Scribd Logo
Upload

Welcome to Scribd!

  • 4K views

    Vietnam's Educational System

    Uploaded by

    Doc Richard Decilio
    The educational system of Vietnam has been influenced by multiple systems including French, Soviet and American due to Vietnam's political history. Currently, Vietnam follows a 5-4-3-4 structure for primary, lower secondary, upper secondary, and higher education. The government aims to standardize education across North and South Vietnam since reunification and provide universal lower secondary education. Higher education faces challenges like low research capacity and relevance to the job market, which the Higher Education Reform Agenda seeks to address through expansion and improved quality and research orientation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd

    Vietnam's Educational System

    Uploaded by

    Doc Richard Decilio
    4K views20 pages
    The educational system of Vietnam has been influenced by multiple systems including French, Soviet and American due to Vietnam's political history. Currently, Vietnam follows a 5-4-3-4 structure for primary, lower secondary, upper secondary, and higher education. The government aims to standardize education across North and South Vietnam since reunification and provide universal lower secondary education. Higher education faces challenges like low research capacity and relevance to the job market, which the Higher Education Reform Agenda seeks to address through expansion and improved quality and research orientation.

    Original Description:

    Educational System of Vietnam

    Original Title

    Vietnam's Educational System.ppt

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    PPT, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The educational system of Vietnam has been influenced by multiple systems including French, Soviet and American due to Vietnam's political history. Currently, Vietnam follows a 5-4-3-4 structure for primary, lower secondary, upper secondary, and higher education. The government aims to standardize education across North and South Vietnam since reunification and provide universal lower secondary education. Higher education faces challenges like low research capacity and relevance to the job market, which the Higher Education Reform Agenda seeks to address through expansion and improved quality and research orientation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    4K views20 pages

    Vietnam's Educational System

    Uploaded by

    Doc Richard Decilio
    The educational system of Vietnam has been influenced by multiple systems including French, Soviet and American due to Vietnam's political history. Currently, Vietnam follows a 5-4-3-4 structure for primary, lower secondary, upper secondary, and higher education. The government aims to standardize education across North and South Vietnam since reunification and provide universal lower secondary education. Higher education faces challenges like low research capacity and relevance to the job market, which the Higher Education Reform Agenda seeks to address through expansion and improved quality and research orientation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 20

    EDUCATIONAL SYSTEM OF VIETNAM

    ROWENA JAVIER-RIVERO Presented to: Dr. Cecil Geronimo

    BACKGROUND
    The education system of Vietnam has a somewhat tumultuous history due to the many external influences that have impacted teaching and learning philosophies throughout the country.

    COLONIAL INFLUENCES
    The 2oth century saw a particularly varied period of educational styles in Vietnam due to the different, but overlapping impacts of the French, Soviet, and American systems, which paralleled the political influences that each of these countries exerted in Vietnam.

    EDUCATION SYSTEMS OF THE NORTH AND


    SOUTH AFTER THE WAR

    In addition to the difficulty of coping with diverse educational styles, Vietnam also faced the great challenge of standardizing the education systems of the north and south when the country was re-unified after the Vietnam-American War in 1975.

    EDUCATION SYSTEM DURING THE WARTIME PERIOD (1954-1975)


    Northern

    Vietnam

    It was predominantly influenced by the Soviet model, which took a very top-down, centralized approach. Soviet influence is visible in the prevalence of monodisciplinary universities that focus on specialization in one particular discipline.

    SOUTHERN VIETNAM
    It bears more resemblance to the French system of education. The French system is based on a program of general studies in the first of university and then a deep specialization in a certain faculty for the remainder of undergraduate studies and into post-graduate pursuits.

    The Chart of Education System:

    Current Structure of the National Education System A 12 year system made up of a 5-4-3-4 structure. Primary education is compulsory, has a nominal duration of 5 years has an official entry age of 6 years. Lower (basic) secondary education, with a duration of four years, is followed by either: Upper (high school) secondary education lasting 3 years; or Vocational and technical education of three main types: Senior vocational education (3-4 years) open to lower secondary graduates and sometimes also to primary graduates; and secondary technical, education (or professional secondary education) lasts 2-4 years. Short programs (less than two years) open to graduates from primary and lower secondary schools. Higher education consists of college (3 years) or university (4-6 years).

    Main Issues on Secondary Education


    1. Universalization of Lower Secondary (ULS) Goal: To provide compulsory education to all children aged from 11-18 yrs old. To promote general knowledge & develop human resources for the industrialisation and modernisation of the country. To achieve the completion of ULS by 2010.

