SCIENTIFIC RESEARCH

1

Acknowledgment
I would like to express my deepest appreciation to those who have helped and
supported me throughout the conduct of the thesis:
Ph.D Dao Ngoc Hung, Meteorology Ph.D, Faculty of Geography, HNUE, my
adviser, for his guidance, fondness and inspiration, without him this study would not
be possible;
Ph.D Phan Thi Thanh Hang, Institute of Geography (Vietnam Academy of
Science and Technology) who tended and provided me necessary data in the time
doing this research.
To all the members of staff at Hydro - Meteorological Centre, Department of
Labour, War invalids and Social Affairs, Department of Culture, Sports and Tourism
in Thai Binh province as well as Thai Binh’s people who were very willing to provide
needed information and important data in the conduct of this thesis.
Finally, my lecturers at Faculty of Geography, Hanoi National University of
Education for supporting and concerning in the best way they can and my parents, my
friends always care and help me conquer difficulties in my life to study and finish this
thesis.
Hanoi, 22thMarch, 2014


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TABLE OF CONTENTS
INTRODUCTION................................................................................................................................9
1. Rationale.........................................................................................................................................9
2. History of research.........................................................................................................................9
3. The research objectives, mission and scope.................................................................................10
3.1. The research objectives.........................................................................................................10
3.2. The research mission.........................................................................................................10

3.3. The research scope............................................................................................................11
4. The research viewpoint and method............................................................................................11
4.1. The research viewpoint.....................................................................................................11
4.2. The research method.........................................................................................................12
CHAPE I.............................................................................................................................................16
THEORETICAL BACKGROUND...................................................................................................16
1. Climate change and adaptation....................................................................................................16
1.1. Climate change .....................................................................................................................16
Adaptation to climate change can be spontaneous or planned. The latter – whether seen as a
normative goal, or as a process of policy changes or practical actions - is rising up the international
development agenda. From an initial focus on top-down analyses of CC impacts, attention has
shifted to vulnerability assessments (again conducted in a top-down manner) and more recently to
both top-down and bottom-up adaptation planning (e.g. National Adaptation Programmes of
Action or NAPAs12). ........................................................................................................................17
2. Sustainable development and Multiple Perspective Tool.............................................................17
CHAPE II............................................................................................................................................23
THE NATURAL AND SOCIO-ECONOMIC CONDITIONS OF THAI BINH...........................23
1. The natural condition...................................................................................................................23
1.1. The geography location and territory ...................................................................................23
1.2 Geology and minerals.............................................................................................................23
1.3. Land topography ...................................................................................................................24
1.4. Climate...................................................................................................................................26


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1.5. Hydrology regime..................................................................................................................27
1.6. Marine regime.......................................................................................................................28
1.7. Soil.........................................................................................................................................28
1.8 Biology resource.....................................................................................................................30
2. Socio – economic condition..........................................................................................................31

2.1 Population and society...........................................................................................................31
2.2. Economic development situation..........................................................................................34
2.3. Infrastructure.........................................................................................................................35
2.3.1 Irrigation system..............................................................................................................35
2.3.2 Traffic system...................................................................................................................36
2.3.3 Electronic system.............................................................................................................36
CHAPE III. APLICATION OF THE MULTIPLE PERSPECTIVE TOOL IN ASSESSING
CLIMATE CHANGE IN THAI BINH.............................................................................................37
1. Values perspective .......................................................................................................................37
2. Geographic perspective................................................................................................................38
4. Cultural diversity perspective ......................................................................................................50
7.1 Climate change evidence in Thai Binh....................................................................................59
7.2 The cause of climate change...................................................................................................61
8. Sustainable perspective................................................................................................................63
CONCLUSION AND RECOMMENDATIONS..............................................................................66
REFERENCES...................................................................................................................................68


