Education In Vietnam

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Education In Vietnam
ResourceLesson 4

• A long tradition
• Information from Vietnams Education
• The Current Position and Future Prospects
• Pham Minh Hac, The Gioi Publishers, Hanoi, 1998

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(No Transcript)
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Centuries of Chinese dominationover 1,000 years
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Chinese domination 111 B.C. to 938 A.D.

• Chinese rulers opened public schools, mainly to
  train their children to become civil servants for
  the ruling class and structure.

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Chinese Rule

• Children of nobles were sent to school to study
  to a certain level without any examination and
  then appointed to the position of mandarin, a
  public official in the Chinese Empire.

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Chinese Rule
Statues of mandarinspublic officials in the
Chinese Empire
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• The appointment system was abolished late in the
  Chinese domination and replaced with a system of
  examinations for a doctorate degree.
• Outstanding Vietnamese students were sent to
  China for examinations.

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Throughout Chinese domination, the education
system may be called one of examinations.
Stelae with names, places of birth and
achievements of men who received doctorates by
examination
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Stelae at the Temple of Literature
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Chinese Rule

• Later, a number of upper class Vietnamese
  children were allowed to attend these Chinese
  schools.

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Confuciusin the Temple of Literature Hanoi
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Independence

• After independence in 938 A.D., education was
  carried out at private and pagoda (temple)
  schools, but education was not well-developed.

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The country was ruled by the King from Huethe
capital city
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Independence
Children of common people were admitted to two
kinds of schools

• 1. Private schools managed by the people
  themselves at the village and communal level, and

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Independence

• 2. under the Kings direct management in the
  capital cityHue,
• and a few at the district level and provincial
  level.

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One-pillar Pagoda
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French Rule (1859-1954)

• In mid-19th century, the French colonialists
  kept the feudal Confucian education of the
  previous dynasty.
• After 1919, Chinese-like schools and
  examinations were abolished.

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The French Governor's Home in Hanoi
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French Rule

• The French developed education horizontally
  by opening elementary schools with the first
  three grades of primary, not vertically.

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Schools were modeled after the French system of
education

• Primary schools with only a few grades were
  opened in some communes.
• Primary schools with six grades were opened in a
  number of towns.

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French Rule

• Junior secondary schools with four grades were
  opened in some big cities.
• Senior secondary schools were opened in Hanoi,
  Hue and Saigon.

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Higher Education began in the 1900s.

• In 1908, a number of schools were merged
  together to form what was called universite.
• In 1919, the first preparatory college courses
  were created to teach physics, chemistry, and
  biology.

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Also, at the beginning of the 20th century

• The French colonial administration developed a
  number of specialized schools.
• Most of them were for training of workers or
  medium-level technicians.

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French Rule

• In 1923, a training course for medical doctors
  began.
• In 1939-40, Indochinese University consisted of
  schools for law and agronomy (soil management),
  and had 582 students.

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As a result

• Over 95 of Vietnamese were illiterates,
  especially women and ethnic minority people.
• The history of the Vietnamese nation was
  neglected in the curricula.
• The history of the Vietnamese nation was
  neglected in the curricula.
• Textbooks did not mention Vietnam as a
  countrybut spoke only of the five countries in
  French Indochina.

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Ho Chi Minh Led The Communist Party In Vietnam
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• During 1926-1935, the Vietnam Association of
  Youth Revolutionary Comrades opened courses on
  national language.
• In 1930, the Indochinese Communist Party urged
  education for the whole people and condemned
  the policy of horizontal education (several
  years only) for laborers and youth.

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The spread of the national language and literacy
learning was combined with the development of the
struggle for independence. Slogans were

• School for everybody!
• Fight against illiteracy!
• Spread education!

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In 1945, the Democratic Republic of Vietnam put
for forward two pressing tasks in education

• To fight against the French educational policy of
  enslavement, assimilation of the Vietnamese
  people, and illiteracy
• To educate the people against the habits and
  customs inherited from the old regime and turn
  the Vietnamese into a valiant, patriotic,
  labor-loving nation, worthy of independence.

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The Communist Party Headquarters in Hanoi
The politbureau, the executive committee, met
under Hos home
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Ho Chi Minhs simple home
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The promotion of education became an integrated
part of the revolutionary cause.

• An ignorant nation is a weak one. Therefore, I
  propose that a campaign against illiteracy be
  launched.
• President Ho Chi Minh

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On October 4, 1945, Ho appealed to

• the entire people to fight against the lack of
  education
• the illiterates to regard learning as a right and
  obligation
• the literates to teach illiterates as a duty
• the women to study
• the youth to march in this work.

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There was a nationwide campaign against
illiteracy in Vietnam.

• From September 8, 1945-August 8, 1946
• 75,000 classes were opened with 96,000 teachers
  and over 2.5 million pupils
• From 1946 to 1954
• 10 million people learned to read and write

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Children are still reminded today that Ho Chi
Minh encouraged learning
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The work did not stop at learning to read and
write.

• After 1945, the government of the Democratic
  Republic of Vietnam continued to develop general
  education, secondary vocational education and
  higher education.

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On April 30, 1975, the Vietnam Peoples Army
liberated Saigon and unified the country.

• The demarcation line at the 17th parallel had
  divided South Vietnam and North Vietnam in 1954
  and had created two educational systems.

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Following Reunification of North and South
Vietnam

• The Polibureau of the Communist Party of Vietnam
  issued many decisions on educational reforms of
  structure, contents and methods.

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1975