Industry insiders have criticized Vietnam's current education system, according to Vietnamese media. Experts point out that the current education system is unreasonable and lags behind the development of The Times. Some seem to be the needs of the current life, but they do not match the development needs of the country in the future. The education system which has been eliminated in other countries still prevails in Vietnam.
Now the education in Vietnam is expanding in scale, but its setting and structure are not scientific, and the need of national economic and social development is not fully taken into account. Education quality is generally not high, and some students' low moral standards are more worrying.
In terms of the setting of basic standards, the whole curriculum and textbooks of the school are not highly professional, and there is a lack of knowledge and skills that many students have to learn after graduation. In the school teaching method, also is to take the examination of rote memorization.
Some people think that the management and operation of education is caused by the improper operation of education. In addition, long-term plans in the field of national education and economic and social development plans, the state management of vocational training and education institutions set up, a lot of new education quality not guaranteed of the university and the university of short-term etc. Are the factor that cannot be ignored.
On the other hand, some experts point out that it is necessary to promote the establishment of private universities, strengthen cooperation with foreign schools and strengthen the autonomous operation of public schools.
The reform of entrance exams for universities and short-term universities is also important. Experts suggest that the national standard for entrance exams can continue, and that the high school graduation test can be canceled, instead of the final academic year's assessment of students' comprehensive abilities.
High school graduation exams should be administered by the provinces, and the university entrance examination and how to admit it should be determined by the universities after the public examination results.
There are also many problems with vocational training. Experts say vocational training schools have increased a lot over the past decade, but they don't match the development of universities and short-term universities. Education quality also cannot meet the needs of industrialization and modernization and the development of international integration.
The talent training program lags behind the development of The Times and lacks the experience of practice and application. Experts say that despite decades of teaching about 200 courses in vocational training schools, only 21 industries can train teachers. Therefore, there is a serious shortage of teachers who can meet the requirements of different industries.
In order to reform education, the national education reform commission, the national advisory body of the prime minister, was required to be responsible for the formulation of the education reform programme. The agency needs experts who are proficient in education, and its members are not representatives of a particular institution, but rather individuals.
据越南媒体报道,业内人士对越南现行的教育体系提出了批评。专家指出,现行教育体系不合理,落后于时代的发展。有些看起来是现时生活的需要,但是与国家未来的发展需要却不吻合,其他国家已经淘汰了的教育制度等在越南却依然大行其道。
现在越南的教育虽然在规模上扩大了,但是,其设置和结构不科学,没有充分考虑到国家经济社会发展的需要。教育质量总体来说不高,一些学生的道德水准低下更是令人担忧。
在基础标准的设定方面,学校的全部课程和教科书的专业性不高,缺乏许多学生毕业后生活不可缺少的知识和技能的讲授。在学校的教学方法上,也是以应考的死记硬背型为主。
有关上述现状形成的原因,不少人认为是教育领域的管理、运作不当所致。此外,国家教育领域的长期计划与经济社会的发展计划脱节,国家管理职业训练和教育的相关机构分设,新增了不少教育质量得不到保证的大学和短期大学等都是不可忽视的因素。
另一方面,有的专家指出,有必要提倡设立私立大学、加强与外国学校的合作以及强化公立学校的自主运作。
大学、短期大学的入学考试改革也很重要。专家建议,全国统一标准的升学考试可以继续,而高中毕业考试可以取消,取而代之的是在最后学年对学生的综合能力进行评价。
高中的毕业考试应该由各省负责,至于大学入学考试以及如何录取应该由各大学在公开考试结果后自主决定。
职业训练方面也存在较多问题。专家表示,过去10年间职业训练学校增加了不少,但是与大学、短期大学的发展不匹配。教育质量也不能适应工业化和近代化以及国际一体化发展的需要。
人才培养计划滞后于时代发展,缺乏实践和应用的体验。专家指出,尽管数十年来国内技术师范大学可以讲授职业训练学校约200个行业的课程,但是只有21个行业能够对教师进行实践训练。因此造成能够胜任不同行业要求的教师严重缺乏。
为了教育改革,需要设立总理的咨询机构国家教育改革委员会,负责教育改革方案的制定。该机构需要有精通教育的专家参加,其委员不是作为某个特定机构的代表,而是代表个人参与其中的工作。
为了保证在调查教育领域问题和研讨教育发展方法时能够坚持客观的立场,必须保证国家教育训练部工作的独立性。
