Transcript VIETNAM EDUCATION FOR FUTURE CHALLENGES

NATIONAL TARGET
PROGRAMS OF VIETNAM
EDUCATION FOR FUTURE
CHALLENGES
1. International context at the beginning
of 21st century
a.
b.
c.
d.
Scientific and technological evolution is growing rapidly which is
a base for development of knowledge economy. Development of
science and technology has made big changes in educational
contents, teaching methods at schools and also required to
provide human resources with high qualification.
Globalization and international integration make close cooperations and drastic competitions for educational development
among countries. Education has an important role to prepare
human resources with high qualification and create convenient
learning opportunities for people and communities.
ITC are applied widely in all socio-economic sectors, especially in
education. E-learning, distance education have became an age
strength to create open-education, non-gaps and meet the
training needs of learners.
Economic and financial crises take place at all countries in the
world nowadays. It is worsen in economic growths, employment,
investment in all economic sectors and also in education.
2. Socio-economic context in vietnam at the
beginning of 21st century
• Vietnam has grown rapidly in the last 20 years but the
economy is still in the level of lower developing
countries. Indicators showed on infrastructure,
education, human development index … are ranged in
1/3 of the lowest group in the world.
• Vietnam has commitments on economic integration
but the state system, education … still have more
disparities in comparison with other countries in the
world.
• Many issues related to destroyed environment,
transport accidents, health problems,
criminality…have been urgently solved.
• Some theoretical issues slowly resolved in practice
(like marketization, enterprise’s privatization, sole’s
abolishment… ) and it can limit rapid development of
the economy.
Low Quality and competition capacity
• Highly consumed in energy and materials; low social
productivity and high expenditure in times and money.
• Low in technological mutation
• Low capacity in enterprise’s administration
• Export products are concentrated on rough products
with low validity and elasticity (rice, coffee,
peppercorn…). These products are easily competed
and replaced by products from other sources.
How education can contribute to improve quality
and competition capacity of Vietnam human
resources and products?
3. Current situation of vietnam education
3.1. Some achievements
a. Educational scopes and networks are developed and
meet better training needs of the society.
b. Educational quality at all education and training levels
is improved. Management of educational quality has
paid more attention nowadays.
c.
All provinces, cities are recognized on national
standards of an illiteration eradication, primary
education universalization and continuing to achieve
lower secondary education universalization.
d. Educational socialization and mobilization of
resources for education have achieved initially. In 2007
about 25% of all social expenditure for learning came
from people contributions. In addition it has contributed
from enterprises, socio-political agences and
international investments.
e. Social equity in education has been improved, especially learning
opportunities for girls, ethnic minority children, poor and
disadvantaged children. Policy on exampted/reduced tution fees
and provided scholarships for poor, disvantaged students is
implemented nationwide. In 2007, 53% of the total pulils and
students is exampted/reduced from tuition fees.
f. Education management has many active changes. Quality
management has been focused with improving system of quality
assessment and accreditation. In 2008, the MOET complited a
project on “Renovation of financial mechanizm in education and
training, including tution fees”. Decentralization for training
institutions are increased, especially giving more autonomy for local
educational autorities and institutions in terms of teaching staff
recruitment, use of state budgets, organization of training process,
implementation of teaching schedules and plans ..which are suitable
with student’s characterictics and local conditions. Information
technology is used widely in education management.
3.2. Some limitations
a.
National education system is not synchronous, lack of integration
among educational levels and training qualifications, in which
vocational education is not paid properly attention.
b.
Education quality is still low in competition with development
needs of the country currently
c.
Training contents and teaching methods from preschool to
secondary education have been renovated but still have
limitations, education programs of higher education are slowly
renovated and do not meet the educational objectives.
d.
Teaching staff and educational managers are not met educational
tasks in the new age.
e.
School’s infrastructure and teaching aids are lack and out of date.
4. Challenges for Vietnam education
development in the 21st century
a.
b.
c.
The rapid growth of science and technology can make big gaps of economy and
knowledge between Vietnam and other developed countries. Vietnam has faced with
high risk of being behind the times. International integration provides not only
opportunities for educational development but also bring dangers, especially
penetration of cultural validity and stranger lifestyles which may erode national
characters. Vietnam may import low education quality from some countries and it will
cause big risk for Vietnam education in conditions of weaknesses of education
management, lack of policies and appropriate measures to lead and closely evaluate
educational institutions with foreign investment and management.
Social gaps in the country are increasing, especially gaps among people groups,
various development among regions, provinces. It may create unequal in accessing
to education between regions and learner’s groups.
Needs of economic development in the future require human resources not only in
quantity but also in high quality. Vietnam has to restructure the economy, develop
products and services with high value and technology used. It requires to have
manpower with enough qualification and skills and it also creates high pressures in
education and training.
5. National target programs of Vietnam education upto
2020 will include following projects:
1.
2.
