) grade ade grade grade (80 (40 (40 (320 student student studen s) enrollm enrollm ent ent student s) s) ts) 2016- class 16 2017 (80 class/ class/2 class/gr class/2 class/gr students) grade ade grade ade grade (110 (44 (44 (22 (352 student student studen s) No enrollm ent student student s) s) s) ts) 2017- class 18 2018 (80 class/ class/2 class/gr class/2 class/gr class/gr students) grade ade grade ade ade grade (132 (66 (44 (22 (22 (396 student student 19 student student students studen s) s) s) s) ) 1 ts) 2018- class 20 2019 (100 class/ class/2 class/gr class/2 class/gr class/gr students) grade ade grade ade ade grade (176 (66 (66 (22 (22 (440 student student studen s) student student students s) s) s) ) ts) 2019- class 20 2020 (100 class/ class/2 class/gr class/2 class/gr class/gr students) grade ade grade ade ade grade (176 (66 (88 (44 (22 (440 student student studen s) student student students s) s) s) ) 2 ts) 2020- class 20 2021 (100 class/ class/2 class/gr class/2 class/gr class/gr students) grade ade grade ade ade grade (176 (66 (132 (44 (44 (440 student student studen s) s) student student s) s) students ) ts) (Source: Admission manual of ISV) 4.3 Cost: - Wage costs: includes salary, allowances, insurance, travel, tuition, housing & utilities, and other expenses for experts, teachers, teaching assistants, foreign workers and Vietnam 20 - Administrative costs: the cost of electricity, water, maintenance, maintenance, cleaning, security, office management, fuel supplies, office equipment, stationery, cost of services and other administrative costs - Operating expenses, including general expenses related to student learning as the cost of books, school supplies, picnics, sightseeing, sports, costumes, festivals, performances and other operating costs - Expenses of members of international institutions and regional - Depreciation: depreciation period 50 years - Banks cost comprises interest expense (temporary interest loan Vietnam 11.4% / year) - Provision expenses: Provision for inflation, unforeseen extraordinary expenses - Other expenses include the cost of receptions, meetings, advertising, printing and other expenses not related to the above costs 4.4 Taxes and Expense: - Schools are exempted from land using tax - Where to get loans and credit investment loan interest rate support after investment - Schools are exempt from building tax - School has the preferences of the registration fee, value-added tax, import tax, corporate income tax -Import duties: For the materials, tools, equipment, imported for learning and building schools, will be exempt from import duty 4.5 Profit distribution: - Results of the Annual Financial is determined based on the difference between total revenue and total expenditure during the fiscal year If revenues are greater than cost, the difference is distribution ratio for the following: - Additional sources of school activities - Establishment of welfare and bonus fund, the fund supports the activities of unions, funds to support student activities - Divide the interest rate contribution Payback period of investment: as above estimates, the total investment can be recovered within 10 years Limitations -After finishing this program in Vietnam, there is no chance to study in Vietnam, it’s necessary to study abroad -Lack of qualified teachers in Vietnam to teach IB program makes the cost rise 21 Chapter III: Recommendations Students of IB program can be taught and develop entirely, which helps them to adapt with new environment easily and quickly, so they are able to live in any environment: • IB programmes are recognized around the world and ensure an increased adaptability and mobility for IB students • The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language • IB World Schools must undergo an exhaustive authorization process in order to offer one or more of the programmes, which includes a study of the school’s resources and commitment to the IB mission and philosophy • IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world • Many students graduating from the Diploma Programme find that it enhances their opportunities at tertiary institutions The IB works closely with universities around the world to gain recognition for IB programmes • The core components of IB programmes encourage students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level IB is the key requirement to apply for the top universities in the world such as Harvard, Yale, LSE… IB students receive regular newsletters that provide them with information about scholarships and financial aid, study skills, time management, and other topics vital to the advanced student This is a school built for non-profit purposes, all profits earned (after payback) will be used to invest in building a free school for poor children at school and the establishment of a scholarship fund charities This is a new model, so should be the active interest of the departments concerned 22 International School of Vietnam is the first private school invested by building a model of the International Standards, is consistent with the needs of social development, contributes to the economy in the process of integration and the development of education in Vietnam, quickly integrates with the other countries in the region and the world Conclusion and summarize of the internship During the internship, I have opportunities to research IB program, which I find really interesting and good to educate children, work in some departments, namely admission (marketing) department, human resource department, administration department, and accounting departments These are some tasks that I did during the internship: • Admission (marketing) department: making a marketing plan; defining target parents; making a list of foreign company in Dong Da, ThanhXuan, Hai Ba Trung, Hoang Mai areas; finding contact information of those companies • Administration department: filling in the form (for examples: cash request, bank transfer) and send it to accounting department to pay some expense (for instances: items for events, electricity/water bill) • Accounting department: making a table of what is in each file folders (for examples: contracts; transmittal confirmation; delivery note; etc.) • Human resource department: find the absent day of employees and fill in the table to calculate the salary Although the access to work is still limited, I now have a picture of how the business is really conducted, how IB program runs and its advantages Besides, I also learn of what people in departments and the work flow among the departments This helps me understand that the organization works like a machine, everybody and every department must stay connected to run an organization successfully 23 Refferences -Website: (*) Website of International Baccalaureate: http://www.ibo.org/ Website of International School of Vietnam: http://www.isvietnam.org/ - Proposal for establishing International School of Vietnam - Scheme of International School of Vietnam - Documents on human resource of International School of Vietnam -Documents for applying to International Baccalaureate Organization and letter of acceptance from International Baccalaureate Organization -Admission manual 24 ... International School of Vietnam – an international environment with the attendance of both foreigner and Vietnamese staffs, I want to present the topic ? ?Evaluation for teaching program of International School. .. Website of International Baccalaureate: http://www.ibo.org/ Website of International School of Vietnam: http://www.isvietnam.org/ - Proposal for establishing International School of Vietnam -... Scheme of International School of Vietnam - Documents on human resource of International School of Vietnam -Documents for applying to International Baccalaureate Organization and letter of acceptance