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Socialization of education in Vietnam-Current issues to be resolved (Part 1)
Socialization of education in Vietnam-Current issues to be resolved (Part 1)
10/11/17
Socialization of education is one of the major lines, strategic thinking for education development in Vietnam, meeting requirements for national development in the context of globalization and international integration and promoting the tradition of learning of the Vietnamese people. In the process of socialization of education, Vietnam has made remarkable achievements. However, there remain constraints to be overcome and many problems to be addressed to improve the quality of socialization of education, contributing to the development of a modern education, meeting development needs in the period of industrialization and modernization in the context of globalization.
During the process of socialization of education, Vietnam’s education has made new developments. The inclusion and participation of people from all walks of life have contributed to realizing the human development strategy. The education network has grown fast, the quality and efficiency of the training system have constantly developed at all levels, building many models of learning communities. However, education and training in Vietnam are still weak and inadequate in terms of scale, structure, quality, and efficiency, falling short of demands for international integration, industrialization, and modernization of the country. There remain limitations in realizing socialization of education policy. In fact, in many places socialization of education has not brought into full play its inherent strength, greatly affecting the development of education and resulting in gaps in education enjoyment. On the other hand, until now awareness on the socialization of education is not complete, in particular, sometimes confused with other concepts, such as commercialization of education or education marketization. This raises a number of problems to be addressed in order to improve socialization of education in Vietnam in the years to come.
Current issues in socialization of education in Vietnam
First, the relation between increasing education and training scale and quality assurance must be addressed.
After more than 20 years of implementation, socialization of education has been widely deployed throughout the country and gained certain achievements. The national education system has been increasingly developed with diversified forms from the public to non-public educational institutions. By the end of the 2014-2015 school year, the total number of educational institutions in the sector was 43,871, of which 41,248 were public institutions accounting for 94%, 2,626 non-public schools accounting for 6%; the total number of students was 20,889,029, of which 1,323,797 students attended non-public schools accounting for 6.4%. In remote and isolated, ethnic minorities, disadvantaged areas, given the attention of all levels including the government, social organizations, businesses and international organizations, enrolment has increased.
However, socialization of education has developed mainly in scale and number of education and training establishments, while the quality of education and training has not met expectation, falling short of requirements of international integration, not synchronized from kindergarten to higher education, and there are differences between school levels, even among schools. Constraints in the socialization of education remain hence education quality, especially higher education quality is not high. Some educational institutions, not only non-public but even public ones, for their immediate economic benefit have violated regulations on educational quality assurance, such as over enrollments that surpass the capacity of facilities; granting of education and training permits to organizations without infrastructure or not having sufficient teachers and lecturers. Some educational institutions have pursued profits, not really paying attention to providing quality education services to learners. Therefore, despite the lack of facilities, and quality teaching staff, they have still enrolled a higher number of students than permitted. Some institutions without training functions and permission from the Ministry of Education and Training have still carried out training cooperation with foreign countries. Some establishments without sufficient staff as regulated have still opened new disciplines. Therefore, the result of socialization of education in Vietnam is not high, and not fully promoted the potential of a studious people to develop education.
Second, the relation between renovation of curricula, content, and education-training methods and resources for implementing that innovation must be addressed.
The new role of education in the intellectual era is the root of educational reform, which requires the world to "embark" on trends, such as innovation in content and methodology; education modernization; online learning, distance learning and training; and building a learning society. In Vietnam, the renovation of content, curricula, and methods of education is now a very urgent requirement. The 12th Party Congress affirmed: "The education and training system lacks linkages between levels and modes of education and training; more attention is given to theory and less on practice. Training is not linked to scientific research, production, business and labor market needs; Due attention has not been paid to educating ethnic, lifestyle and working skills. The method of education, examinations, tests, and evaluation of performance are outdated and impractical." (1)
Renovation of educational content and programs must be based on the educational objectives, in line with the country's demands and the world's development trend, and set different requirements for each educational level and each type of education. It can be asserted that the content and program of old education, one-time study for lifetime work, is completely different from those of the education that encourages "continuous learning, lifelong learning" to adapt to rapid development of science and technology, changes of occupations and labor structure in the market economy and international integration. Along with the renewal of content, and programs, it is necessary to renovate the method of education, shifting from "teaching-handing down" to innovative methods of education; acquire and effectively apply creative methods of teaching and learning of the world, especially the application of information technology in teaching; pay attention to distance education, online learning, and education for all to build a learning society.
The problem is that the renewal of content, programs, and methods of education and training needs ethical and qualified educators, as well as the sufficient and effective use of the fund for education. This is not the work and responsibility of each teacher, each school, the education sector only but also relevant agencies, departments, branches and must be directed in scientific research, development, and implementation.
Third, the relationship between state management and community supervision of education and training must be addressed.