3.
4.
5.
6.
Implement universalization of 5 years old preschool,
maintanin illiteracy eradication and primary education
universalization, improve achievements of secondary
education universalization and support to develop
continuing education;
Renovate curricula, textbooks and teaching materials
Renovate learning-teaching assessment and develop
an accreditation system of educational quality
Train, upgrade teaching staff and educational
managers
Mobilize overseas Vietnamese intellectuals to
participate in teaching, doing researches and to pass
technological transfer in Vietnam
Educate and train talent pupils/students
7. Increase quality and effectiveness of moral education at
schools
8. Build up information system on labor markets and train
according to social needs
9. Build up universities and faculties which can catch up the
international levels
10. Improve capacity of vocational education
11. Support education in mountainous/disadvantage areas,
ethnic minority and disadvantage students
12. Increase inclusive education for handicap children
13. Improve school’s infrastructure
14. Develop IT human resources and apply IT widely in
education.
To achieve these national target programs we
will follow the directions:
• Create driving force, promote resources and
improve effective use the resources for
education development
• Promote high internal force and at the same
time, to strengthen international cooperation,
including cooperation among ASEAN countries
for education development in order to adapt
future challenges.
• Identify priorities for educational development in
each period.
Some figures of Vietnam education
Source: - Department of Planning and Finance, MOET
1. Ratio of student per 10,000 population
Ratio of student
per 10,000
population
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
118
124
128
140
161
167
179
2. Scope of kindergarten, preschool, primary
and secondary education through years
Số HS
Quy mô giáo dục mầm non và phổ thông qua các năm
12,000,000
10,000,000
8,000,000
6,000,000
4,000,000
2,000,000
0
Nhà trẻ
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
366,698
367,410
403,549
413,784
421,436
513,423
530,085
508,694
Mẫu giáo
2,113,574
2,120,345
2,143,881
2,172,899
2,332,658
2,511,239
2,617,167
2,687,037
Tiểu học
9,751,431
9,336,913
8,841,004
8,350,191
7,773,484
7,321,739
7,041,312
6,871,795
THCS
5,918,153
6,254,254
6,497,548
6,612,099
6,670,714
6,458,518
6,128,457
5,858,484
THPT
2,199,814
2,328,965
2,452,891
2,616,207
2,802,101
2,976,872
3,111,280
3,070,023
3. Training scope of secondary professional
schools, vocational, higher education and post
graduate education through years
Số HS, SV
Quy mô đào tạo qua các năm
1,800,000
1,600,000
1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
0
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
TCCN
255,323
271,175
309,807
360,392
466,504
500,252
515,670
614,516
Dạy nghề
792,000
1,051,500
1,074,100
1,145,100
1,207,000
1,322,000
1,340,000
1,696,500
CĐ, ĐH
875,592
923,176
960,692
1,032,440
1,319,754
1,522,000
1,415,563
1,603,484
Sau ĐH
17,298
21,414
27,154
33,031
38,270
39,060
42,979
43,000
5. Ratio of non-public students at different
educational levels
%
Tỷ lệ học sinh, sinh viên ngoài công lập
45
40
35
30
25
20
15
10
5
0
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
Tiểu học
0.28
0.34
0.34
0.35
0.37
0.45
0.54
THCS
3.15
2.7
2.48
2.1
1.8
1.8
1.41
THPT
34.34
33.54
32.6
31.82
30.14
30.46
30.6
DN dài hạn
3
4.2
DN ngắn hạn
29
40
TCCN
2.9
CĐ, ĐH
9.5
9.8
8.12
9.4
15.69
15.51
18.22
10.96
12.5
10.44
11.57
13
6. Ratio of handicap children accessed to
education in 1996 and 2005
Trẻ em khuyết tật được đi học
300000
250000
200000
150000
100000
50000
0
Trẻ em khuyết tật được đi học
1996
2005
42000
268938
7. Ratio of state budgets contributed for education through years
+ State budgets contributed for education within GDP (%)
+ State budgets in comparison with total state budget expenditure (%)
Tỷ lệ chi NSSN cho GD-ĐT qua các năm
%
20
18
16
14
12
10
8
6
4
2
0
2000
2001
2002
2003
2004
2005
2006
2007
NSNN chi cho GDĐT trong GDP (%)
3
4.1
4.2
4.7
4.9
5.1
5.6
5.6
2008
5.9
NSNN so với tổng chi NSNN (%)
15
15.3
15.6
16.4
17.1
18.1
18.4
18.1
18.2
Main references
1. MOET (2008). Strategy of Vietnam education
development in the period of 2009-2020.
2. Le Dang Doanh. Development and economic
reform in Vietnam: some requirements for
education and training. The presentation given
to Education Minister in September 2007.
3. Vietnam national council on Education (2005).
International forum on Vietnam education on
“Higher education reform and international
integration”. Educational publisher.
Thank you for your attention!