Evaluation for teaching program of international school of vietnam (ISV)

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 2
1.General information 2
2. Developing progress 2
3. Specialized working field 2
4. School organizational chart 3
4
Chapter II: Analyzing teaching program International Baccalaureate (IB) 4
1. Introduction to International Baccalaureate Organization and its programs (IB) 4
2.Operation of IB program 5
2.1. The IB Primary Years Program. (PYP) 5
2.2.The IB Middle Year Program (MYP) 9
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
3. Ability of providing 16
4. Economic efficiency 17

5. 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!
1
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:
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
2. Developing progress.
-Time of planning, designing and building ISV facilities: 3 years (08/2007-
08/2011)
-Time of starting enrolment: 09/2012.
3. 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:
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-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
4. School organizational chart.
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Chart 1.1: ISV organizational structure
(Source: Proposal for establishing International School of Vietnam)
Chapter II: Analyzing teaching program International Baccalaureate
(IB)
1. 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 4 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 3 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 3 to 19 help develop the intellectual,
personal, emotional and social skills to live, learn and work in a rapidly
globalizing world.
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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

3 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 3 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 3 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.
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The six themes of global significance create a transdisciplinary framework
that allows students to “step up” beyond the confines of learning within
subject areas.
1. Who we are
2. Where we are in place and time
3. How we express ourselves
4. How the world works
5. How we organize ourselves
6. 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 3 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.
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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 8 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 4 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 “international-
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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
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genuine problems to solve. These authentic assessment strategies are
sometimes used in conjunction with other forms of assessment, such as
standardized tests, in order to assess both student performance and the
effectiveness of the program.
All assess is carried out by teachers within the school. The IB does not set
examinations nor does it moderate grades.
*The exhibition
Students aged 10 to 12 who are in their final year of the program are
expected to carry out an extended, collaborative inquiry project, know as the
exhibition, under the guidance of their teachers.
The exhibition represents a significant event in the life of both the shool
and student, synthesizing the essential elements of the program and sharing
them with the whole school community. It is an opportunity for students to
exhibit the attributes of the student profile that have been developing
throughout their engagement with the program. It is is a culminating
experience marking the transition from the PYP to the Middle Years Progam
(MYP).Schools are given considerable flexibility in their choice of the real-
life issues or problems to be explored and investigated in the exhibition.
2.2.The IB Middle Year Program (MYP)
The 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 real world, and become critical and reflective

thinkers.
The curriculum
The program consists of eight subject groups integrated through five
areas of interaction that provide a framework for learning within the subjects.
Students are required to study their mother tongue, a second language,
humanities, sciences, mathemetics, arts, physical education and technology.
In the final year of program, students also enage in a personal project, which
allows them to demonstrate the understandings and the skills they have
developed throughout the program.
The emphasis is on the fluidity of the curricular framework and the
interrelatedness of the subjects. Aspects of the areas of interaction are
addressed naturally through the distinct disciplines. In particular, the
framework is flexible enough to allow a school to include other subjects not
determined by the IB but which may be required by state or national
authorities.
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The overall philosophy of the program is expressed through three
fundamental concepts that support and strengthen all areas of the curriculum.
These concepts are based on:
-Intercultural awareness
-Holistic learning
-Communication.
Under certain conditions, school may deliver the program in any
language, although IB services are provided in:
-English
-French
-Spanish
-Chinese.
Where local conditions prevent a school teaching all five years of the
program, authorization may be granted for that school to teach the program

over fewer years.
Taken as a whole, the curriculum provides a balanced education that will
equip young people for effective participation in the modern world.
2.2.1. Areas of interaction: The five areas of interaction are:
2.2.1.1. Approaches to learning.
-How do I learn best?
-How do I know?
-How do I communicate my understanding?
Through approaches to learning, students are provided with the tools to
enable them to take responsibility for their own learning. Central to this is
“learning how to learn” and developing in individuals an awareness of how
they learn best, of thought process and of leaning strategies.
Approaches to learning also include:
-Organization skills and attitudes towards work
-Collaborative skills.
-Communication
-Information literacy
-Reflection
-Problem-solving and thinking skills.
Recognizing and helping students develop the range of their capacities,
positive attitudes and effective habits of mind is the shared responsibility of
teachers, and is at the core of all curriculum development and delivery.
2.2.1.2. Community and service.
-How do we live in relation to others?
-How can I contribute to the community?
-How can I help others?
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Community and service starts in the classroom and extends beyond it,
requiring students to take an active part in the communities in which they
live.

