Public administration of education in vietnam after 1995

HANOI UNIVERSITY FACULTY OF INTERNATIONAL STUDIES - - Public Administration’s effects on unqualified education in Vietnam after 1995 Teacher: Dang Quoc Long Student: Tran Thi Van Anh Le Nguyen Thuy Linh Tran Thi Minh Phuong Nguyen Minh Trang Class: 1Q-14 Course: Public administration Date: May, 2016 TABLE OF CONTENTS Abstract i I Introduction II Discussion of findings 1 Current situation of Vietnam’s Education .2 1.1 Strengthen .2 1.2 Weakness .4 Causes of unqualified education in Vietnam 2.1 Ineffective teaching methods……………………………………………………… 10 2.2 Unbalance in approaching to study……………………………………………… 11 2.2.1 Poor children……………………………………………………………….12 2.2.2 Ethnic minority children………………………………………………… 12 2.3 Phenomena and forms of corruption in Education sector in Vietnam………… 13 2.3.1 Private tutoring…………………………………………………………….13 2.3.2 Achievement disease……………………………………………………… 14 2.3.3 Bribery for marks………………………………………………………….15 Solution…………………………………………………………………………………….16 3.1 Innovation in management education…………………………………………… 16 3.2 Changing teaching method………………………………………………………….17 3.3 Innovation policies, financial mechanisms and mobilize the participation and contribution of the whole society……………………………………………………………….18 3.4 Positive anti-corruption…………………………………………………………… 19 [Type text] Page Case study…………………………………………………………………………………20 4.1 American education…………………………………………………………………….20 4.1.1 Learning aspect……………………………………………………………………20 4.1.1.1 Education structure………………………………………………………20 a Primary and secondary school……………………………………….20 b Higher education…………………………………………………… 22 4.1.1.2 Classroom environment………………………………………………….23 a Communication style…………………………………………………23 b Value of students’ perspectives………………………………………24 4.1.1.3 Teachers or instructors………………………………………………… 26 4.1.1.4 Teaching methods……………………………………………………… 27 4.1.2 Testing aspect………………………………………………………………………30 4.2 China education system…………………………………………………………… 31 4.2.1 Chinese teaching methods…………………………………………………33 4.2.2 China education facility……………………………………………………34 4.2.3 Chinese testing methods……………………………………………………35 4.2.4 China education strategy………………………………………………… 36 Lessons for Vietnam education system………………………………………………38 III Conclusion………………………………………………………………………………… 40 REFERENCES………………………………………………………………………………… 41 [Type text] Page LIST OF FIGURES Figure 1: The number of educational institutions in 2001 – 2012 Figure 2: Percentage of students seeking a bachelor’s degree at 4-years degree-granting institutions who completed a bachelor’s degree within years, by control of institution and sex: Starting cohort year 2006…………………………………………………………………………23 Figure 3: Types of talk………………………….……………………………………………… 25 [Type text] Page ABSTRACT After Doi Moi, education system in Vietnam has performed remarkably with a great deal of significant innovations However, until now, there are some serious problems that Vietnamese education system has to solve to become much more qualified This paper, based on secondary research, discusses the general education in Vietnam after Doi Moi, especially the period from 1995 to present In particular, two main issues are recorded, including a general overview of education system in Vietnam, and case study: a comparison between Vietnamese education and American, Chinese education The findings of discussion indicate that because many difficulties have existed in Vietnamese education system for a long time, Vietnam is inferior in education sector when comparing with two ideal education systems in America and China Following the findings of this research, the paper draws the conclusion that Vietnam Ministry of Education and Training can find out appropriate lessons from Chinese and American education system with the certain effects of public administration as well as some possible policies from the government to have better education system [Type text] Page Introduction After Doi Moi, especially after 1995, education has specially been focused to improve and enhance to adapt to new challenges in the new era As it can be clearly seen that many efforts and policies were put to make a change to the education system and it did and does work At the first part of our research, we would like to introduce about Vietnam education situation nowadays, which consists of two main parts are strength and weakness of education system On the one hand, many strengths have been made; first of all, social policy on education has also been done better and more efficiently for all levels, including education in the ethnic and minority areas Moreover, the government developed successfully the scale education and educational institution network on the whole and the most important thing is that the quality of education in Vietnam has made a lot of progresses On the other hand, weaknesses still remain in this field Although Vietnam education system had many developments, the quality of education is low compared to development requirements of the country; nonetheless, innovation in educational methods are somehow limited In addition, staff management and teacher education is inadequate; a division of teachers is low in morality and capacity Especially, corruption plays a huge role in the Vietnam unqualified education system compared to other developed countries So why these weaknesses still exist? Vietnam education system