Building a Team of Intellectuals to Meet the Requirements of Promoting Industrialization and Modernization of the Country

(VIII Session) affirms: Encourage and create favorable conditions for overseas Vietnamese who are capable of returning to the country to participate in teaching and training, open schools or cooperate with domestic training institutions; foreign organizations and individuals can enter Vietnam to open international training centers, participate in teaching, scientific research, exchange experiences, and provide financial assistance according to State regulations.

Eighth, policies to promote the development of ethnic minority youth. Policies on the development of ethnic minority youth are expressed in Party Congress resolutions and Central resolutions with specific requirements and tasks: on strategic orientations for education and training development, on ethnic affairs; on training, fostering, and building a contingent of civil servants, etc., but there is no separate document on the development of ethnic minority youth. General policies have had direct and indirect impacts on the training and formation of ethnic minority youth, but they are still scattered and "not strong enough" in terms of creating resources, training, and using and promoting qualifications and creative capacity.

3.2. BUILDING A TEAM OF INTELLECTUALS TO MEET THE REQUIREMENTS OF PROMOTING INDUSTRIALIZATION AND MODERNIZATION OF THE COUNTRY

Implementing the Resolutions of the 8th and 9th National Congresses of the Party, the State has issued legal documents, especially the Law on Science and Technology, identifying the important position and role of science and technology, attracting and employing talents, creating all conditions for intellectuals to be creative and contribute; having policies to attract intellectuals, good experts at home and abroad, overseas Vietnamese intellectuals, exploiting the intellectual potential and contributions of intellectuals on the basis of enhancing the responsibility of consulting, criticizing, and social appraisal for policies, programs, projects and proposals of a complex, priority, key and multi-sectoral nature on socio-economic development, science and technology and the environment.

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3.2.1. Training and fostering of intellectuals

Resolution of the 2nd Central Committee (VIII Session) on the strategic orientation for education and training development in the period of industrialization and modernization and tasks until the year 2000 is an important milestone showing the development in awareness and strategic direction.

Strategy of the Party and State on science and technology development, education and training in the period of industrialization and modernization of the country.

The Government has determined the direction of the education and training development strategy until 2020 and a number of key solutions to comprehensively improve the quality of all levels of education from primary to postgraduate. Gradually increase the proportion of budget expenditure for education and training to reach 15% of total budget expenditure by 2000. Actively mobilize resources outside the state budget for the education and training cause. In which, the task of developing university training is emphasized, ensuring that there are many talented people for the country in the 21st century. The implementation of the Resolution has created a turning point in the development of education and training. After the Central Resolution 2 was issued, the Politburo issued Directive No. 12 - CT/TW on January 10, 1997, directing the dissemination and implementation of the Resolution throughout the Party and the people, first of all in the Party committees, authorities and the contingent of Party members and teachers.

Education and training methods have been strongly innovated, gradually overcoming one-way transmission; focusing on training creative thinking of learners. Step by step applying advanced methods and modern means to the teaching and learning process, ensuring conditions and time for self-study and self-research for students. Universities and colleges are gradually linked to production, business and social service. Strengthening training in practical skills combined with creative thinking, fostering the ability to solve practical problems.

To expand learning opportunities for those in need, the regulations on doctoral training have been changed accordingly. Before 2000, the regulations stipulated that people studying for doctoral degrees must not be older than 45 years old. The new regulations issued together with Decision 18/QD - BGD&DT dated June 8, 2000 do not limit the age of doctoral training, allowing those with the capacity to continue studying at a high level according to the motto of lifelong learning.

The country's education has made new progress, the quality of comprehensive education has initially changed but there are still many difficulties and weaknesses. To overcome the weaknesses in education and training, the 9th Congress set the immediate task of thoroughly resolving pressing issues: overcoming the tendency of "commercialization" of education, preventing negative aspects; Mobilizing funds from domestic and foreign organizations and individuals for education and training; Promoting the responsibility of Party committees at all levels, authorities at all levels, unions, and enterprises for human resource training; Promoting international cooperation, seeking assistance from countries and international organizations; attracting talented experts from around the world to our country to cooperate in opening training schools, establishing scientific research facilities and transferring modern scientific and technological achievements; Forming a number of international facilities in natural sciences and technology. There are policies to encourage and facilitate science and technology staff, especially young staff, to study and exchange science abroad. Perfect the system of mechanisms and policies to discover, train, foster and use talents to meet the requirements of industrialization and modernization. Improve the quality of postgraduate training, rectify the conferment of titles and degrees, and strictly manage the granting of diplomas.