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LIST OF ABBREVIATIONS
AR4

the Fourth Assessment Report

CC

Climate change

CSIR

Council of Scientific and Industrial Research

DESD

Decade of Education for Sustainable Development

DIST

District

ESD

Education for Sustainable Development

GDP

Gross Domestic Product

IPPC

Intergovernmental Panel on Climate Change

NAPAs

National Adaptation Programmes of Action

NGOs

Non-governmental organizations

MPT

Multiple Perspective Tool

UNESCO

United Nations Educational, Scientific and Cultural Organization

WCED

World Commission on Environment and Development


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LIST OF TABLE
Table 1: Thai Binh’s hydro - meteorological parameters
Table 2: The number of population by administrative units Table 3: The monthly
average income per capita at current prices in the period from 2008 – 2012 in the
entire province, urban and rural areas.
Table 4: The number of school divided by the levels of education from 2008 to 2013
Table 5: The rate of poverty in Thai Binh from 2008 to 2012
Table 6: GDP at compare prices by economic sectors from 2005 to 2010
Table 7: The damage from natural disasters in Thai Binh in the period from 1980 2011
Table 8: Difficulties for households having migrating members in Nam Phu
commune, Tien Hai district.
Table 9: The rate of poverty household in Thai Binh in the period from 2008 to 2012
Table 10: The monthly average income per capita at current prices in Thai Binh, Red
River Delta and nation from 2008 - 2010

Table 11: The proportion of female being students divided by school levels from 2008
to 2003
Table 12: The unemployment rate by gender

LIST OF MAP AND CHARTS


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Figure 1: The general diagram about eight perspectives of Multiple Perspective Tool.
Figure 2: Thai Binh administration map in 2012.
Figure 3: The chart about the current state of land using structure
in the period from 2008 – 2012
Figure 4: The population and the rate of natural increase through years in Thai Binh
Figure 5: The number of health staff and hospital beds in Thai Binh from 2008 to
2012
Figure 6: The variability over years and the linear trend of area was inundated by
saltwater spilling into in the period from 1980-2011.
Figure 7: The hard clam farming ponds in Nam Thinh commune, Tien Hai dist, Thai
Binh has been threatened by climate change
Figure 8: Ecological shrimp production model.
Figure 9: The situation of labour force and employment in Nam Phu commune, Tien
Hai district from 2005 to 2009
Figure 10: The effects of climate change and sea-level rise to migration in Nam Phu
commune, Tien Hai district.
Figure 11: Vo Nhiem Maria Square – Trung Dong Parish –Tien Hai district
Figure 12: Residents in Cao Binh fishing village – Kien Xuong district
Figure 13: The year to year variability and linear trend of January, July and annual
temperature in the period from 1961-2011 of Thai Binh meteorological station.
Figure 14: The year-to-year variability and linear trend of the amount of rainfall in

Thai Binh meteorological station from 1961 – 2011.
Figure 15: The year-to-year variability and linear trend of the number of dry and
drought months in Thai Binh meteorological station from 1961 – 2011.
Figure 16: Son Tinh storm (in 2012) – the storm having the strangest movement in
the last 40 years.


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Figure 17: Smog column of Shengli Vietnam special steel company, Cau Nghin
Industrial park, Quynh Phu district.
Figure 18: Local people use Dang day method to catch fry.
Figure 19: The area of mangrove forest is planted at the end of 2013 in Nam Thinh
commune, Tien Hai district, Thai Binh.

ABSTRACT
Nowadays climate change is the biggest problem of the human being. It is
already happening and represents one of the greatest environmental, social and


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economic threats facing the planet. The warming of the climate system is unequivocal,
as is now evident from observations of increases in global average air and ocean
temperatures, widespread melting of snow and ice, and rising global mean sea level.
Because all regions over the world will fairly suffer on climate change,
adapting to this issue is very imperative. With the slogan “Thinking globally, acting
locally”, the author would like to contribute to equipping students with new and
effective tool in climate change education in Thai Binh province. It is Multiple
Perspective Tool.

After collecting and analysing basically natural and socio-economic conditions
of Thai Binh province, the author used this tool to assess reasons, impacts and propose
some solutions for mitigating and adapting to climate change. There are some
following conclusions:
-

Cultural values of Thai Binh are either favourable conditions or barriers for
climate change education. Ancestor’s experiences in the fighting against
natural disasters can be applied for this moment.

-

Gender equality movement achieved several positive results, but male
dominated ideology still is deep-rooted in local. As a result, women’s life
becomes more and more unstable in the context of climate change.

-

The old and children are vulnerable easily by climate change, so the most
important solution for adapting is to raise awareness of protecting
themselves to natural disasters, and training necessary skills to mitigate
impacts of this phenomenon etc.

In the process of doing this research, the author used some methods such as:
quantitative, map and chart, field trip, comparative, especially using the Multiple
Perspective Tool in assessing climate change in Thai Binh. Along with those, Mapinfo
version 10.0, PowerPoint, Excel software, .. proved their effective influences in
designing maps, charts and linear functions.

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INTRODUCTION
1. Rationale
Nowadays, Climate change is one of the hottest topics around. The tropical
storms have become stronger and more extra – ordinary (anomaly) in the movement
with the destroy ability have never seen before. There are the increase in the frequency
and intensity of extreme weather; melting icebergs, glaciers and permafrost; sea-level
rise; and changes in the timing and amount of precipitation. All of them lead to serious
results, threaten the environment and ecosystems and put human life in danger.
Therefore, this problem has been researched largely from global to local.
Thai Binh is a coastal province, located in the South East of Red River Delta.
From my research named “Assessment of the changes of some climatic factors in Thai
Binh”, author can conclude that: climate in Thai Binh has been changing in the last 50
years and causing bad effects to the sustainable development in local. One of the most
effective methods to adapt to climate change is educating the young generation having
the multidimensional view about this problem, also having the ability to adapt to
climate change. However, we still lack tools to equip students for understanding
deeply about climate change, ensure for ESD (Education for Sustainable
Development) in the future. For the above reasons, I did this research with high hoping
that I can contribute to the sustainable development of Thai Binh province through
equipping the Multiple Perspective Tool (MPT) for students in adapting to climate
change problem effectively.
2. History of research
Climate change is one of the most striking concerns of the world at this
moment. In Vietnam, there are numerous documents and researches which were
constructed and published such as:
- “Một số điều cần biết về biến đổi khí hậu”, Truong Quang Hoc and Nguyen Duc
Ngu, 2009.
- “Giáo dục ứng phó với biến đổi khí hậu tại các trung tâm giáo dục thường xuyên”,

Ministry of Education and Training, 2012.
- “Nghiên cứu biến đổi khí hậu vùng Đồng bằng sông Hồng thời kì 1961 – 2002”,
Master Thesis, Nguyen Quyet Chien, 2002.


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- “Kịch bản biến đổi khí hậu và nước biền dâng cho Việt Nam”. Ministry of Natural
Resources and Environment, 2012.
Etc…
However, researches about climate change in Thai Binh are still limited. Some typical
researches such as:
- “Nghiên cứu, đánh giá tác động của biến đổi khí hậu tới tỉnh Thái Bình, đề xuất
các giải pháp thích ứng, giảm thiểu thiệt hại”. Dr. A/ Prof Nguyen Van Hoang –
Geology Institute – Vietnam Academy of Science and Technology, 2010 – 2011.
- Thesis “Nghiên cứu sự biến đổi của nhu cầu tiêu và biện pháp tiêu cho hệ thống
thủy nông Nam Thái Bình có xét đến ảnh hưởng của biến đổi khí hậu toàn cầu”,
PhD candidate Bui Nam Sach, Water Resources University.
- “Assessment the changes of some climatic factors in Thai Binh province” PhD
Phan Thi Thanh Hang, Institute of Geography, Vietnam Academy of Science and
Technology and Phan Thi Loan, Faculty of Geography, Hanoi National University of
Education.
Previous research about the application Multiple Perspective Tool in ESD was
done about clean water in some countries such as: Zambia, Tunisia, Thailand,...
Scientific report “The Multiple Perspectives Approach as a framework to analyse
social systems in a developing country context” was done by author groups: Marita
Turpin, Pretoria University; Jackie Phahlamohlaka, Defence, Peace, Safety and
Security, CSIR and Mario Marais – Meraka Institute, CSIR, South Africa… However,
at this moment, there is no research about application MPT in Climate change.
3. The research objectives, mission and scope.

3.1. The research objectives.
The objectives of the study are applying the Multiple Perspective Tool to give
multi-dimensional viewpoints relating to Climate change, equipping for students
necessary skills in using this tool to analyse and assess not only this problem but also
other ones especially environmental pollution and sustainable development.
3.2. The research mission
This thesis focused on addressing the following missions:


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• Gain and choose data, documents; examine the geographical, historical and
cultural – social characteristics of Thai Binh.
• Analyse and integrate the evidence, reasons, impacts and adaptive solutions to
climate change in Thai Binh.
• Based on the previous results, the author used the Multiple Perspective Tool to
assess Climate change in Thai Binh
3.3. The research scope.
- About the content: After analysing the characteristics of nature, economy, society ,
history and cultural diversity in Thai Binh, the author applied the Multiple
Perspective Tool to appraise climate change under 8 perspectives of this tool.
- About territory: the study was done in Thai Binh.
- About methods: there are several methods used such as: quantitative, map and
chart, field trip, comparative, especially using the Multiple Perspective Tool in
assessing climate change in Thai Binh.
- About time: The series of climatic data was gathered in the period from 1961 to
2011, and the socio - economic data was gained from 2005 to 2011.
4. The research viewpoint and method
4.1. The research viewpoint
4.1.1. Territorial viewpoint

A research region always sticks to a concrete space. In each region are
including not only the internal difference but also the intimate relationship with
other areas about natural conditions and socio-economic characteristics. Hence, this
thesis analysed both climate change in Thai Binh and specified that the climate
change in Thai Binh is a part and impacted by this phenomenon in the global scale.
4.1.2. Synthetic viewpoint
This is a typical viewpoint of modern Geography with the crucial role in
guiding sense method and approaching to research objects. Following this
viewpoint, each territory is a unified and fully-constituted entity, also there are
several components having the intimate relationship together. As a result, this study
examined the climate change in Thai Binh in overall relationship with the general


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change of global climate, also with other aspects: economy, culture, society,
ecology and so on.
4.1.3. Historical viewpoint.
Study the fluctuation of climatic factors matches the development of socio –
economy, regulation, culture, history through periods.
4.1.4 Sustainable development viewpoint
Presently, this viewpoint is becoming more popular and applied largely in all of
national economic activities, especially in exploiting and using the natural
resources. The concept about sustainable development extracted from World
Commission on Environment and Development (WCED) in 1978 is “Sustainable
development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs”.
To illustrate, when exploiting any territories for sake of profit, the sustainable
development principles have to dominate all activities and policies. The fact has
shown that, in some cases, the socio-economic development is unmatched with

sustainability leading to several terrible and long term consequences on
environment, followed by the degradation of natural resources. In addition, the
amount of money for reducing or restoring the environment is many times higher
than profit gaining from exploiting natural resources without sustainability. Also,
Climate change is one of 15 contents of ESD of UNESCO, so when author did this
research, every solution was recommended was based on this viewpoint.
4.2. The research method.
4.2.1. Quantitative method.
Author gained necessary data, then choosing, analysing and integrating to put
out conclusions based on 8 perspectives of MPT about climate change in Thai Binh.
4.2.2. Field trip method
This is traditional method and has the origin from Geography. Thanks to using
this method, author can gain exact and important information about manifestation and
impacts of climate change in local. During the research time, author carried the
following field trip:


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- Author started from Tan De Bridge (Vu Thu district), went along national road 10,
39B, 221A and stopped at Con Vanh beach (Tien Hai district). In that, there are some
stop points, to specify:
• Tien Hai nature reserve area is located in Nam Hung, Nam Phu and Nam Thinh
communes.
• Ba Lat estuary (Nam Phu commune, Tien Hai district).
4.2.3 Interview method.
Along with field trips are interviews between author and local people about
climate change, particularly the impacts and solutions to adapt to this issue.
4.2.4. Map and chart method.
It is necessary for applying some software such as Excel and MapInfo 10.0 to

build trend charts and maps to increase visualization and express the relation between
objectives and phenomena obviously and systematically, to specify:
- To build Thai Binh administration map, author used MapInfo 10.0 software.
- To analyse the fluctuation and provide forecast about the change trend of climatic
factors in province, author used statistic method to handle data and put out essential
conclusions.
1

− 22
−
1 n
 n
S =  1 ∑  xt − x   , in that x = ∑ xt is arithmetic average
2 t =1
 
 n t =1 

D

X

1
=
n

2

−

 is variance

x
−


∑
t
x

t =1 
n

Variance D X is the characteristic quantity for the scattered distribution of the
value chain. However, it lacks the clarity because its dimension is Equal Square of this
quantity’s dimension. Meanwhile, standard deviation Sx has the same dimension with
the quantity to be measured, so the author used S x as a measure of dispersion of the
components in the chain around the average value. The greater is S x, the larger is the
scattered degree of data chain and vice versa.
The climatic factors like temperature, rainfall have the certain fluctuation
through years. Hence, author used regression method to analyse the linear of the
climate change with variable t: x = f(t). In the simplest case, when f(t) is a linear


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function, we can define about linear change trend. In that, the linear trend lines will
have the following form:
y(t) = at + b (*)
In that, a and b are regression coefficients and are defined as follows:
−


 − 
x
−

∑
x  t − t 
t −1 
n

a=

−


x
−


∑
t
x

t =1 
n

2 n

 −
t − t 
∑


t =1 

2

and b =

−

−

−

x − at , x =

−
1 n
1 n
x
t
và
=
∑ t t n∑
n t =1
t =1

From equation ( * ) we can identify the change trends of data chains
(temperature , rainfall ) through analysing a coefficient . When a> 0 , the factors tend
to increase over time (t ) ; whereas when a < 0 the ones tend to decrease over time.
The absolute value of a shows the increase or decrease trend of the data series.

4.2.5 Multiple Perspective method
This method which was compiled for the first time by PhD Claudia KhoureyBowers, Kent State University (USA) was applied for ESD in 2011. Then, this
method was officially published in 2012 based on the results of pilot testing of the
Multiple Perspective tool through UNESCO Hanoi, UNESCO Kingston and UNESCO
Windhoek. For sake of proving an effective equipment not only in ESD but also in
environment issues, MPT helps students to learn about sustainable development from
a variety of knowledge; identify and act for sustainable development; understand the
viewpoint of ourselves and others; as a result, propose decisions for complex problems
which effects seriously to the welfare of the individual, community and global. The
advantages of this method are to provide a helpful method of critical and
comprehensive thinking for complicate issues based on eight aspects:


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Figure 1. The general diagram about eight perspectives of Multiple Perspective
Tool.
This method covers the entire study, is presented in analysing and evaluating
about climate change in Thai Binh based on 8 perspectives, also identifies and shows
author’s opinions on aspects of economy, society, culture, history, environment and
others about climate change.
5. Thesis structure.
Except in introduction, conclusion, list of tables, figures, maps and charts,
thesis includes the following contents:
Chape 1. Theoretical background.


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Chape 2. Natural and socio – economic conditions of Thai Binh.

Chape 3. Applying Multiple Perspective Tool in assessing climate change in Thai
Binh.
CHAPE I
THEORETICAL BACKGROUND
1. Climate change and adaptation.
1.1. Climate change
Weather is a specific event or condition that happens over a period of hours or
days. For example, a thunderstorm, a snowstorm, and today's temperature all describe
the weather [15]
Climate refers to the average weather conditions in a place over many years
(usually at least 30 years). For example, the climate in Vietnam is monsoon tropical
climate, while Miami's climate is temperate one. The average climate around the world
is called global climate.
Weather conditions can change from one year to the next. For example,
Vietnam might have a warm winter one year and a much colder winter the next. This
kind of change is normal. But when the average pattern over many years changes, it
could be a sign of climate change.
Climate change (CC) means a change of climate which is attributed directly or
indirectly to human activity that alters the composition of the global atmosphere and
which is in addition to natural climate variability observed over comparable time
periods. (the United Nation Framework Convention on Climate change in 1992 page
3)
Sea level is defined as the height of the sea surface above an equipotential
surface, called the geoid. The geoid is where the sea surface would come to rest in the
absence of tides, water density variations, currents, and atmospheric effects. If the
oceans did not move and there were no tides or wind, the sea surface and geoid would
be the same surface. Because of tidal and wind-driven changes, sea level is constantly
fluctuating. Therefore, it is important to calculate the mean sea level, which is the
average sea level at a given location over several years.

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Global changes in the mean sea level, which are due to other factors than those
discussed above, are known as eustatic sea level changes. Over the twentieth century,
global sea level has risen on the average of 2.0 millimetres (0.08 inches) per year for a
total of 10 to 25 centimetres (3.9 to 9.8 inches). According to a recent Environmental
Protection Agency study, it is expected to rise at least another 20 centimetres (7.8
inches) by 2100. (the Water Encyclopaedia )
1.2. Climate change adaptation.
Climate change adaptation (Response/Coping) is the adjustment in natural or
human systems in response to actual or expected climatic stimuli or their effects,
which moderates harm or exploits beneficial opportunities. Various types of adaptation
can be distinguished, including anticipatory, autonomous and planned adaptation
(IPCC AR4 Glossary 2007).
Responses to CC have been grouped into two main categories: mitigation
(addressing causes) and adaptation (addressing effects), with the former receiving
most of the attention until recently. As the potential significance of the resulting
changes and the links with human causes has become clearer, demands for assistance
for the most vulnerable/least resilient have become louder (Nelson et al 2007) leading
to adaptation moving up the agenda. The previously overlooked interactions between
mitigation and adaptation are also receiving greater attention, because of the potential
synergies and trade-offs implied for policy decisions (IPCC, 2007).
Adaptation to climate change can be spontaneous or planned. The latter –
whether seen as a normative goal, or as a process of policy changes or practical actions
- is rising up the international development agenda. From an initial focus on top-down
analyses of CC impacts, attention has shifted to vulnerability assessments (again
conducted in a top-down manner) and more recently to both top-down and bottom-up
adaptation planning (e.g. National Adaptation Programmes of Action or NAPAs12).
2. Sustainable development and Multiple Perspective Tool