problems are due to three main reasons; firstly, teaching methods are no longer suitable for the new situation of the world and also Vietnam Secondly, the poor and the ethnic minority children have to suffer from the imbalance in approaching to study Lastly, negative phenomenon is one of the most serious reasons for these weaknesses, such as privated tutoring session, or achievement diseases and especially is the corruption In order to solve these problems, some suggestions have been clearly given by the policy makers and the government for a better education system The innovations both in management education as well as the policies, financial mechanisms and mobilize the participation and contribution of the whole society are created; essentially, positive anticorruption attitude is well-educated among the public so that they can have the standard understanding about how serious corruption is in the education field To specify about Vietnam education system, we would like to focus on China and United States as our case study for a [Type text] Page comparison between Vietnam education system and two other developed ones From this point of view, good characteristics of developed country education system will be figured out obviously so that we can extract the vital lessons for Vietnam education system, especially for Vietnamese Ministry of Education and Training with the ahead challenges in the future Education plays an important role in the human and society development and Vietnam, which is one of the developing nations, has many problems need fixing at the present in order to adapt to the new obstacles This research will mainly concentrate on the situation of Vietnam education system as well as problems after Doi Moi, especially after 1995 and solutions to these in the present time and even the future II Discussion of findings Current situation of Vietnam’s Education 1.1 Strength Vietnam education sector after Doimoi has been expanded and developed Vietnam has built national education system unification, quite complete including all levels of education, level of training, the type of school and education methods Scale education and educational institution network developed Educational institution network has been extended to all the local in which facilitate significant growth in the number of pupils, students and redress declining scale from 1986 to 1992 Education increased the number of establishments at all levels of education, including the University of highest growth rate from 191 in 2001 to 419 in 2012 (Figure 1) State budget investment in education has increased continuously from 15.5% in 2001 to 20% in 2007 In 2007, about 25% of the total social cost of education is the contribution of citizens Other sources come from the contribution of the business, political institutions and social-foreign investment The non-public educational institutions are growing up In the 2007-2008 school years, there were nearly 6,000 preschool educational institutions, 95 primary schools, 33 junior high schools, 651 secondary schools, 308 vocational training establishments, and 64 colleges, tertiary institutions which are outside public education 2007-2008 academic years, the number of students in colleges and universities increased by 1.83 times and the number of vocational students rose by 2.14 times The percentage of workers trained under different levels increased from 20% in 2000 to 31.5% in 2008 Besides, the number of literates has increased significantly in recent years According to [Type text] Page statistics from the Ministry of Education and Training, at present, the literacy rate from age 15-35 is 98.69% of the whole country; the number of people aged 15-60 is 97.73% of the nation 2014 2015 witnessed the country has 27 512 literacy learners and 12 867 people who continue education program after literacy, more than 18 million people enrolled in community learning centers The number of educational institutions in 2001 - 2012 (Source: MOET) 25000 20000 15000 10000 5000 Preschool Primary schoolssecondary schools High school University/College Figure Social policy on education has also been done better and more efficiently Government has many policies and measures to increase investment in poor areas as programs to rebuild schools and classes Thus, the facilities of education in poor areas continue to be consolidated, strengthened The exemption or reduction of tuition, scholarships and other supportive policies has created conditions for the majority of children from poor families and education policy who not attend school earlier 2007-2008 academic years saw 278 ethnic boarding schools of the central, provincial, district and commune clusters, with about 86,000 students And special classes for children with disabilities have attracted more than 250,000 students The quality of education in Vietnam has made progress [Type text] Page Teaching content and knowledge of high school students have so far more comprehensive The level of knowledge and ability to access new knowledge of the students has been enhanced In many localities, the high quality schools were formed Many students have achieved high achievements in national and international According to Education Development Strategy Vietnam 2009 – 2020, To December 2008, there were 23 international training programs is being implemented in 17 universities which teach directly in English Besides, the universities also strengthens the links between science and technology activities with the activities postgraduate education, focusing on the fields of biotechnology, information technology, materials technology, scientific agriculture, forestry, fisheries and science education With the aim of improving the effectiveness of training and to better meet the supply requirements of human resources for socialeconomic sector Simultaneously with the innovation programs, textbooks and teaching materials which under Resolution 40/2000 of the National Assembly, teaching method in Vietnam has initially been reformed in the spirit of promoting dynamic, proactive and active learners, while promoting the application of information technology in teaching and learning process In addition, the number of teachers and education managers increased rapidly in recent years The proportion of teachers training qualifications standard and above standard has been raised Quality management has been focused on strengthening evaluation systems and quality accreditation The organizational assessment and quality accreditation has been formed to ensure quality education for Vietnam such as Department of Testing and Accreditation central and Office of Educational Testing and Quality 1.2 Weakness Undeniable that education Vietnam has gradually developed, with remarkable achievements; contribute significantly to improving people's knowledge, trained manpower for the country But the Vietnamese education is hidden a lot of weaknesses, inadequacies and not caught up with requirements social economic development The low quality of education in comparison with the development requirements of the country The development scale at all levels of education, profession and training levels over the years has been to better meet the learning needs of the people, but the quality education is low and failing to meet the needs of socio-economic development of the country Education unresolved conflicts between development quantities to improve quality In recent years, the scale of development of higher education, the number of colleges and universities increased while the conditions of [Type text] Page teaching staff, facilities - techniques has not developed enough schools to ensure the quality of the training facilities Former Minister of Education and Training Pham Vu Luan said that Vietnam is currently surplus of universities are of low quality and the lack of high quality (H Pham, 2014) In 1987, there were 87 higher education institutions Until 2011 experienced a significant increase to 386, some 40 of them formed between 2007 and 2010 Hoang Chi Bao Professor, Chairman of the Council of Science, Institute of scientific studies for talents - human resources has also pointed out the shortcomings in the education system is massively open universities; status of education commercialization; overloading of school students at all levels, extra teaching and extra course status more widespread; Vietnam are facing with the situation of exceed teachers lack of workers as a result does not meet the needs of practical work in manufacturing (D Anh, 2016) Innovation educational methods but still limited The contents and methods of education from pre-school to high school have been renovated but still reveal many limitations The content of educational programs at the school level and the level of training is not practical, heavy on theory, light practice, not tied to the social requirements And it not appropriate to the needs as well as possibilities learning of all pupils Vietnam teaching methods still basically a one-way exit indoctrinated, does not promote critical thinking, creative thinking and self-learning Staff management and teacher education is inadequate; a division of teachers is low in the morality and capacity There is a rapid increase in the number of teachers, but the management of education and training is weak The number of masters, doctorate in recent years significantly increased, but some are not quality Currently in Vietnam there are over 376 universities, with about 6600 professors and associate professors However, according to the council secretary general title of professor, if teachers are evaluated in accordance with international standards, the Vietnam only about 15% to 20% of which corresponds to the level of such positions Training methods in pedagogical school innovate slowly, leading to professional qualifications and expertise on the part of teachers have not met the requirements improve quality Besides the efforts of the majority parts, some teachers also expressed ethical violations lifestyle, which adversely affects the reputation of the teacher in society Some negative phenomena in Vietnamese education [Type text] Page 10 chalk boards This renovation creates more wall surfaces to display teaching aids like pictures or electronic projectors Students learning may be deepened with the support of instructional objectives, modern technology But this process is not always easy to get well on and follow efficiently Therefore, understanding how technology can help students in class is necessary and reasonable In this session, four common and valuable technologies will be pointed out to help users perceive thoroughly about how technology can help American students in classrooms Online instrument can give students and instructors time to share and search information in time, which is called searching tools Example of this mean is Google apps with over 65% on American searching market and Bing from Microsoft with about 10% (Huu Nghi, 2013) If the learners want to show up well-prepared presentation, some software will be recommended to enables users to utilize high-quality photographs, diagrams and sound files such as PowerPoint or Online Prezi Students are also allowed to use smartphone or tablets in class as well as computer to find out and link the information timely and precisely The learners can also sometimes record the lecture [Type text] Page 32 fully if they not have enough time to write down or capture slides This leads to the last useful tool in class, Panopto as lecture-capture tools is used to help teachers record what they teach in class directly from computers and upload online for further re-watch Overall, all kinds of technology stated above need the access to Internet According to UIC Wireless Accessibility posted in 2016 by ntagle, wifi today is becoming an obligatory standard in campus of universities About $4 billion will be spent to enhance and improve Internet infrastructure for school nationwide, as reported in Future Ready District Pledge Another statement in Obama to push for more Internet access in school also emphasize the necessity of wireless in class as he said that he desired that 99% of American’s students have chances to access to high-speed Wifi and broadband within years Alberto Carvalho, superintendent of the Miami-Dade Public Schools in Florida, announced that all of his schools now have wireless Internet (David, 2014) 4.1.2 Testing aspect In addition to education system, evaluating methods in USA varies with distinctive features which are classified based on levels of study They have to experience exams, reports, oral presentations and even grading by discussion Students are marked on each subject during their school time from grade K to 12 Learners can get high or low marks due to a wide range of criteria, containing several format used in GRE, ACT/SAT or TOEFL Discussing about test in college and universities, each institution sets its own requirements and minimum GPA Reviewing some points about GPA, which stands for grade point average, it has scale from to 4.0 or 5.0 GPA can be gained each semester and contribute to the cumulative GPA of high school career In America with national level, B is a standard average for students and their institution will be in charge of analyzing future applications for whom hot at least B of their minimum GPA Another alternative program is AP (Advance Placement), which is sponsored by College Board beside state-determine curriculum Once they finish the course by passing AP exam, college placement or credits will be granted hopefully Each student has their own a “transcript” recording all taken course and relevant grades In junior year, learners can take part in PSAT (Preliminary Scholastic Aptitude Test) as a first guide to the acceptance of incoming college US students rarely wonder whether multiple-choice exams assess their knowledge precisely though they are also evaluated with written materials such as papers or [Type text] Page 33 researches The best known and most popular tests in USA are ACT (American College Testing) and SAT (Scholastic Aptitude Test) because of their essential ability to estimate potential students The SAT exam consists of main components: critical reading, mathematics and writing that each feature ranges from 200 to 800, leading to the highest mark reaching 2400 Resulted from almost 1.66 million tests in 2013, average scores students attain at writing is 488, math is 514 and critical reading is 496 On the whole, US education is worthy praise though it is not perfect only Paul Farhi cited that “Actually, American students are mostly improving, or at worst holding their own As the Trends in International Mathematics and Science Study (TIMSS) shows, America’s eighth-graders improved their math and science scores in 1995, 1999 and 2003” 4.2 China education system China nowadays is known as one of the countries which have not only the most successful but also the largest education system in the world Education in China is a state-run system of public education operates by Ministry of Education The nine-year education system is compulsory for all citizens and funded by the government In China, primary school education is compulsory and lasts for six years; normally, children start school at six, or seven in some areas A typical school year for all levels is consisted of two semesters and runs from the month of September to July Students attend school five days a week and there are currently nine compulsory courses including Chinese, Mathematics, Social Studies, Nature, Physical Education, Ideology and Morality, Labor Studies, Fine Art and Music Other foreign languages can be offered as an elective course Students move on to three-year junior (lower) secondary schools after graduating from the primary school Junior (lower) secondary school lasts for three years following the completion of the primary school After that, students can choose either general senior secondary school lasts for three years or vocational senior secondary school last for three or four years For the general senior secondary school’s students, they continue to study academic subjects and at their final school year, they are required to take the National College Entrance Exam But the vocational senior secondary school provides subject and occupation specific education and training, it is highly employment oriented and usually enter workforce after graduating Higher education, known as Bachelor’s Degree, Master’s Degree and Doctoral Degree, is provided by institutions of various types including technical and general universities, professional universities, [Type text] Page 34 even specialized institutions, military institutions, medical schools and colleges, independent colleges, etc The Undergraduate Level (Bachelor’s Degree) requires the completion of program from four to five years of study, depending on the field of study; meanwhile, the Graduate Level (Master’s Degree) only requires two to three years of education, depending on the major of study Students may combine Master’s and Doctoral program at the same time, Doctoral Degree usually takes three to five years to complete For whoever take a combined one will not be awarded a Master’s Degree but with a Doctoral Degree at the end of the program Chinese students normally are kept in the same group from primary school through high school, and they will have a fixed class room for a whole school year, so they not change the room, but the teachers Classes usually have 50 or more students each which create various of difficulties for both teachers and students; still, the students are expected to succeed in all subjects despite their strengths or weaknesses Chinese teachers are regarded with the greatest respect and judged by the success of the class A great amount of time and effort is spent studying during middle and high school, more than attendance, extracurricular activities, or even grade, universities and majors in the future for the students will be decided by tests Because of the test’s importance and difficulties, memorization is valued over critical thinking, so creativity is not encouraged or even necessary School schedules usually run from early in the morning which around am to early in the afternoon which is pm; however, the students will have short breaks between classes during the day and about two hours in the middle of the day so they can go home or stay at school to eat and take a nap Because tests are so important, difficult and put a lot of pressure on the students in order to have a better future, they tend to seek extra classes beside the main school’s assignments which provide them with further material to study As a compensation for Chinese government’s efforts, there were 9.42 million students taking the China’s National Higher Education Entrance Exam on June 2015 and the Ministry of Education estimates that 99.7 percent of the population area of the country has attained universal nine-year basic education 4.2.1 Chinese teaching methods Having been recognized by the world, China is home to one of the best education systems in the world [Type text] Page 35 Chinese is well known for its “tough education” methods, which lead to well ahead students at the same age from different education systems As it is mentioned above, the school day being 12 hours long consisting of the flag raising ceremony and outdoor exercises each day In the classroom, all the lessons are essential lectures Teachers stand in front of the class, writing theory on the board and the students have to take note and learn, using these materials for the school tests They are forced to learn a lot subjects per day and have many homework for each subject each day, final tests will be given at the end of semesters, students will be tested, timed and ranked against each other in order to encourage them for better results next time Another Chinese favorite method is “chalk and talk” While many developed countries such as U.K, U.S, Australia, New Zealand, etc have been removing this direct form of teaching to a more collaborative form of learning where students take greater control, Chinese still keep it and the result is the success of Chinese students in the international tests like PISA, TIMSS and PIRLS So this traditional teacher-directed method of learning, where the teachers spend more time standing in front of the class and take the control of class activities, is better for students in some aspects This is also called direct instruction Traditionally, classrooms have been organized with children or students sitting in the straight rows with appointed seats given by teachers Teacher will stand in front of the classroom, directing teaching and making sure about a disciplined classroom environment Students must follow teacher’s directions and instructions through lectures, disobedience will be punished in many ways For the senior secondary school’s students, most of them live in the schools’ dormitories Beside the compulsory classes, in the evening, they usually go to the self-study rooms or the library to study with friends without their teachers Chinese pupils always have a positive attitude to education because, in the absence of a strong welfare system, education is the way out of poverty 4.2.2 China education facility After the Cultural Revolution, the education system of China has experienced various reforms and has been geared towards modernization Most national investments in that field were concentrated on higher education, which has resulted in a huge development of education facilities The number of universities in China has doubled between 2001 and 2012, reaching the number of over 775 higher education institutions throughout the country The two most renowned Chinese [Type text] Page 36 universities can be found on the list of top universities in Asia Moreover, in 2008, 134000 kindergartens operated in China, but 61% were run privately The government also provide the students with training programs such as language training, professional certificate training, early childhood education, education for international students and training centers with training courses for participants to learn specific skills like IT training, other vocational/business training including finance and accounting, hairdressing, auto maintenance, cooking, beauty, tailoring and even teacher training for better quality Nevertheless, courses nowadays are delivered through computer networks or electronic storage media as much as possible That explains why E-learning is so popular in China; for example, web-based learning, computer-based learning, virtual classrooms or digital collaboration E-learning overcomes a lot of difficulties for both teachers and learners; those factors like time-zone differences or long distance of travel are no longer matter anymore Specially, E-learning has been implemented for all levels in the China education system In 2009, the Chinese central government spent 198 billion on the education sector taking up about 4.5 percent of the total central government expenditure for the year, so it is obvious that education facility is well-invested Both public and private schools in all levels are equipped with professional facilities, including library, stadium, dormitory and huge play yard Therefore, students can easily find themselves a place in school to stay and wasting time to travel between school and home, saving time for study and also creating a suitable space for students who live far away from home 4.2.3 Chinese testing methods Chinese education ministry force students to various of examinations at the end of each level in order to gain the best qualified students First of all, in order to graduate from the primary school, all students are required to pass graduation examinations in the subjects of Chinese and Mathematics Normally, the examinations are designed, created and administered by the schools with the local educational authorities’ guidance Moving to the Middle Education, it takes all students three year to complete and once again, all of them are expected to pass graduation examinations and meet minimum physical education standards in order to obtain a certificate of graduation These tests are designed and administered [Type text] Page 37 by individual schools following guidelines set by the local educational authorities or provincial educational bureaus All students are examined in the following subjects: Chinese, Mathematics, Physics, Foreign Language, and Politics After the Middle Education, students have two choices: General Senior Secondary School and Vocational Senior Secondary School Those who want to follow academic school life, students must pass the entrance examinations for general senior secondary schools, which is also known as (zhongkao 中 中 ) in China Designed and administered by provincial educational authorities, the entrance examination includes the same subjects as the junior secondary graduation examination, then schools will classify the students’ ability and divided in different classes from high to low At the end of the school year, the National Higher Education Entrance Examination also called National College Entrance Examination (NCEE), commonly known as (gaokao 中中) in China is the ticket for the graduates of senior secondary schools finding admission to post-secondary education NCEE is an academic examination held annually in People’s Republic of China The exams last about nine hours over the period of two days, depending on each province Chinese literature, Mathematics and English language (in most provinces) are compulsory subjects for all students; they can choose one of two academic areas, either Humanities or Natural Sciences The overall mark is generally a weighted sum of their subject marks and students use this result to apply to their desirable universities in all over the country 4.2.4 China education strategy China has been facing with many serious problems due to the population explosion in recent years, which directly have bad effects on its education as a whole Chinese policy makers have been asked to work and figure these problems out in order to improve the China education standard, making its own path to the fastest and strongest way for the development – education As a result, many efforts and money have been put into this field For example, in 2009, the central government spent about 198 billion on the education sector representing 4.5 percent of the total government expenditure for the year The first which also the most important strategy for China education at the moment is education in rural areas China now is the second country ranking in the most developed countries list, and population rate is one of the China’s advantages to compare to other countries Education [Type text] Page 38 standard will definitely be considered as a necessary and sufficient condition, but education in rural areas is more important than ever before when it is not appreciated in those areas Therefore, it became a major Ministry of Education objective in 2010 Both physical facilities and teaching resources such as teachers, chairs and tables, books, etc will be addressed in the quality improvement programs Moreover, government will also develop distance education to help students living in remote areas Since 2004, various measures has implemented and applied by the Ministry of Education to promote compulsory education and reduce illiteracy in the Western of China One of the most significant measures adopted was to build a distance learning network in rural areas At the end of 2007, about 402,000 education kiosks – specially equipped with multimedia facilities each – were set up in remote areas Nevertheless, about 208,000 satellite stations were also set up in key rural primary schools Free education materials are transferred through these stations three times per week from the central government in the fastest way In terms of information technology, about 45,000 multimedia classrooms were built up in rural junior secondary school for students The government not only tries to balance the compulsory education, but also improve campus quality of rural primary and secondary schools Additional multimedia distance learning equipment is scheduled to be installed in the rural schools to allow sharing education facilities between rural and remote areas Especially, the government also encourages the graduates to teach in rural areas with a higher amount of salary and a lot of benefits for them and their families, literacy classes are set up in both rural and remote areas as well, with no limitations for participants in terms of age, asset, or even social status Moreover, the number of graduates has increased in recent years but both public and private firms cannot afford enough jobs for students; as a result, unemployment has also increased Therefore, helping students find jobs is one of the most important missions of Chinese Ministry of Education Statistically, “the number of graduates in China increased from 1.14 million in 2002 to 6.1 million in 2006, and a further 6.3 million will graduate in 2010 It is forecast that the number of graduates will reach 7.6 million by 2011.” It is clearly seen that the Ministry of Education and other authorities are working hardly on various measures to help graduates find suitable employment The government applied a series of measurements, such as a graduate internship scheme, which led to a rise in the employment rate from 70 percent in 2008 to 87 percent in 2009 The education reform and development’s guidelines pointed out additional goals; for example, reform in examination systems, improvement in education quality, trying to overcome the [Type text] Page 39 employment issues at a more elemental level RMB 42 billion was also spent to tackle the issues of unemployment and has executed measures targeting at creating more job opportunities by China’s State Councils The government also encourages the graduates to join and serve in the army, or to work and teach in the rural, remote and disadvantaged areas, such as China’s central and western regions, for a few years after graduation then come back to cities later Nonetheless, they convince the graduates to work for grass-roots organizations and private companies in many sectors, or international and non-government organizations, regardless of salary at the starting point Last but not least, the government states that educating migrant children in cities is also very essential There is an estimation of 98 million rural migrants live in cities in China, of which 14 million are children As a regulation under China’s current residency registration system, school budgets are usually based on the number of students registered with the authorities as official residents in the district As a result, schools often require unregistered students who want to get admission to pay additional tuition fees as a compensation for unbudgeted government funding But normally, migrant families, whose incomes can be lower than that of the city residents, are often unable to pay additional fees Many have no choice but to attend privately funded schools where standards and facilities are much lower and less favorable than in public schools There are increasing provisions in place for these children to study in public schools, receiving the same education opportunities For example, Shenzhen cancelled all additional tuition fees for migrant children Chinese Ministry of Education should really focus on the migrant children’s education, the policy makers need to put more efforts in order to gain more benefits for these children, such as funding more money for public schools, or improving the standards and facilities in the privately funded schools Lessons for Vietnam education system As it can be seen that the cultures of nations are different, but clearly, like all cultures, they have a lot to learn from each other, including education system, especially for a developing country like Vietnam Vietnam education system still remains various obstacles and challenges ahead to overcome and complete In order to integrate into the globalization and world’s economy, Vietnam desperately needs to roll itself and revive the education system for a stronger development, educating people needs starting from its roots; moreover, education has always been [Type text] Page 40 the shortest way to a nation’s development Therefore, Vietnamese policy makers should consider carefully the future strategies for the education system The following lessons are concluded by many professors, looking at the current situation as experts in this field First of all, Vietnam education system should meets diverse needs of students While there is rich cultural diversity in Asian countries, it is not as pronounced or complex as in many Western systems For example, it is possible for a teacher in city of London to be dealing with a class of children with ten to fifteen different languages In these situations, language and religion, even standardized teaching will not hit the mark; therefore, there are no uniform solutions will work Hence, progresses are made only and only by highly skilled teachers, who can communicate, understand the differentiation and are committed to success of each child Vietnamese teachers are required to fulfill all highly essential skills and accumulate popular foreign languages such as English, regarding subjects Also, the schools should directly respond to students’ aspiration, considering their favored subjects and allowing them freedom of choices It is undeniable that the higher education capacity is another key factor driving demand for study abroad in the developed countries; statistically, 125,000 Vietnamese students pursued studies overseas in 2013 Vietnamese Ministry of Education and Training is in need of providing world class higher education and especially a world-class university as a sample in the nearest day Because of the modernization as well as profession of world-class schools, Vietnamese students’ demands for education system in the best universities in the world have increased year by year Thus, the Ministry of Education and Training has to move to cap class sizes and expand more scholarships support for advanced studies abroad at the master’s and PhD level It is also suggested that Vietnamese institutions should strengthen its partnerships with abroad universities in many subject areas As we can obviously see that, pupil participation is viewed as an initial part of the educational process In short, students are contributors, not just only recipients of the educational process they experience; therefore, Ministry of Education and Training needs to listen to student voices while there is a move towards greater student voice in the East, it is still a part to be further developed in Vietnam Finally, Vietnamese Ministry of Education and Training has to make sure that making Public Education as the Gold Standard In Vietnam, parents tend to try their best to seek out the best education for their children because of the privatization juggernaut where the public schools just simply cannot meet their demands or expectations The Ministry is in need of calling for more investments from the donors both from private and public sector, especially the [Type text] Page 41 government has to focus on improving the teachers skills and teaching facilities in public schools, such as tables and chairs used in classrooms, equipment for physical and technological classes, library with wide various kinds of books, or even the cafeteria with appropriate food for students Only by improving public schools quality, Vietnam education system can attract parents’ attention and gaining more students, not losing them by international or private schools III Conclusion In conclusion, we hopefully expect that our information partially help viewers be more familiar with education situation in Vietnam The findings above divulge that Vietnam education is not really qualified in all aspects due to many unsurprised reasons Both some strength and weakness of education in Vietnam after Doi Moi progress are mentioned At the beginning, great institution network on large scale and highly developed quality in course’s content and teaching methods are listed as good points and conflicts between quantities and quality in education as faulty points But the thing should be remarked thoroughly is negative phenomena in Vietnam such as corruption Following some main causes of those unqualified conditions, which are ineffective teaching method, unbalance in approaching to study, and several smaller roots for the corruption Though a number of selected solution have been written out for specific occasion in Vietnam, two cases involving in modern country as well as up-to-date education system of America and China also make us figure out various lesson for Vietnam, especially Vietnam Ministry of Education and Training It is essential to understand that education is not an easy matter to tackle because of many related features including materials and people In developing country like Vietnam, what citizens expect is better public administration along with precise and timely policies as well as decision on maintenance and changing education system, which can definitely lead Vietnam to brighter future REFERENCES [Type text] Page 42 D Anh "Phát sốt" với clip Giáo sư lột tả thực trạng xuống cấp ngành giáo dục [Online] Available: http://www.phapluatplus.vn/phat-sot-voi-clip-giao-su-lot-ta-thuc-trang-xuongcap-cua-nganh-giao-duc-d10278.html (Accessed April 28, 2016) N Anh Còn 1,3 triệu người mù chữ, Bộ 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