<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nam Hai Hoang</style></author><author><style face="normal" font="default" size="100%">Thi Thu Hang Nguyen</style></author><author><style face="normal" font="default" size="100%">Thi Phuong Huyen Pham</style></author><author><style face="normal" font="default" size="100%">Thi Phuong Ngo</style></author><author><style face="normal" font="default" size="100%">Thang The Nguyen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE DEVELOPMENT OF CURRICULAR AND TRAINING PROGRAMS IN VIETNAM </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">literature review</style></keyword><keyword><style  face="normal" font="default" size="100%">program design</style></keyword><keyword><style  face="normal" font="default" size="100%">program development</style></keyword><keyword><style  face="normal" font="default" size="100%">training program</style></keyword><keyword><style  face="normal" font="default" size="100%">Vietnam education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1677583028.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The training program is the focus of all pedagogical activities in particular and educational activities in general, so the development of training programs and activities related to the development of training programs have become an important issue and are of interest to many educational scientists. The literature review method is used in this study to collect and extract the data from the national database system to show an overview of training program research and training program development that have been conducted in Vietnam. The findings indicate that the training programs have been changed from content training to training to form learners' competence. Furthermore, the programs are developed using a variety of modern perspectives and theories, such as output standards, educational innovation needs, liberal educational philosophy, competency-based performance, and so on. However, many more studies should be carried out to not only point out the limitations of the system of studies on training programs but also provide scientific evidence for new directions of training program development that should be developed and applied by the education system.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">90-116</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Melanie   Boltzmann</style></author><author><style face="normal" font="default" size="100%">Jascha   Rüsseler</style></author><author><style face="normal" font="default" size="100%">Zheng   Ye</style></author><author><style face="normal" font="default" size="100%">Thomas  F.  Münte</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING TO READ IN ADULTHOOD: AN EVALUATION OF A LITERACY PROGRAM FOR FUNCTIONALLY ILLITERATE ADULTS IN GERMANY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adulthood</style></keyword><keyword><style  face="normal" font="default" size="100%">fMRI</style></keyword><keyword><style  face="normal" font="default" size="100%">functional illiteracy</style></keyword><keyword><style  face="normal" font="default" size="100%">training program</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419346269.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">51</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is estimated that 759 million individuals worldwide are illiterate, i.e. they cannot read or write properly. With 95%, the majority of the illiterate population lives in developing countries. In most cases, these individuals did not attend school and, therefore, did not have the chance to acquire any skills in reading and writing. They are referred to as primary illiterates. However, illiteracy is not restricted to developing countries: In developed countries there are individuals who have great difficulties with reading and writing despite attending school for several years; they are termed as functional illiterates. For most individuals, the ability to read and write is crucial for being employed and socially accepted. Thus, education is an essential prerequisite for personal growth and satisfaction with life. The present research presents an innovative approach to overcome deficits in reading and writing in adults. The effectiveness of the program was investigated in two courses, each comprising 18 German functionally illiterate adults. Results show that participation in the program was accompanied by improved literacy skills and neuronal changes measured with fMRI.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">33-46</style></section></record></records></xml>