Sustainable development was defined by the Brundtland report in 1987 that:
“development which meets the needs of the present without compromising the ability
of future generations to meet their own needs” (WCED, p. 43).
Sustainable development includes three factors that are social, environmental
and economic. Behind them is the culture which is seen as an internal factor. At the
Johannesburg Summit, again these elements were confirmed as a set of tripod of


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sustainable development, contributing to the form and content of Education for
Sustainable Development.
“Education is the most powerful weapon you can use to change the world.”
Nelson Mandela said. The United Nations Decade of Education for Sustainable
Development (DESD) signalled a new purpose for education. This purpose, articulated
in the Bonn Declaration, is that “education should be of a quality that provides the
values, knowledge, skills and competencies for sustainable living and participation in
society and decent work” (UNESCO, Federal Ministry of Education and Research, &
German Commission for UNESCO, 2009, p. 118). Sustainable development addresses
the interdependencies between social, economic, cultural and environmental
dimensions of life.
Education for sustainable development (ESD) is education, which promotes
the balancing of economic growth, environmental conservation, cultural diversity and
social well-being in a way that is inclusive of marginalized populations and attends to
gender issues (UNESCO, Federal Ministry of Education and Research, & German
Commission for UNESCO, 2009).
The ability of educational institutions to respond to the complex expectations
embedded in ESD can be enhanced through a multiple-perspective approach to
teaching and learning. A multiple-perspective approach promotes interdisciplinary and
intercultural competencies as it addresses challenges to local or planetary

sustainability. Interdisciplinary thinking, in which concepts and knowledge from
different academic traditions are used to analyse situations or solve problems, allows
students to use knowledge in new and creative ways. "Intercultural dialogue
contributes to sustainable development by facilitating knowledge exchange traditional, local, and scientific. Through combining all these valuable forms of
knowledge, more sustainable practices can be developed and better resolutions to
current issues may be achieved" (Tilbury & Mulaf, 2009, p. 7).
Multiple-Perspective Tool is designed to help students of today to understand
and work with complexity when the world becomes more and more complex.
Although the world has advanced tremendously in the last half century in
technological terms and in the creation of wealth, many inequities and problems
persist and in some cases are getting worse. For example, ecosystems are eroding and
the gap between the “haves” and the “have not” is growing. The decline in some cases
seems unstoppable using current knowledge-base and proposed solutions. The task of


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creating a more sustainable world characterized by environmental integrity, social
equity, cultural diversity and economic justice is immense. Such a future will require
the citizens and leaders of today and tomorrow to be able to understand complexity
and work with complexity.
In addition, the Multiple-Perspective Tool is designed to help students to work
in multi-disciplinary and multi-perspective teams. In the work world of today (e.g. in
governments, NGOs, international agencies and corporations) the tendency is to form
teams of people to work on large projects, complex problems and seemingly
intractable situations. As one examines the composition of these teams, the multidisciplinary nature becomes evident. For example, engineers work with cognitive
scientists and physiologists to design an instrument panel for an aircraft. In an
international agency, it is typical to have a political scientist, an educator, an
economist, a biologist, a communication specialist, an anthropologist and a gender
specialist working on a community development project. Each member of these teams

brings not only disciplinary knowledge to the team, but also brings the perspectives
and insights that come with the study and the practice of a discipline. More
importantly, each team member asks questions that stem from their different
disciplines. Also each team member collects different information about the central
topic and analyses it. The results of these types of multi-disciplinary and multiperspective teams are impressive (e.g. new technologies are designed and longstanding community problems resolved). Team members report that their success is
greatly based on the complementary knowledge and skills of the entire team.
In order to develop sustainably, there are numerous methods and tools
proposed. In that, although MPT is a new one, it proves its efficiency in some
environment issues and promises to show the efficiency in CC. Teaching through
multiple perspective approach provides an efficient method to guide the thinking both
general and specific for students about complex systems, especially on environmental
issues such as climate change, clean water systems... Students are guided to
accumulate knowledge based on eight perspectives:
- Scientific perspective: science is a systematic and logical way of knowing
about the world around us. The scientific perspective is understood internationally; it
is also a process that formulates and answers “testable” questions. The resulting
answers must be repeatable (e.g the results of an experiment done at one time and
place, can be duplicated at another time or place). Science is also a body of knowledge