    Current achievement: 30 out of 64 provinces completed ULS


    Criteria for ULS: a. For individual students: Lower secondary students aged from 11-17 yrs old have completed the national curriculum for lower secondary education (9 yrs). b. The community: At least 90% of the children aged 6 go to primary schools; Over 80% of primary students got enrolled in Lower secondary; Over 85% of children aged from 11-17 complete national lower secondary curriculum either formal or non-formal education.

    2. Innovation of national curriculum and textbooks for secondary schools - Preparations for after school-life with more focus on vocational education, civic education, foreign language and IT studies; - Development of streaming and gifted schools;
    -

    Toward modernization in content/knowledge, methodology.

    3. Equity in education
    Support children in disadvantage areas and needy students (provision of textbooks, scholarship, ). Improvement in the equity aspects of education Provision. MOET has broad policy responsibility for education, operational and management responsibility is widely dispersed both vertically and horizontally.

    4. Emphasis on education for ethnic minority children Develop boarding schools for minority students both for lower and upper secondary schools (one/two boarding schools each province).
    5. Informatic Communication Technology (ICT)

    - one of selective subjects for second. Schools; - one of compulsory module for school subjects: Technology; - Over 96% of upper secondary schools got access to the Internet.

    Obstacles and problems


    School population growth; Lack of schools and facility; Success in quantitative expansion has also masked persistent problems of low quality and inadequate management systems.

    CHARACTERIZATION OF HIGHER EDUCATION: QUALITY (RESEARCH CAPACITY)


    Research activities in universities are seen to lead to improvements in teaching and student learning and drive innovation in a country. In Vietnam, higher education is still not a source of technical innovation as it is in upper or middle-income countries. Majority of Universities in Vietnam rely solely on State budget to fund their research activities (and only on 1-2% of revenues), with only a few receiving resources from other sources. Low enrollment of post-graduate students (as % of total enrollment): 4% Few academics are engaged in academic research:
    Average publication per academic staff: .40, low by international standards

    CHARACTERIZATION OF HIGHER EDUCATION: PRELIMINARY MEASURES OF RELEVANCE


    The higher education system lacks in diversity:

    Low possibilities of postgraduate studies. Enrollment concentrated in a few disciplines (almost 50% enrolled in economics and education; only 15% in science and technology). Although growing, the share of enrollment in the non-public sector is still only about 10%. Lack of leading universities. In spite of two relatively successful cases, such as the cities of Ho Chi Minh and Danang, in Vietnam university-industry linkages have been traditionally weak.

    DEMAND FOR HIGHER EDUCATION: DRIVERS OF DEMAND FOR SKILLS


    Three key drivers of the demand for skills:
    Inter-industry employment changes B. Capital accumulation (high investment rate, reaching 38% of GDP in 2006) C. Skill-biased technological change: skill upgrading within sectors due to the use and adaptation of technologies developed through R&D, imports, exports and FDI
    A.

    THE WAY FORWARD: THE HIGHER EDUCATION REFORM AGENDA (HERA)

    Vietnam is well aware of the need to address these challenges as indicated by HERA which shapes its vision of the sector for the next 15 years:

    HERA envisions a system that is much larger (three to four times current enrollment levels) and includes increased participation from the non-public sector. It also seeks to strengthen the institutional foundation of the higher education system and to promote a system that is more researchoriented and more aligned with international standards of quality.

    However, HERA needs to be further developed and operationalized. In particular, key financing and governance constraints need to be addressed.

    DIRECTIONS FOR REFORM: IMPROVING RELEVANCE

    Improve information on education sector and labor market

    Develop comprehensive strategy with higher education institutions, CSO and Ministry of Labor for better production and use of information on labor market [graduate tracer studies, labor force surveys, etc] Support functional EMIS and university surveys Introduce skill modules in firm censuses Consider labor market observatories

    CONCLUSION
    Vietnam with its very strong conviction of upholding justice, peace, and freedom as a nation, values education for its citizens as the only viable tool for advancement and development of every member of its society. Such high regard on educating its people may be observed by ensuring quality education through the implementation of K-12 system of education. Moreover, as the government is challenged to provide compulsory education to its youth, it sought every financial aid from funding institutions abroad. Apparently, with this move of the government, Vietnam is producing graduates who are skilled and are equipped to contribute to national development ; thereby, making Vietnam as one of the fastest developing nation in Asia.

    REFERENCE
    LE QUAN TAN.DIRECTOR, SECONDARY EDUCATION DEPARTMET MINISTRY OF EDUCATION AND TRAINING VIETNAM E-MAIL: LQTAN@MOET.GOV.VN / LQTANBGD@YAHOO.COM

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy