* High school graduation: 3,899/4,808 students, reaching 81.09% (1999-2000 school year only reached 76.7%).
* Anti-illiteracy and universal primary education
The whole province was re-inspected to continue recognizing 7/7 districts and towns as meeting national standards on illiteracy eradication and universal primary education. 98/98 communes and wards met national standards on illiteracy eradication, accounting for 100%. 97/98 communes and wards met national standards on Universal primary education, accounting for 98.97%.
iii). Regarding ethnic education: The number of ethnic students mobilized to attend classes in all fields and levels of education is 78,121 students. Specifically:
- Nursery : 38/468 children, reaching 8.1%, an increase of 20 children compared to last year.
- Kindergarten : 4,191/15,922 children, reaching 26.3%, an increase of 761 children compared to the previous school year.
- Primary school : 55,891/175,522 students, reaching 31.84%, down 823 students compared to the previous school year.
- Secondary school : 15,737/71,345 students, reaching 22.06%, an increase of 21 students compared to the previous school year.
- High school : 2,264/19,505 students, reaching 11.61%, down 211 students compared to the previous school year.
The total number of ethnic minority students studying Khmer is 54,777/73,872, accounting for 74.15%.
The total number of schools teaching Khmer is 180/344 schools, accounting for 52.32%. iv) Regarding vocational education
The province has 01 College of Education, 01 High School of Culture and Arts, 01 Medical High School, 01 branch of the Mekong Delta Technical School of Transport, which has trained nearly 3,000 students. The work of training and standardizing teachers in recent years has had positive changes in both quantity and quality. Currently, there are 2,102 teachers attending standardization classes, of which, at the College of Education level: 363 students, High School
:1460 students, preschool education: 279 students.
v) Building staff, facilities, equipment, and schools
• Team building : As of 2001, the whole province had 11,080 cadres, teachers, and employees in the whole industry. Of which, 9,314 were teachers directly teaching. Including:
+ Management staff: 767
+ Preschool teachers: 588
+ Primary school teachers: 6219
+ Secondary school teachers: 2064
+ High school teachers: 443
• Building schools
Table 2. Development of secondary schools and classes from 1996 to 2001
SCHOOL YEAR
Number of Fields | T.Community | ||||
Middle School & High School | Secondary School | PTCS | TH | ||
1992 | 15 | 50 | 25 | 131 | 221 |
1993 | 15 | 50 | 26 | 141 | 232 |
1994 | 15 | 51 | 21 | 151 | 239 |
1995 | 15 | 52 | 21 | 157 | 246 |
1996 | 16 | 52 | 22 | 169 | 260 |
1997 | 18 | 50 | 23 | 216 | 329 |
1998 | 18 | 60 | 22 | 228 | 331 |
1999 | 20 | 64 | 24 | 229 | 337 |
2000 | 20 | 66 | 23 | 231 | 340 |
2001 | 21 | 66 | 23 | 234 | 344 |
Maybe you are interested!
-
Current Status of Directing the Implementation of School Psychological Counseling Capacity Development Activities for Teachers in Secondary Schools in Mong Cai City, Province -
New Requirements for Management of Teaching Capacity Development for Secondary School Teachers -
Current Situation of Organizing Experiential Activities at Bac Quang Secondary and High School for Ethnic Minorities, Ha Giang -
Managing life skills education activities for students at the ethnic boarding secondary school in Thanh Son district, Phu Tho province in the current situation - 2 -
Managing English teaching activities at Hong Hai secondary school, Ha Long city according to the competency development approach - 1
vi) On socialization of education and training
Education management levels have closely coordinated with education unions at the same level to participate in propaganda work to help the whole society increasingly understand the difficulties and determination of the sector, and share responsibility in consolidating and developing the education and training career.
Communes in the district have held commune education congresses to care for education. Through the implementation of socialized education, many families and pagodas have donated more than 66,756 m2 of land.
to build schools. Parents' Associations in schools in the province have many forms of support and contributions to the movement of good teaching - good learning, helping teachers feel secure in their work and encouraging students to constantly strive to study well.
vii) On educational management
Education management agencies and schools have carried out many activities to strengthen the implementation of the provisions of the education law, school charters and regulations on organization and operation. The education inspection team at all levels has been strengthened, financial work has been made public, complaints and denunciations of teachers have been basically resolved, and inspection work has been carried out regularly. Specifically, 36 schools were comprehensively inspected in 2001 (03 kindergartens, 25 primary schools, 08 secondary schools) on the following topics: implementation of professional regulations, principal management, environmental sanitation and finance.
The province also paid attention to and directed the organization of inspection of certificates and diplomas. In 2001, there were 33 excellent advanced schools, 77 advanced schools, 67 basic emulation fighters, and 1,232 excellent teachers at all levels.
viii) Some features of Soc Trang College of Education
Some common issues
Soc Trang Pedagogical College was established in 1975 under the name of Hau Giang Pedagogical Secondary School. Up to now, the school has had 26 consecutive years of training primary school teachers. From the 1995-1996 school year, the school began training secondary school teachers through Vinh Long Pedagogical College as a legal entity. From April 2001, the school was officially recognized as Soc Trang Pedagogical College.
About the team
The whole school has a total of 123 teachers and staff.
Masters: 05, 19 are studying for master's degrees in various fields. University graduates in various subjects: 40
IT Engineer: 03 IT College: 02 Talented Subject Teachers: 05
Bachelor of Primary Education: 05, currently teaching at Pedagogical Practice School.
About facilities:
Current classrooms and accommodations do not meet the practical needs of teachers and students.
Department rooms and equipment are still lacking.
Implementation of training and development functions of the School:
The school has the following types of training:
Kindergarten teacher training.
Primary teacher training
Training primary school teachers to teach two languages (Vietnamese - Khmer)
Training of junior high school teachers
Training courses to standardize primary school teachers, secondary school teachers and primary and secondary school administrators.
The school is performing 3 main professional functions: Training, Fostering and Scientific Research.
1.2.2.2. Education and training development strategy of Soc Trang province to 2010.
To achieve the socio-economic development goals of the province by 2010 according to the resolution of the Soc Trang Provincial Party Committee for the 2001-2005 term, the education and training sector needs to continue to expand the scale of education and training along with building a strategy to improve training quality and efficiency; further promote the implementation of socialization in education and training.
Strongly develop the network of schools, expand family and private kindergartens, each ward, town and township has a kindergarten and gradually open it in communes and first of all in communes with conditions. Implement the separation of primary schools into primary and secondary schools, aiming for each commune to have a secondary school; separate secondary and high schools into secondary and high schools.
Form and develop a network of secondary schools, technical and vocational schools of the province and some districts with conditions to establish vocational training centers. Complete the upgrading of secondary schools into vocational colleges; consolidate and gradually expand the training area of the Provincial Continuing Education Center.
Invest in developing school facilities and equipment; increase the proportion of expenditure on education and training to 30% or more in the local budget expenditure structure. Strive to basically eliminate the 3rd shift by 2001 and by 2005, have 80% of classrooms solid and semi-solid.
Pay attention to caring for, training and standardizing the staff and teachers, building a team of teachers with sufficient quantity, good qualities and solid expertise; by 2005, the current shortage of teachers will be basically overcome.
Implementing the streamlining in education and training, by 2002, vocational secondary schools and vocational training centers were established to train skilled workers to meet the development requirements and labor structure transformation.
- The rate of mobilizing students to attend school at the right age at primary school is 95%, at secondary school is 65-70% and at high school is 35-40%;
- Implement the universal lower secondary education program. By the end of 2005, 35-40% of wards, communes and towns will have completed universal lower secondary education and by 2010, the entire province will have completed the universal lower secondary education program.
In short, in response to the urgent need to build a progressive society, a learning society, the Party and the State have had many policies and strategies to develop education and training, considering education and training as the top national policy, creating the foundation and basis for plans to develop education and training in the country in general and in Soc Trang in particular. Certainly, from the specific situation of each place, each province will set out for itself an orientation for the development of education and training in general and of secondary education in particular to become increasingly better.
CHAPTER 2. CURRENT SITUATION OF SECONDARY SCHOOL TEACHING STAFF IN SOC TRANG PROVINCE.
2.1. About the salary Number of secondary school teachers
The number of secondary school teachers in Soc Trang province is relatively large, and the scale increases every year. In recent years, due to the economic development of the country and the improvement of the regime and policies for teachers, the education sector has regained its central position, teachers have quickly stabilized in their profession, and the number of students enrolling in teacher training colleges has increased rapidly.
We can see the growth in the number of teachers through the following statistical table:
Table 3. Statistics of the number of teachers from 1992 to 2002
Teaching
1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | |
pill | - | - | - | - | - | - | - | - | - | - |
1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | |
TH | 4000 | 4651 | 4920 | 5184 | 5213 | 5579 | 5799 | 6072 | 6162 | 6219 |
Secondary School | 1084 | 1083 | 1124 | 1106 | 1274 | 1369 | 1609 | 1733 | 2064 | 2329 |
High School | 263 | 215 | 282 | 265 | 303 | 342 | 328 | 369 | 494 | 443 |
Source: Department of Statistics and survey results March 2002
In reality, the current number of teachers cannot meet the requirements of expanding the number of secondary school classes.
On average, the number of teachers increased by over 200 each year, especially in the period 1997-2002, the number of teachers increased every year due to the increasing number of students. At this time, there is a crisis of shortage of secondary school teachers, because in the previous period, the additional training was not given due attention. Although the number of teachers has increased, that number does not meet the requirements of student development, school and class development in the past time. If we consider the teacher/class ratio, we can see it more clearly in the following table:
Table 4. Teacher /class ratio from 1992 to 2002
92-93 | 93-94 | 94-95 | 95-96 | 96-97 | 97-98 | 98-99 | 99-00 | 00-01 | 01-02 | |
Number of classes | 731 | 768 | 851 | 1003 | 1134 | 1303 | 1501 | 1631 | 1659 | 1783 |
Secondary School | 27642 | 30270 | 34941 | 42976 | 49565 | 5×478 | 66890 | 71652 | 71345 | 73182 |
Number of teachers | 1084 | 1083 | 1124 | 1106 | 1274 | 1363 | 1609 | 1733 | 2064 | 2329 |
Teacher/class ratio | 1.48 | 1.41 | 1.32 | 1.10 | 1.12 | 1.05 | 1.07 | 1.06 | 1.18 | 1.31 |
Data from Department of Education and Training + Survey results March 2002
Based on the above statistics, we can see that in recent years, the number of junior high school teachers has been lacking every year. The general rate set by the Ministry of Education and Training is 1.85 teachers/class. Thus, in the 2001-2002 school year, Soc Trang still lacks 960 junior high school teachers. This number is quite large, and it is impossible to fill this gap in a short time. Without a long-term strategic plan, the teacher shortage situation will get worse.
Furthermore, this calculation does not take into account the current situation where a teacher can teach two or three subjects. If quality is concerned, each teacher only teaches one subject, the shortage is even higher. That is not to mention the quality required of a secondary school teacher.
In general, the period from 1992-1996 did not increase much due to socio-economic fluctuations. During this period, due to economic difficulties and low salaries, some teachers did not stick to their schools or classes. Pedagogical schools trained new teachers, but not many. On the contrary, a large number of teachers quit their jobs, retired, and changed careers, causing large fluctuations in the number of teachers.
On the other hand, due to certain economic difficulties, society has not yet made high demands on teachers. Although the situation of schools and classes has received attention, it has not been adequately invested in. The situation of teachers teaching cross-subjects is very normal, and at the same time, classes are very crowded with students, such as in remote districts, where there can be 50 to 55 students per class. During this period and in previous years, the number of teachers was assessed by all levels as not lacking, but in fact there was a serious shortage because one person had to teach many subjects and many periods. Although it was considered
enough but inside there is a potential risk of serious teacher shortage. On the other hand, saying enough means having to think about the factor of teaching enough subjects as well as having its real quality.
2.2. Secondary school teacher structure
2.2.1. Teacher type structure
Based on the objectives of the secondary school program, a team of teachers must be prepared to meet the implementation of the proposed content and program. Each subject must have a formally trained teacher in charge.
In recent years, the secondary school teacher training program has often been structured in a combined subject format, usually combining two subjects with the main subject accounting for 70% and the secondary subject accounting for 30% of the total number of hours. Combining subjects for training is also a temporary solution to have enough teachers to teach all the subjects according to the program's regulations.
College of Education graduates can teach 2 subjects. However, the basic quality is still in the main subject. Because according to the above combination ratio, the secondary subject is taught with very limited content.
When considering the entire junior high school program (from grade 6 to grade 9) according to the newly issued program and will be applied widely from the 2002-2003 school year, the ratio of the number of periods of each subject to the total number of periods is:
Subject
Number of periods | Ratio | |
Maths | 16 | 16% |
Lee | 5 | 5% |
Chemistry | 4 | 4% |
Born | 8 | 8% |
History | 6 | 6% |
Land | 6 | 6% |
Literature | 17 | 17% |
Foreign language | 11 | 11% |
Civic Education | 4 | 4% |
Technology | 8 | 8% |
Music | 3.5 | 3.5% |
Painting | 3.5 | 3.5% |
Exercise | 8 | 8% |
Meanwhile, the current ratio of teachers teaching the corresponding subjects is: