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The professional work of today's agricultural and forestry engineers is changing dramatically under the impact of the 4th industrial revolution. In that context, the competence to apply information technology (IT) is one of the core and significant competencies. Therefore, in order for training products to meet the needs of society, one of the problems that training facility for agriculture and forestry industry need to solve is to clearly identify the basic requirements for agro-forestry graduates to meet the basic requirements of IT application competence. Based on theoretical and practical research on the IT application competence of each job position and the trend of employment change in the 4.0 period, the article presents the levels of IT application competence in the agro-forestry industry. On the basis of test results and opinions of experts and employers, the article has proposed the components and required levels of IT application competence for agro-forestry students. The research results, in addition to providing information on the current state of students' IT application competence, are also a good reference source for agro-forestry training institutions to set learning outcomes, develop training programs, and innovate new training methods to promptly provide high-quality human resources for the agroforestry industry in the context of the 4th industrial revolution.

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study.

This study makes use of recent evidence from developing countries by which to evaluate the effectiveness of private higher education institutions (HEIs), comparing them with public HEIs. In this way, it contributes to the literature by providing the first evaluation of productivity and its components in Vietnamese HEIs. The study uses the Färe-Primont index together with a meta-frontier approach. The research results indicate that the higher education system in Vietnam is powerfully driven by the large-scale public sector coupled with the long-term plans of Vietnamese state HEIs. Public HEIs have also been a major contributor to domestic research, and although there has been an increase in total factor productivity (TFP) throughout the research period, the private sector's TFP was 30% higher than that of the public sector. Moreover, the higher technology gap rate (TGR) of private HEIs shows the potential for greater development in the future.

Assessment is an important procedure for teaching in the high schools. Evaluation results may affect curricula and methods. It also affects students, teachers and managers. This article proposes to build the capacity of teachers to evaluate the academic performance of students at the high schools in Vietnam. [ABSTRACT FROM AUTHOR]

This paper study and assess ICT competences in teaching of teachers, trainee teachers at highland North Vietnam. [ABSTRACT FROM AUTHOR]

Assessment is an important procedure in teaching process at high schools. The assessment results may affect teaching programs and the methods. Teachers need to use assessment as a part of their teaching method. Hence, we propose a competence oriented innovation of assessing mathematics learning outcomes in Vietnam. [ABSTRACT FROM AUTHOR]