The 6th Central Conference (9th Term) emphasized the task of building a synchronous and reasonable human resource development in the fields of science and technology, culture and arts, economic management, social management, etc. The Party and the State have implemented solutions to innovate training and fostering policies, creating an important step in the development of human resources.

Education and training have made strong changes, especially in high-quality university training and postgraduate training, and in developing vocational training in all fields.

The education sector has grown rapidly, increasingly meeting the requirements of its tasks. The intellectual force is concentrated in the field of education and training in both quantity and level, accounting for over 1/3 of the country's intellectual force. The number of doctors of science in the field of education and training accounts for 42.63%, doctors account for 37.9%, and masters accounts for 42.9% of the total number of this team working in the field of education and training. The number of people with college degrees is also very high (67.52%) [129].

In 2001, the country had 74 universities (not including military and police schools); not to mention 2 national universities, 3 regional universities, 16 private universities, 3 ethnic preparatory universities. The university teaching staff was quite strong: 24,362 people, of which 1,441 were professors and associate professors; 4,454 had PhDs; 6,596 had masters; and 7,843 were college lecturers [160, p.41].

With appropriate viewpoints and policies, the training of vocational training has had many innovations, the scale of university and post-graduate training has increased rapidly, the university training system has been rearranged, re-planned, financial resources have been significantly increased and diversified. Innovations in education and training have increased access to higher education for those who wish to study to improve their academic qualifications, which has had a positive impact on the development of vocational training in our country.

With the attention of the Party, the State and the whole society, the maturity of the education and training sector, the work of training and fostering intellectuals is constantly being innovated and developed, increasingly meeting the requirements of the task. The result of that investment is that the number of human resources with university and post-graduate degrees is increasing rapidly.

During the years 1996-2008, the scale of higher education was continuously expanded. In the 2004-2005 school year, the total number of college and university students was: 1,319,754, of which 40,245 were newly recruited students. The total scale in 2005 increased 1.43 times compared to 2001, the number of newly recruited students increased 1.86 times. On average, college and university students increased 8.4%/year.

Postgraduate training increased rapidly in scale, with graduate students increasing by 51.9%/year and doctoral students increasing by 6.1%/year. In 2005, it reached 166.5 students/10,000 people [180, p.497].

If during the 25 years of peaceful national construction, from 1975 to 2005, our country trained a total of 8,400 graduate students and 39,000 masters, then in 2005 alone, training institutions recruited 15,670 graduate students and 1,358 doctoral students; opened 2 more masters training institutions and 4 doctoral training institutions. Total

The number of postgraduate training institutions nationwide in 2005 was 155, including 85 universities and academies and 70 research institutes.

The cultural sector has 3 doctoral training institutions and 6 master's training institutions: Hanoi University of Culture, Hanoi University of Fine Arts, Hanoi University of Theatre and Cinema, Ho Chi Minh City University of Fine Arts, Vietnam National Academy of Music, Ho Chi Minh City Conservatory of Music [231].

Postgraduate training institutions are increasingly innovating their training content, programs and methods to provide the industry with highly qualified scientific staff. Training is not only conducted in universities and academies but also involves intellectual associations.

The National Center for Social Sciences and Humanities (now the Vietnam Academy of Social Sciences) is a national science center. During the period of industrialization and modernization, the Center has increasingly focused on investing in training and fostering staff, especially postgraduate training. The Center has 13 facilities for training graduate students in 12 majors, some of which also provide graduate training.

International cooperation in the field of education and training has been enhanced through methods of attracting foreign investment and educational projects; the number of students, graduate students and researchers studying abroad with various sources of capital; a number of foreign training schools and organizations have cooperated to invest in opening training facilities in Vietnam.

Along with the strong development of education and training in the country, our Party and State advocate continuing to further promote the training of human resources abroad, especially in countries with developed education and science and technology, in order to keep up with the development of advanced science and technology. In particular, priority is given to allocating adequate state budget to send talented and qualified people to study and develop in key professions and fields in countries with developed science and technology (since 2000, the State has annually spent 100 million dollars on postgraduate training abroad).

The number of students receiving undergraduate and graduate training abroad using the state budget has increased. The number of students recruited for training abroad under the agreement is about 200 people/year. By 2000, there were 10,000 people studying abroad [208, p. 430].

As of December 31, 2005, the number of people sent abroad for training was 2,392. Of these, 726 were graduate students, 677 were masters, 178 were interns, and 811 were university students. 532 people who finished their studies abroad returned home, including 42 PhDs, 356 masters, and 134 interns [180, p. 498].

During the years 1986 - 2008, we mobilized many resources for intellectual training: including funds from the state budget, organizations and especially self-funded funds of families. Expanding learning opportunities, improving science and technology levels abroad for students and officials by encouraging self-funded study abroad. According to the State Bank of Vietnam, the amount of foreign currency transferred abroad annually for the purpose of self-funded study abroad through official channels is about 120 - 150 million USD. The average cost of studying abroad for each person is about 15,000 USD/year. Every year, there are about more than 10,000 Vietnamese students studying abroad improving their knowledge in the world education community, absorbing the quintessence of world culture. In fact, the amount spent on studying abroad is much larger. Because the above figure does not include study abroad support programs from the Government, socio-economic organizations, unions and unofficial money transfers...

With the national goal of forming a high-quality education and training sector by 2020 with programs, content and teaching and learning methods according to advanced world standards, increasing the proportion of students studying in this sector from 5 to 10% in 2000 and gradually increasing to 20-25% thereafter, forming universities (or sectors within schools and universities) recognized as meeting international standards in training and research.

On the basis of national goals, sectors and localities specify by region, with different economic, cultural, geographical, historical, ethnic characteristics, and by production and management service sectors. To overcome the waste of "brainpower", policies issued by the State have created conditions for the State, enterprises and schools to combine to set training goals to solve problems in using trained human resources.

University and college training by selection to build a skilled workforce in mountainous areas and ethnic minorities is being implemented with attention.

By 2004, 52 provinces and 2 units (Forestry University and Military Region II Command) were assigned quotas by the Ministry of Education and Training under the recruitment system. From 1999 to 2004, 4,960 quotas were assigned according to the plan, and the provinces were able to fulfill them.

4,284 targets, reaching 86.37%. In 5 years (2001-2005), some provinces exceeded the targets such as Cao Bang (114,935), Bac Kan (110.06%), Nghe An (107.91%); Thanh Hoa (106.95%), Yen Bai (102.29%).

In general, the enrollment rate of the following year is higher than the previous year, from 3% to 25%: 1999 - 2000 school year: 664 new students were enrolled. 2004 - 2005 school year: 1,235 new students were enrolled; 46/54 ethnic groups have students entering universities and colleges under the enrollment system, while 8 ethnic groups have no students entering universities and colleges under the enrollment system (Bru Van Kieu, Ro Mam, La Hui Lu, Si La, Co Lao, Lo Lo, O Du).

In 2005, 1,235 students were recruited to study at 37 universities and colleges. The number of students trained and graduated under the recruitment system who were assigned jobs was 80.74%. Implementing the recruitment training policy has contributed to increasing the number of qualified staff in ethnic minority areas.

However, this work still has many shortcomings. Students from ethnic minorities with large populations such as Tay, Nung, Thai, Muong often account for a high proportion in the recruitment but the increase is not significant. Some localities cannot find people and

Therefore, the set targets were not met, such as Ha Giang achieved 89% of the target; Lai Chau achieved 71%, Khanh Hoa achieved 72%, Binh Thuan achieved 53.45%, Bac Lieu only achieved 49.2%,...

Along with promoting training, the work of fostering, retraining, updating knowledge, and improving qualifications for DNTT is strengthened . The work of fostering and updating knowledge is carried out regularly with many forms and times suitable for the subjects so that intellectuals can adapt to reality. In particular, the form of short-term training and fostering is promoted.

Training and improving all aspects of the qualifications of the DNTT is a constant concern of agencies and intellectual associations. This work is carried out in two main forms: short-term, from one week to less than one year and long-term from one year or more; experimental practice, study, and training at domestic and foreign facilities. Training content is diverse from information technology, business administration, accounting, foreign languages, etc. The training program is flexible and suitable for all subjects.

The Union of Science and Technology Associations and most of its member associations and agencies implement the motto "learn what is needed" to best meet the needs of cadres and members. According to statistics, in 1996 alone, 23 member associations of the Union of Science and Technology Associations opened 1,062 short-term classes for 37,207 students, sent 1,068 people to university, 116 people to graduate school, 20 people to do internships, 10 people to do research at domestic training institutions, 12 people to study abroad and 63 cadres to do internships abroad [181].

The National Center for Social Sciences and Humanities regularly promotes training and knowledge development. In 1997, the Center opened a training class on state management knowledge for 63 managers. There are 16 institutes and centers that open classes on professional knowledge and specialized foreign languages. The Center opened 2 computer classes for 170 staff members, opened 4 English classes for 60 staff members; 58 staff members of the Center were sent for training and education in several countries around the world [251].

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