Giving importance to the sense of the community throughout the program
encourages responsible citizenship as it seeks to deepen the adolescent’s
knowledge and understanding of the world around them. The emphasis is on
developing community awareness and concern, and the skills needed to make
an effective contribution to society.
Students are encouraged to make connections between their intellectual
and social growth, thereby refining their affective, creative and ethical as well
as cognitive development. This is achieved through a process of discovery of
self and community, and reflections inside as well as outside the classroom.
2.2.1.3. Human ingenuity
-Why and how do we create?
-What are the consequences?
This area of interaction allows students to explore in multiple ways the
processes and products of human creativity, and to consider their impact on
society and the mind.
Human ingenuity allow students to focus on the evolution, process, and
products of human creativity and their impact on life and society. Human
ingenuity provides opportunities for students to appreciate and develop in
themselves the human capacity to create, transform, enjoy and improve the
quality of life.
In particular, human ingenuity:
-Stresses the ways human can initiate change, whether for good or bad,
and examines the consequences.
-Emphasizes both the importance of researching the developments made
by people across space, time and cultures, and the importance of taking time
to reflect on these developments.
In this way, human ingenuity goes beyond the act of creation alone,
leading students to examine, experience and reflect on the creative process.
2.2.1.4. Environment
-Where do we live?

-What resources do we have or need?
-What are my responsibilities?
This area of interaction aims to develop students’ awareness of their
interdependence with the environment so that they understand and accept
their responsibilities. It deals with:
-The importance of the local and global environment
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-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 do 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.
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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
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• 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 1 (lowest) to 7 (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)
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• Detailed advice for the school in relation to understanding subject-
specific 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 6 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.
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• 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 1 to 5.
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 1 (lowest) to 7 (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
3. 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
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United Nations International School can receive 1000-1200 students.

International School of Hanoi can receive approximately 300-350 students.
Thus a maximum of 2 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.
4. 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/
Acade
mic
year
Kinderga
rten
Grade
1 - 5
Grade

6, 7
Grade 8 Grade
9, 10
Grade
11
Grade
12
2012-
2013
2 class
(40
students)
10
class/
5
grade
(220
studen
ts)
No
enrollm
ent
No
enrollm
ent
No
enrollm
ent
No
enrollm

ent
No
enrollm
ent
2013-
2014
3 class
(60
students)
12
class/
5
grade
(264
studen
ts)
4
class/2
grade
(88
student
s)
No
enrollm
ent
No
enrollm
ent
No
enrollm

ent
No
enrollm
ent
18
2014-
2015
3 class
(60
students)
14
class/
5
grade
(308
studen
ts)
4
class/2
grade
(88
student
s)
2
class/gr
ade
(44
student
s)
No

enrollm
ent

No
enrollm
ent
No
enrollm
ent

2015-
2016
4 class
(80
students)
16
class/
5
grade
(320
studen
ts)
4
class/2
grade
(80
student
s)
2
class/gr

ade
(40
student
s)
2
class/2
grade
(40
student
s)
No
enrollm
ent
No
enrollm
ent

2016-
2017
4 class
(80
students)
16
class/
5
grade
(352
studen
ts)
5

class/2
grade
(110
student
s)
2
class/gr
ade
(44
student
s)
2
class/2
grade
(44
student
s)
1
class/gr
ade
(22
student
s)
No
enrollm
ent
2017-
2018
4 class
(80

students)
18
class/
5
grade
(396
6
class/2
grade
(132
student
3
class/gr
ade
(66
student
2
class/2
grade
(44
student
1
class/gr
ade
(22
student
1
class/gr
ade
(22

students
19
studen
ts)
s) s) s) s) )
2018-
2019
5 class
(100
students)
20
class/
5
grade
(440
studen
ts)
8
class/2
grade
(176
student
s)
3
class/gr
ade
(66
student
s)
3

class/2
grade
(66
student
s)
1
class/gr
ade
(22
student
s)
1
class/gr
ade
(22
students
)
2019-
2020
5 class
(100
students)
20
class/
5
grade
(440
studen
ts)
8

class/2
grade
(176
student
s)
3
class/gr
ade
(66
student
s)
4
class/2
grade
(88
student
s)
2
class/gr
ade
(44
student
s)
1
class/gr
ade
(22
students
)
2020-

2021
5 class
(100
students)
20
class/
5
grade
(440
studen
ts)
8
class/2
grade
(176
student
s)
3
class/gr
ade
(66
student
s)
6
class/2
grade
(132
student
s)
2

class/gr
ade
(44
student
s)
2
class/gr
ade
(44
students
)
(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.
5. 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.
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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 do 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