The terrorist attacks were serious, most schools were closed. Most education officials had to retreat into secret activities, and people were confused and moved deep into enemy areas to avoid bombs and bullets. In that situation, the Southern Education Subcommittee proposed a new direction with the slogan "People gather on the land, education stays with the people, teachers stay with the schools". Many places quickly and flexibly dispersed schools and teachers followed the people to the fields or the outskirts. Schools and classes were built more discreetly, with shelters, and some classes were located directly in people's homes. The nation's studious spirit urged students to stay in class, and people were also determined to send their children to school. "The 1966 "Cuu Long Tsunami" sweep in Cai Lay (My Tho) left 1 student dead and 2 students seriously injured, but after that, not a single student dropped out of school."[67, p. 67]
By the end of 1970, the education sector in the South had gradually consolidated, organizing teaching and learning depending on the situation of each locality. In 1971, the Southern Education Conference was held to set out the direction, tasks and methods for reorganizing education in the South. The successive victories of the Southern battlefield made the free zones expand, and education had more conditions to develop. According to statistics of the Provisional Revolutionary Government of South Vietnam, by December 1974, the number of high school students in the South was as follows: Tay Ninh, Dong Nai, Song Be had 15,000 students, Tien Giang, Cuu Long, Ben Tre, Dong Thap had 17,620 students, Hau Giang, Kien Giang, Minh Hai had 54,270 students, Thuan Hai, Lam Dong, Quang Tri had 61,900 students.
“The revolutionary education in the South, amidst the fierce and fierce revolutionary struggle, was still maintained, consolidated and developed, effectively serving the resistance war against the US to save the country in the South. It closely combined two tasks: building and developing revolutionary education while directly participating in the revolutionary struggle in all three regions: mountains, plains and urban areas.”[67, p. 325]
1.1.3 Vietnam Education 1975-1979
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The historic victory in 1975 opened a completely new era for the Vietnamese people. After more than a hundred years of war and division, for the first time we enjoyed a period of complete peace, independence and unity. In July 1975, the 24th Conference of the 3rd Party Central Committee met to decide on the tasks of the revolution in the new period to completely unify the country, bringing the whole country to advance rapidly, strongly and steadily towards socialism. The Conference also set out the tasks of the education sector. “The North has the task of promoting the “two goods” emulation movement to improve comprehensive education, actively supporting education in the South. The South needs to quickly eliminate the remnants of the old education system, build a new education system, raise political awareness for teachers and students, and build an organization to manage the sector”.
Before 1979, in Vietnam, there were two different educational systems, the revolutionary education system and the education system of the Republic of Vietnam government. The first task of education was to unify education in one system. In the preschool education sector, according to the data left by the Republic of Vietnam government, "by 1973, there were 461 orphanages and nurseries with 62,889 children, the vast majority of which were privately owned" [67, p. 167]. "By 1974, the entire South had 1,429 kindergarten classes with 73,692 children and 1,436 teachers, mostly in the provinces of Saigon, Dong Nai, and Cuu Long. Most of the kindergarten classes were privately owned, attached to primary, secondary, and high schools, most of which were located within church grounds" [67, p. 168]. The imbalance occurs not only in preschool education but in most other sectors of the education system.
In the 1975-1976 school year, the whole country joyfully held the opening ceremony. On January 19, 1976, the Prime Minister issued Decision No. 41/TTg on ensuring the state budget to distribute free textbooks to students from kindergarten to high school. This was a great effort of the state in a difficult situation but also showed the importance of education.
Northern education during this period continued to develop as before, the education system emulating the education system of the socialist bloc.
Education in the South began to be reorganized, and final exams were still held. At the end of September 1975, nearly 62,000 candidates from 29 provinces and cities were organized to take the high school graduation exam under the new regime. On September 19, 1975, 4 million high school and kindergarten students and nearly 100,000 teachers participated in the opening ceremony. The general education system in the South still maintained the 12-year system divided into 3 levels, but the content was revised. In the new school year, the Ministry of Education promptly issued a new program, compiled and printed 20 million copies of textbooks at all levels and sent them to the South. Most of the teachers were re-employed but were allowed to participate in a political and professional training class. In addition, the North also sent more teachers to the South. Regarding higher education, before the liberation of the South, there were 18 universities. Most universities in the South were established in the late 1960s and early 1970s.