20

that can be logically and rationally explained. Science for many students is based on
developing and using basic science process skills (e.g. observing, measuring, inferring,
classifying, predicting and communicating) as well as integrative science process skills
(e.g. formulating hypotheses, identifying variable, designing investigations,
experimenting, analysing data, and formulating models). Science helps students learn
to think in logical ways that are internationally accepted within the scientific and
academic communities. Science helps student to recognize personal biases and to learn
to step away from cultural, local and personal contexts to assume a more remote and

“objective” position or point of view.
- Historical perspective: history records the changes in the world over time; it
examines the past to inform actions of today and the future. A historical perspective
considers past events as resulting from interactions of humans (i.e. individuals and
groups). History is often studied in specific time periods (e.g. Middle Ages or
contemporary).
History often involves elements of other disciplines such as geography and
includes the context of the place (e.g. terrain and natural resources). History studies
both the decisions of rulers and governments and the strategies and institutions of
ordinary people coping with life.
- Geographic perspective: Geography is a broad discipline that bridges the
natural and social sciences. For the Multiple-Perspective Tool, geography contributes
analysis of spatial distribution. Geographers often use maps of different scales to study
phenomenon on local to global levels. This practice is called multiple-scale analysis; it
is also carried out on time scales. The geographic perspective is concerned with spatial
and temporal relationships between events and processes (McKeown-Ice & Dendinger,
2008). Spatial relationships exist between local conditions and the global phenomena
that drive or cause them. The temporal perspective is a systems-thinking view, which
recognizes that phenomena occur across multiple time scales, some events occurring in
a matter of seconds or minutes, while other events occur over millions of years (Kok,
Patel, Rothman, & Quaranta, 2006).
- Human rights perspective: human rights are basic rights and freedoms to
which all people are entitled regardless of nationality, sex, age, national or ethnic
origin, race, religion, language, or other status. Human rights are universal and
egalitarian, with all people having equal rights by virtue of being human. The
Universal Declaration of Human Rights unequivocally states that all humans are to be


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afforded certain rights including, but not limited to, life, liberty and security of person
as well as the right to a standard of living adequate for the health and well-being of
himself and of his family, including food, clothing, housing and medical care, and
necessary social services.
- Gender equality perspective: Gender equality acknowledges the important
role that gender plays in many societies. While women/girls and men/boys play
different roles, they should be valued equally. Both women and men should be treated
with respect and dignity. Gender equity implies that opportunities for education, work
and contributions to society should be determined by the person's attributes, not by
gender.
- Values perspective: Values are an internal or cultural reference for what is
good, important, useful, beautiful, desirable, constructive, etc. The values that
individuals, cultures and countries hold influence decisions on a personal level and on
a national level. United Nations history carries with it a host of values related to
human dignity, as well as rights, equity and care for the environment. Sustainable
development takes these values a step further and extends them between generations.
Understanding one’s own values, the values of the society in which one lives, and the
values of others around the world is a central part of educating for a sustainable future.
Understanding values is an essential part of understanding an individual’s own
worldview and that of other people. Each nation, cultural group and individual must
learn the skills of recognizing their own values and assessing these values in the
context of sustainability (UNESCO, 2005c)
- Cultural diversity perspective: Culture is a set of distinctive spiritual, material,
intellectual and emotional features of a society or a social group, and … encompass, in
additional arts and literature, lifestyles, ways of living together, value systems,
traditions and beliefs. Each person brings worldviews and cultural traditions that help
bind the individual to a specific cultural group. In a world where mobility is
increasingly common and easy, people of different cultures are crossing paths and
living closely together.
Cultures evolve over time; especially as once distant cultures come in contact

with one another. Such contact regenerates cultures across time and space. With
globalization and accelerated cultural change, there is a concern that cultural diversity
will diminish and languages, which are central to worldview and culture, will be lost.


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Cultural diversity is as necessary for humankind as biodiversity is for nature.
There is increasing awareness of the “inextricable link between biological and cultural
diversity, and the recognition of the crucial role that it plays in sustainable
development and human well-being worldwide” (UNESCO, 2007, p7)
- Sustainability perspective: Sustainability balances environmental, social, and
economic concerns, and focuses on the future to assure the well-being of upcoming
generations. It is future oriented while being informed by lessons of the past and by
traditional knowledge. For all societies, wise use and equitable access of resources are
critical to maintaining current standards of living and to ensuring a high quality of life
for future generations.
The sustainability perspective involves thoughtful use of natural resources as
well as social equity, cultural diversity and economic justice. Thoughtful use of natural
resources includes ensuring that rates of human use of natural resources are within the
limits of natural systems for cyclic replenishment, regeneration or recharge (e.g.
cutting forests no faster than the trees can grow or pumping water from an aquifer no
faster than it can recharge). The sustainability perspective also includes addressing the
many social inequities in our societies associated with gender, race, ethnicity, etc. as
well as the growing economic gap between the poor and the rich (e.g. approximately
1.2 billion people live on less than US$1 per day). In adopting a sustainability
perspective, students engage in: (1) critical thinking skills of analysis, synthesis and
evaluation as they interpret data, (2) consider social and cultural practices and values,
and (3) assess economic impact as they evaluate existing or proposed solutions or
create new solutions to problems.

The sustainability perspective helps students to analyse complex problems with
roots in environmental, social, cultural and economic realms. It helps students analyse
proposed solutions and evaluate their potential outcomes and impacts – both positive
and negative. It also helps students to create and evaluate solutions of their own.
The first application of MPT is in the field of clean water in some regions, in
this research the author is going to do the application of this tool for ESD in another
field being Climate change in Thai Binh.


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CHAPE II
THE NATURAL AND SOCIO-ECONOMIC CONDITIONS OF THAI BINH
1. The natural condition
1.1. The geography location and territory
Thai Binh is the coastal plain province which is located in the North-eastern of
sea-coast. About administrative boundary, Thai Binh is bounded by Nam Dinh and Ha
Nam province in the Southwest, by Hung Yen, Hai Phong and Hai Duong in the North
and overlooks the Gulf of Tokin in the east – a fully potential sea of the whole
country. This province has an area of 1570 square kilometres and the population is
1786 thousand people in 2010. About geographic coordinate, Thai Binh lies
completely about 20017’ - 20044’North latitudes and 106006’ - 106039’ East longitudes.
Presently, Thai Binh comprises 7 districts (Tien Hai, Thai Thuy, Vu Thu,
Quynh Phu, Kien Xuong, Hung Ha, Dong Hung) and 1 city (Thai Binh city). Thai
Binh marine region is located in the Gulf of Tokin. This is a shallow sea area with the
deepest place being lower than 200 meters. Annually, there are a number of million
alluvium tons transported into Ba Lat estuary, Thai Binh estuary and Tra Linh drain,
extends alluvial plain about 80 to 100 meters per year.
1.2 Geology and minerals.
Thai Binh geology is quite simple. The deepest boreholes in Thai Binh show

that the oldest rocks were formed about 57,8 million years ago. According to
geological documents, Thai Binh has the stratigraphic structure with 2 main
formations: Tertiary Period and Quaternary Period.
The resource of natural gas with geological reserves being 7 billion cubic
meters has been exploited in Tien Hai since 1986. The annual production reaches to
tens of natural gases cubic meters, is contributed to production of porcelain, glass,
marble, white cement… at Tien Hai industrial park. Besides, in Tien Hai district, there
are some mineral water mines, at the depth of 450 meters having the reserve of 12
million cubic meters. They have been exploited since 1992 with the ultimate
production being 9,5 million litters per year. Some famous brands are Vital and Tien
Hai mineral water. Recent time, at Duyen Hai commune some mines of hot
groundwater are discovered with 57oC and lie at the depth of 178 meters. These mines
are exploited for sake of tourism and curing diseases.


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Furthermore, in the ground of Thai Binh, there is a large amount of semi
bituminous coal, belonging to Red River Delta Basin, is evaluated that having a great
reserve but distributing at the depth of 600 – 1000 meters so to exploit is far from easy.
1.3. Land topography
Lying in Red River Delta, Thai Binh is one of few plain provinces without
mountain. Topography of Thai Binh is relatively flat with the slope being less than 1%
and altitude variability being from 1 – 2 meters. From north to southeast, the elevation
of topography decreases gradually; Thai Binh’s topography is divided into 2 sections:
• The Northern section of Tra Ly River is formed soon and affected by the drain
of Thai Binh River alluvium. The topography is complicatedly scattered and is a
relatively high section except in Dong Hung district.
• The Southern section of Tra Ly River is comparatively flat and the elevation is
lower than that of the Northern one. This is a typical alluvial plain drained by Thai

Binh River.


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