State management of education can be considered the key to ensuring the success of all education and training activities. Only through the state management of education, can the implementation of national education policy and guidelines, the enhancement of investment efficiency in education, the realization of educational objectives, and the improvement of the education quality be achieved. In order to effectively socialize education and contribute to the development of Vietnam’s education, the State management of education must be strengthened, promoted and combined with the supervision of the community.
In the years of socialization of education, certain innovations have been made in the state management and community supervision of education suitable to the development of education and training, bringing about certain results contributing to the development of education in Vietnam. However, the management of the State and the supervision of the community is still inadequate to meet requirements of socio-economic development and people’s learning needs.
The State management is sometimes either rigid or loosened; policies and mechanisms are not specific, clear, synchronized and suitable to the socialist-oriented market mechanism. Social forces have not been well organized and coordinated to proactively and actively participate in the socialization of education. The management of socialization of education and training is slowly reformed and basically is still influenced by the bureaucratic centrally-planed mechanism. Some views, guidelines, and policies on the socialization of education have not caught up with the new situation, the development of the socialist-oriented market economy and international integration. Therefore, the mechanism of “asking and granting” of permits to establish non-public educational institutions has resulted in many negative phenomena, some officials have taken advantage of public authority assigned to them for their personal gains.
In addition, loosened management has led to over collection of fees under the excuse of socialization of education by educational institutions. This phenomenon has caused much public resentment and has not yet been thoroughly overcome. According to the Ministry of Education and Training (MOET), household expenditure for a learner includes first tuition fees account for 27%, extra class tuition fees 20%, contribution to school construction 11%, textbooks 11%, learning kits 9%, other expenses 22%. (2) This has a great impact on people’s lives, especially the poor households which cannot afford or have to borrow money for their children’s schooling.
The decentralization of education management from the central to local level, and to educational institution has not been completed to create autonomy and dynamism for localities and educational institutions, leading to confusion between institutional management functions and operational functions of educational establishments; administrative agencies have intervened deeply in the operational activities of educational institutions, not paying due attention to the institutional management function. In addition, the coordination between related branches to implement the lines of the Party and State in localities is not in time and synchronized. Stakeholders in each community have not been well organized and coordinated to prevent negative phenomena from entering the community and schools. Therefore, the socialization of education has not been unified among localities, regions, and areas. The establishment of educational institutions, especially non-public ones, is spontaneous, lack of thorough survey, and preparation for quality assurance of teaching and learning conditions, hence they cannot enroll enough students and non-public education institution has faced disintegration.
The State and community inspection and supervision of the education and training institutions have not been conducted regularly and seriously. Thus, some institutions lack discipline in training management, and diploma and certificate issuance; lack responsibility; show signs of perfunctoriness, and inconsistency in the handling of violations; inspection have not been widely and evenly carried out; and management of records in some localities and institutions is poor. Therefore, over the past time, the use of illegal diplomas and certificates (fake diplomas and certificates, original diplomas and certificates with changed contents, original diplomas and certificates granted without following due training process, or by unauthorized levels). What is more worrying is the phenomenon of "fake study, original certificate," meaning training regulations are not seriously observed (from enrollment to study, exam assessment and graduation), leads to issuance of degrees and certificates to unqualified learners, and low-quality education and training. This phenomenon occurs at all training levels and is common in the informal education, in-service training, and distance education. Hence, strengthening state management and community supervision of education and training in general and socialization of education, in particular, are necessary, contributing to improving quality and efficiency of education in Vietnam in the current period.
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All comments [ 13 ]
The last 10 years witnessed big upheavals in the pre-school education. The policy on pre-school education socialization has kept a lot of children away from kindergartens.
It is necessary to grasp changes in teacher education in Vietnam in the context of the current comprehensive reform of education, which has been greatly influenced by world trends.
In Vietnam today, improving the quality of basic education has been given a high priority, in line with the global movement for Education for All.
Teacher education is the key to completing this task.
It is important for teachers to learn new methods of instruction, and teacher education needs to be strengthened to allow them to acquire these new methods.
A great deal of international assistance is provided for the promotion of this type of teacher education.
Though the number of children going to school may increase, but they would not be able to have high education quality, because they would not have money to pay to bring their children to good education establishments.
The State has finally taken back the responsibility of arranging nursery schools for children instead of assigning the task to people. However, experts say the lack of state owned schools one time has caused the bad consequences which cannot be settled easily.
As part of solutions for the state’s fiscal crisis and strategy to improve the quality of public services, the government of Vietnam has adopted the socialization “xã hoˆ.i hóa” policy to mobilize resources from the entire society.
Socialization means that all sectors of society would be expected to contribute to financing and delivery of social services and the responsibility for paying for social services is shifted on to households.
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