70. The school organization, training process, teaching, learning and diploma system ... followed the model of French universities and colleges. Then, in the early 70s, some schools were modified to follow the American training model. After liberation, the Central Secretariat issued Directive 222/CT TW on June 17, 1975 on the renovation and construction of universities in the South. The entire system of private schools and community colleges was dissolved, and public schools were reorganized. Students and lecturers at universities were required to attend political classes.
In April 1976, the General Election unified the whole country to elect the 6th National Assembly. In December 1976, the 4th Party Congress outlined the path for the whole country to move towards socialism. Although the education sector has achieved many achievements, there are still many shortcomings that cannot promptly meet the development of the country, so the task of the education sector is to carry out reforms nationwide.
1.2 The need to carry out educational reform in 1979
Educational reform (EC) to be successful requires a sound scientific basis, long-term vision and appropriate implementation solutions. The scientific basis of EC is a methodology that recognizes the laws governing educational development. These scientific bases often change according to each historical period, conditions, social consciousness or according to each different country. Learn, research
The connotation of the concepts, the scientific basis from which, with the historical overview method, helps us understand the Vietnamese educational reform in 1979.
1.2.1 Basic concepts
*Basic criteria of education reform
- Innovation in educational leadership: Re-understanding what education is, the nature of education, and the goals of education in the new context?
- Innovation in educational goals: Expanding goals and objects: education for whom, education of what in the new context?
- Innovation in the education organization and management system: What to learn - how to learn - where to learn?
- Innovation in educational content and methods: What to learn - how to learn - how to evaluate and recognize learning outcomes?
- Innovation in the cultural and educational relationship environment: to respond to changes in the education system. A clean and healthy cultural and educational environment is a factor that has great significance to the success or failure of education. In Vietnam today, if negative situations, the disease of achievements, cheating in exams, rampant extra teaching and learning... are not overcome, then no matter how much we do and invest a lot of money, Vietnamese education will still lag behind and cannot develop.
*Levels of educational reform
- Education reform at the macro level: Innovation in educational thinking, innovation in goals, organizational structure of the education system, types of education, innovation in educational policies, innovation in educational management.
- Education reform at the micro level: Innovation in educational institutions (school level), innovation in school models, content, methods, innovation in teacher work, innovation in student work, innovation in management staff.
This level separation is only relative because in reality they influence each other.
Such educational reform reflects both objective causes which are the inevitable demands of life and subjective causes which are the perceptions of educational management subjects about the nature and inevitable trends affecting educational life. In the current context, many countries maintain
The old education systems, although sharing the same global context, have different cultures, histories and perceptions.
*Reasons for educational reform
There are many reasons for educational reform.
-The education system is facing many crises, manifested by symptoms such as: spoiled students, corrupt teachers, and declining education quality.
-Changes in the economic, political and social systems require restructuring of the education system.
*The factors that govern educational reform
- Objective factors: age psychology, human cognition laws, weather and climate laws, human resource development needs of the region, human genetic needs, cultural and social preservation needs, political regime maintenance needs, investment capacity for education, integration and competition needs, etc.
- Subjective factors: The development of educational science in capturing changes, trends and laws governing educational development. The socio-political mechanism is sensitive enough and has the capacity to organize and regulate the educational system. The educational management mechanism is dynamic and has the capacity to implement educational reforms. The reform program is designed in accordance with the aspirations of the people.
1.2.2 Experience in educational reform in Vietnam and some countries in the world
Education reform is a complex system of activities that inherits the old legacies of education. Learning from the past experiences, from neighboring countries, from advanced countries about the failures and successes of education reform will be the premise for making education reform successful, avoiding mistakes, avoiding detours and risks.
*Reform experience in Vietnam
Vietnam is one of the typical case studies in education. During the past half century, the country has experienced colonial rule, the division of the country into two parts with different political systems, a fierce war lasting nearly 30 years, and finally the reunification of the country under the leadership of the Socialist State and most recently a program of extensive socio-economic reform.
All of these historical characteristics influence the educational background and differences in cultural levels. Accompanying these changes are the experiences drawn before we carry out educational reform.
Under the leadership of the Communist Party and the Socialist Republic of Vietnam, before carrying out the educational reform in 1979, Vietnam had carried out two previous educational reform campaigns.
-The first educational reform (1950): During the French colonial period, in order to implement the policy of keeping people ignorant, the French implemented a horizontal educational policy, only developing education at the low level, hindering the children of ordinary people from studying, leading to widespread illiteracy among the people. After the August Revolution, although the State was still young and faced many difficulties with internal and external enemies, we were still determined to build an education system: democratic, scientific, and popular.
“In the early years of the resistance war, the education sector made many efforts to change direction, but was not strong enough to create fundamental changes in the organization, content, and methods of education to suit the requirements of the resistance war.”[82, p. 250] For the above reasons, in July 1950, the Government Council met to approve the first project on CCGD.
The success of the first CCGD was: it proposed a number of measures to fundamentally change the old education system, innovate educational ideology, and affirm socialist educational viewpoints. It reformed the old education system, strongly developed the new education system, and ensured education in wartime conditions. On that basis, it trained a qualified cadre force for the revolution.
Limitations: The content and curriculum are still heavy compared to the low level of education. The issue of educational motto and method: learning goes hand in hand with practice, theory is linked to reality, is perceived at a simple level with the main form of letting students participate in production labor, participate in resistance war and national construction without going into deeper and more scientific issues.
-Second educational reform (1956): In March 1956, the National General Education Congress met to approve the second CCGD project. "The educational system has
socialist nature, taking Marxism-Leninism as the ideological foundation and aiming to serve the working people. The purpose of education has been determined: to train and nurture the generation of youth and children to become people who develop in all aspects, good citizens loyal to the fatherland, good workers, good cadres of the State, talented and virtuous to develop the People's Democracy regime to move forward to build socialism in our country, at the same time to achieve national unification on the basis of... independence and democracy" [82, p. 254]
*Experience in educational reform around the world
In the world, in terms of educational management power, there have been two major reforms aimed at meeting the demands of historical socio-economic development.
-The first reform: The transformation of educational power from the religious management system to the state management system during the period from the 16th to the 19th century with the main reason being: the church education system did not meet the human resource development needs of a capitalist society operating with a capitalist and industrial socio-economic system that needed to develop commercial, scientific, technical human resources and human resources to serve the social system based on the rule of law instead of a human rights society. The first CCGD "promoted the transformation from traditional to modern education" [65, p. 16]
-The second reform: The shift of educational power from the state sector to the private sector and local communities is taking place in the late 20th century and in the 21st century mainly because the state does not have enough resources to meet the increasing learning needs of citizens, the learning needs are increasingly diverse and beyond the model of bureaucratic and rigid command state management, this CCGD aims to meet the diverse human resource needs of the private, state and corporate sectors in the context of integration and competition on a global scale.
“Within the framework of a country, CCGD also originates from economic-political-social changes. Normally, when changing the socio-political system, the ruling class carries out educational reforms to impose its ideology on society, to reorganize the educational system to suit the political regime.
As Vietnam had its first CCGD in 1950, it aimed to renew the educational goals from a feudal colonial society to socialist education. ” [36, p. 37]
In the world, there are many countries that have successfully implemented CCGD with many valuable lessons learned:
- Japanese CCGD
The development of Japan in the last century is considered a miracle phenomenon from a poor, backward country with few resources, high population density and heavily devastated by war to become a powerful country. Education is also a driving force for development, they soon realized that behind the power of the West is an educational system that is operated to train qualified and capable people. Japan has carried out three educational reforms.
The first CCGD was conducted during the Meiji Restoration. Previously, Japan, like Vietnam, was influenced by Confucian education. After being exposed to Western culture, in 1871, the Government established the National Ministry of Education. In 1872, it carried out the first educational reform with the following goals: Expanding learning opportunities for the people, bringing education closer to the realities of life, science, industry and business, ending gender discrimination in education, and unifying teacher training and management throughout the country. With this goal, the first CCGD became an important factor for the prosperity of the country.
The second CCGD was conducted after World War II. After the war, the country fell into a great crisis. The Americans ran education and conducted the second CCGD with the goal of eliminating the education system under the extreme nationalism of the Japanese militarists and building a more democratic education system following the American model.
Japan's third CCGD is being carried out with many changes with specific goals: to enhance students' morality, reorganize the school system towards increasing autonomy, build a lifelong learning system, and implement a flexible and diverse education system that can adapt to all conditions of time and space.