3.2.2.3 High school education
In the 1975-1976 school year, the whole country had 600 high schools with over 10,000 classes and over 500,000 students, accounting for 1.03% of the population. After the reform, the number of students as well as the number of classes, students and teachers increased significantly. We have the following statistics on secondary education that shows that.
Table 6.3: High school education situation after CCGD
School year
School | Class | Pupil | Teacher | |
1979-1980 | 775 | 13,233 | 638,221 | 28,681 |
1980-1981 | 797 | 14,304 | 700,668 | 29,304 |
1981-1982 | 808 | 14,656 | 709,844 | 30,908 |
1982-1983 | 831 | 14,871 | 705.263 | 32,451 |
1983-1984 | 859 | 15,471 | 732,158 | 34,053 |
1984-1985 | 894 | 16,494 | 791,989 | 36,224 |
1985-1986 | 953 | 14,478 | 860,226 | 37,050 |
1986-1987 | 998 | 18,734 | 917,593 | 38,990 |
1987-1988 | 1,030 | 19,415 | 926,420 | 40,720 |
1988-1989 | 1,059 | 18,519 | 843,541 | 41,508 |
1989-1990 | 1,085 | 16,576 | 691,487 | 40,722 |
1990-1991 | 1.113 | 14,495 | 527,925 | 37,563 |
1991-1992 | 1,136 | 15,537 | 522,735 | 35,735 |
1992-1993 | 773 | 14,166 | 576,722 | 33,162 |
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Source: [69]
Thus, the number of students increases steadily every year, especially in the southern provinces because before liberation, the number of schools was small and concentrated only in big cities, now it has developed throughout the localities. Compared to primary and secondary school students, the rate of students repeating grades and dropping out is much lower and tends to decrease.
Table 7.3: Rate of students repeating a grade in high school over the years
School year
1976-1977 | 1977-1978 | 1983-1984 | 1984-1985 | |
Retention rate | 5.83% | 5.73% | 4.39% | 4% |
Dropout rate | 15.46% | 10.14% | 10.11% | 9.1% |
Source: [54, p. 122]
The education sector has made great efforts for grade 12 in comprehensive education on culture-science, politics-ideology-ethics, production labor and career guidance, sports and arts activities. In particular, it has persistently and systematically implemented career guidance activities in schools according to Decision No. 126-CP dated March 19, 1981 of the Government Council and the Resolution of the 5th Party Congress.
We have built 66 high schools that combine study and work, including some that have become advanced, typically Tran Hung Dao (Hai Phong), Quan Trieu (Bac Thai), Lien Ha (Hanoi), Hoai An (Nghia Binh)...
Thanks to the sponsorship of UNICEF, we have built 20 comprehensive technical centers for the provinces. Based on that, many localities have built many other centers. The centers have the task of training and fostering technical teachers, teaching technical skills to high school students, directly participating in the production of tools and equipment for the industry, signing contracts with localities and other production facilities. Typical examples are the centers in Hue, Ho Chi Minh City, Nghia Binh, Phu Khanh...
Every year, about 20 thousand high school students graduate, of which only 10% enter vocational high school universities. The majority of graduates enter life in different fields. Therefore, the issue of vocational guidance and preparation for students to graduate is extremely important. But in reality, the issue of career guidance for high school students is still weak, even later when education is more developed, the issue of career guidance for students has never been done well.
3.2.3 Vocational secondary education and training
3.2.3.1 Vocational high school
Table 8.3: Vocational education situation in the period 1979-1993
School year
School | Pupil | Teacher | |
1981-1982 | 353 | 165,900 | 8,630 |
1982-1983 | 315 | 142,500 | 7.005 |
1983-1984 | 313 | 149,600 | 7,056 |
1984-1985 | 298 | 171,100 | 7,187 |
1985-1986 | 298 | 113,016 | 7,187 |
1986-1987 | 296 | 119,783 | 7,143 |
1987-1988 | 274 | 102,043 | 7,085 |
1988-1989 | 274 | 118,083 | 7,085 |
1989-1990
242 | 92,485 | 6,474 | |
1990-1991 | 209 | 105,083 | 6.305 |
1991-1992 | 207 | 77,395 | 6,072 |
1992-1993 | 187 | 78,956 | 5,915 |
Source: [69]
“ This is the golden age of vocational training”[81, p. 116]. The number of vocational schools, especially in localities, developed very quickly, peaking at 353 vocational schools in 1980.
Faced with the increasing demand for vocational training, on June 24, 1978, the Government Council issued Decree 151/CP separating the General Department of Technical Worker Training from the Ministry of Labor, changing it to the General Department of Vocational Training under the Government Council, and in 1987, under the Ministry of Universities and Vocational Training.
After the CCGD, the position of vocational training was clearly defined and merged with vocational secondary education into professional education. Thus, Resolution 14-NQ/TW considers vocational training an organic part of the national education system.
Vocational secondary schools peaked in 1978-1979, and declined in the 1980s but remained stable in size. Every year there are still about 40,000-
50,000 students graduated. The training rate remained 30% at school and 70% at production sites. By 1982, over 70,000 students had been sent for training in fraternal socialist countries. Training for Laos and Cambodia was still developing strongly.
During the renovation period, vocational education also took positive actions to create strong changes, initially implementing 3 action programs and then 2 action programs.
During this period, the vocational training sector has taken a step forward in integrating with the unified national education system, notably demonstrated in that: on the one hand, together with vocational secondary education, it forms a system of professional education; on the other hand, together with specialized secondary schools, junior high schools, and professional secondary schools, it forms a new secondary level; not to mention the vocational training centers which are considered a short-term vocational training model within the continuing education department.
Participating in the construction of the new secondary level, vocational education has organized the compilation of many vocational skills subjects to both teach vocational skills to high school students and to provide initial training for vocational students or advanced training.
However, the management and inspection of vocational training has not really been focused on, and there have been many violations in vocational education regulations, but not
be prevented and changed in a timely manner. Moreover, changes in the way managers perceive themselves also cause many difficulties for professional education, especially vocational training. In the past, vocational training was closely linked to production, but then the connection to production was neglected, training and development at the production site were almost forgotten. In the past, the meaning of vocational training was emphasized as improving the quality and quantity of the working class, but later it was emphasized that vocational training mainly aimed at "skills" to meet the needs of finding a job, the training time was continuously shortened, only needing a certain level of skills to find a job. Innovation is necessary, but it is impossible to completely change in an extreme way that can easily cause major fluctuations, especially in education.
3.2.3.2 Vocational high school
Table 9.3: Statistics on the number of students, schools, and teachers of secondary schools in the period 1979-
1993
School year
School | Pupil | Teacher | |
1979-1980 | 291 | 155,508 | 11,329 |
1980-1981 | 229 | 134,430 | 11,982 |
1981-1982 | 290 | 109,142 | 9,987 |
1982-1983 | 281 | 102,169 | 10,472 |
1983-1984 | 281 | 110,170 | 10,206 |
1984-1985 | 278 | 121,069 | 10,363 |
1985-1986 | 281 | 135,409 | 10,627 |
1986-1987 | 282 | 137,618 | 10,781 |
1987-1988 | 269 | 137,112 | 10,676 |
1988-1989 | 269 | 135,648 | 10,401 |
1989-1990 | 270 | 131,246 | 9,784 |
Source: [69]
“ During this period, vocational education developed in peacetime, but there were many fluctuations. There were three notable events: expanding the school network, building a unified vocational education system nationwide, followed by a serious crisis; and the innovation of vocational education in the direction of socio-economic innovation of the 6th and 7th Congresses of the Communist Party of Vietnam”[55, p. 157].
Before carrying out the reform, the Ministry of Universities and Vocational Training also surveyed and conducted research and proposed a model of 5 vocational secondary schools for each province including: Agriculture, Health, Pedagogy, Economics and Culture and Arts. Any locality that develops agriculture will have an additional agricultural secondary school. While the draft of the new " 5 schools" is being organized to collect opinions, the localities have formed schools according to that model. By 1980, the northern provinces had enough 5 schools, the southern provinces have only formed 3 main types of schools: Pedagogy, Health and Agriculture.
The 1979 CCGD set out the goal for vocational training as: to train and foster on an increasingly large scale a new workforce with political qualities and revolutionary ethics, with scientific, technical and managerial qualifications suitable to the requirements of the division of labor in the large-scale socialist production. Regarding the content, " to improve the quality of comprehensive education, to create new workers who are collective masters, capable of shouldering the cause of building socialism for our people". Regarding the method, " it is necessary to carry out well the teaching combining production labor by profession with scientific research experiments".
After 5 years of implementing the CCGD, the Northern vocational secondary schools held a summary conference in Do Son (Hai Phong) and the Southern ones held a conference in Ho Chi Minh City. Both conferences highly appreciated the efforts of vocational secondary schools to overcome difficulties, not only participating in training skilled workers but also directly producing wealth for society.
“ By 1985, especially after the Resolution of the 6th Congress of the Communist Party of Vietnam advocated renovation, shifting from a centralized, bureaucratically subsidized economy to a multi-sector economy following a socialist-oriented market mechanism, vocational education once again entered a crisis: students were not employed or were not placed at the right level and training objectives. Students in schools were not eager to learn because of lack of motivation. Teachers lacked jobs due to the reduction in the scale of training. The situation of teachers spending a lot of time doing extra jobs to earn a living was almost common. The governing bodies tended to narrow their systems by dissolving or merging schools, not investing in basic construction and equipment...”[37 p.161]
The reason for the above situation is the conflict between training and use, the products created are not suitable for reality. THCN at that time still followed the old way of thinking, slow to change, causing students to graduate and not meet the needs of employers.
Meanwhile, three action programs for the higher education sector, vocational training and vocational training were proposed according to the Party's innovation policy. Program I: improve training quality, meet social needs, diversify and multi-levelize training forms. Program II: increase investment in vocational training with different capital sources. Program III: improve the quality of teachers and training staff.
Implementing the 3 action programs of the industry, vocational education has not only been maintained but also developed strongly. Although the number of training courses has not increased sharply, the training quality has met the new requirements of the country, investment has been increased, the lives of cadres and teachers have been improved, there is funding to subsidize teachers to study and improve their qualifications step by step. After successfully implementing 3 programs, the Ministry of Education and Training continues to implement 2 new programs, program IV: innovation in management organization, program V: "training talents for the country".
3.2.4 University and College Education
*Domestic University and College Education
Table 10.3: Situation of students in Universities and Colleges
School year
Object
1980 - 1981 | 1981 -1982 | 1982 -1983 | 1983 -1984 | 1984 -1985 | 1985 -1986 | 1986 -1987 | 1987 -1988 | 1988 -1989 | 1989 -1990 | |
Total | 153,987 | 149,292 | 139,331 | 128,700 | 124.120 | 121,195 | 125,048 | 123,488 | 128,000 | 126,600 |
In which system | ||||||||||
Concentrate | 120,848 | 111,290 | 101,851 | 93,543 | 90,521 | 85,726 | 87,099 | 90,066 | 90,400 | 92,637 |
Specialized | 8,342 | 8,620 | 8,639 | 8,501 | 7,940 | 7,833 | 9,563 | 7,528 | 9,700 | 7,818 |
In office | 24,481 | 29,076 | 28,861 | 27,511 | 27,259 | 27,636 | 28,503 | 17,772 | 18,100 | 13,600 |
Extend | 6.306 | 9,900 | 12,545 |
Source: [56, p. 59]
As of 1977-1978, our country had 50 universities and 20 colleges.
Colleges and universities play an important role in the revolutionary struggle for national unification. Schools also play an important role in
3 new revolutions in the country, especially the scientific and technological revolution. Training schools follow the planning targets assigned by the State (centralized planning). Admission to colleges and universities is to train cadres for the State economy and cadres for the two main economic sectors: the state-owned economy and the collective economy.
The university education management model follows a highly centralized management model at the Government (Central) and the Ministry of Education. The organization of entrance exams is also carried out according to a unified plan: The exam date is regulated nationwide, each student is allowed to take the exam at one university and there are three exam groups (A, B, C) for students to choose from. The Education Department manages all stages: creating test questions, directing and marking tests, and approving results.
From 1979 onwards, the higher education network included colleges and universities.
school and college
“Schools have the responsibility to train and equip students with scientific knowledge.
University and above. Wholeheartedly loyal to the Socialist Fatherland, with revolutionary ideals, determined to reach the highest levels of culture, science and technology, with the ability to conduct scientific research or instruct and carry out non-professional tasks for which they are responsible”[40, p. 52]
In addition to universities, colleges have been built and expanded in a planned manner to train practical personnel with university degrees in technical and professional fields, contributing to the training and development of vocational schools and technical teachers for general schools.
Universities are tasked with scientific research, improving the quality of training and adjusting the structure of academic disciplines towards focusing on training in key disciplines necessary for the immediate and long-term development of the country.
In the early 80s, the economic and social crisis
Direct impact on universities aggravates the weaknesses of many schools and the whole system. The training scale of most schools is being reduced and continuously reduced. The quality of training is low and declining. The lives of many children and students are very difficult.
Teaching and learning lack motivation. Material facilities are poor and backward. Management is sluggish, many schools have had to work hard to avoid disintegration.
After the 6th Party Congress (December 1986), four premises emerged to reform Vietnamese higher education. First: higher education must not only meet the needs of the State and the state-owned economy but also meet the needs of other economic sectors and meet the learning needs of the people. Second: Higher education does not only depend on the State budget but also on other financial resources. Third: Higher education does not only depend on the State's centralized planning goals but must be based on social needs. Fourth: Higher education is not associated with the distribution of State-owned labor.
In addition, higher education and training are also implemented according to three multi-sectoral action programs. Tuition-free education was first implemented in the 1987-1988 school year for non-formal university training (enrollment targets outside the State-assigned plan). In the 1988-1989 school year, there were 30 tuition-charging schools with expanded training systems. In 1990, two expanded training institutes were established in Hanoi and Ho Chi Minh City.
New policies in training and policies on scholarships and tuition fees have motivated students to strive to excel in their studies. The school considers students as the central characters who are treated as citizens - students have created a new atmosphere for the movement to train a large number of students.
In the 1990s, higher education had some fundamental changes. Currently, the higher education system has 4 basic levels: College, University, Master's and pre-graduate training. The target program for higher education was also issued. First: reforming training objectives, contents and methods. Second: promoting scientific research, production labor, linking schools with society. Third: innovating the organization and management of education. Fourth: building and using educational staff and educational management staff. Fifth: training and developing human resources and developing partners for a number of recruitment industries.
Table 11.3: Development situation of higher education in the period 1990-1993
Year
Number | Number of CBGD | Total | Long term | Specialized | In office | Other systems |