HANOI NATIONAL UNIVERSITY
UNIVERSITY OF SCIENCESOCIETY AND HUMANITIES
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NGUYEN KIM DUNG
EDUCATION IN SOUTHERN VIETNAM
SAIGON GOVERNMENT PERIOD
Major: Vietnamese History
Code: 62220313
DOCTORAL THESIS IN HISTORY
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SCIENTIFIC INSTRUCTOR: |
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Hanoi - 2020
HANOI NATIONAL UNIVERSITY
UNIVERSITY OF SCIENCESOCIETY AND HUMANITIES
______________________
NGUYEN KIM DUNG
EDUCATION IN SOUTHERN VIETNAM
SAIGON GOVERNMENT PERIOD
DOCTORAL THESIS IN HISTORY
Hanoi - 2020
INTRODUCTION
1. Urgency of the research topic
The education system controlled by the Saigon government in South Vietnam is a historical entity that existed half a century ago. However, to date, there has been no systematic research on this education system. Research often focuses on specific issues and lacks an overview. The appearance of the education system has therefore not been presented in a comprehensive, realistic and vivid way, many perceptions are still subjective and many research gaps have not been filled.
Studying education is studying the people and culture of the South, finding resources for socio-economic development of the South in particular and the country in general. Education is also a legacy of the past that needs to be mobilized to serve the present.
2. Research objectives
The thesis focuses on analyzing the current state of the education system and the policies of the Saigon government towards education in the South. From there, the thesis provides a systematic understanding of this education system. The thesis clarifies the current state of the education system, analyzes the current state of the education policy of the Saigon government in each specific period associated with the transformation of the education model from the French model to the European and American model. The thesis evaluates the effectiveness of education policy and the impact of education reform on policy adjustment and education model transformation. On that basis, the thesis recognizes the characteristics of the education system in the South during this period and finds experiences for current education development.
3. Research object and scope
Research objectThe thesis is about the education system in the South under the control of the Saigon government (1954-1975). It is a complete education system from general education (kindergarten, primary school, secondary school) to university (university, college, vocational school and postgraduate).
Aboutscope of studyof the thesis as follows:
Regarding the research content, the thesis focuses on 3 issues: the context affecting education, the current state of policies and the education system. The current state of the education system is studied in terms of the organization of the education management apparatus and each level of education through 3 pillars: schools, teachers and students, along the vertical axis of time from 1954 to 1975, illustrated by statistical data. The thesis does not study the current state of education types. The thesis is based on archival documents to highlight the main features of the current state of education policy associated with the transformation of education models and education reform.
Regarding the research period, the education system in the South under the Saigon government was studied from 1954 to April 30, 1975. In terms of organizational model, the education system was divided into two main stages: the French education model (1954-1969), the European and American education model (1969-1975). The divergence milestone is based on Decree No. 660-TT/SL dated December 1, 1969 of the Republic of Vietnam government. This divergence is of major significance for the study of educational policy as a decisive factor in the transformation of the educational organization model from the top. Regarding the current state of the education system, the research was still conducted along the vertical axis from 1954 to 1975 to ensure continuity and clearly demonstrate the changes in statistical data.
Regarding the research space, we conducted research on the education system in the area controlled by the Saigon government, from the 17th parallel southward. The boundary of education under the Saigon regime and the education system in the liberated area controlled by the National Liberation Front of South Vietnam, later the Provisional Revolutionary Government of the Republic of South Vietnam, is considered to overlap with the administrative and military boundaries of the South during this period.
4. Sources of documents and research methods
4.1. Source of documents
The research sources of the thesis are rich and diverse, including: archival documents; research documents on Southern education (1954-1975); books, magazines, newspapers, paintings, photos on contemporary education; diaries, memoirs, audio recordings of interviews with historical witnesses.
4.2. Research methods
Historical methodis the main and most important research method to analyze the history of education and study education in a systematic structure.
Statistical methods and quantitative archival data are very important in depicting the reality of education objectively with reliable figures. The method of in-depth interviews with historical witnesses serves as a basis for verifying the reliability and drawing accurate perceptions from written documents in general and archival documents in particular. In addition, the method of systematization, the method of comparison and other interdisciplinary methods are all applied.
5. Contribution of the thesis
Based on reliable archival documents, especially statistical data, the thesis is the first work to systematically study the education system in South Vietnam during the Saigon regime. The education system is studied from the current state of the education system to education policies, analyzing the impact of historical context and education reform on the development of this education system. Thereby, the thesis draws out some outstanding features of the education system.
The thesis provides many new insights into the education system in South Vietnam during the Saigon regime. The thesis shows that the education system in the South during this period inherited the French education system, thus having a strong essence of elite education. In addition, the education system strongly integrated internationally, proactively absorbing the quintessence of many other advanced education systems, especially American education. The education system had a diverse and modern structure. However, the education system developed in the fierce war conditions, so it encountered many difficulties and limitations.
The thesis contributes a large amount of historical data on Southern education during the Saigon administration, including: archival documents, statistical and quantitative data, collections of books, newspapers, and magazines on education, etc.
6. THESIS STRUCTURE
In addition to the Introduction, Conclusion, References and Appendix, the Thesis consists of 5 chapters:
Chapter 1: Overview of research status related to thesis topic.
Chapter 2: Context affecting education in South Vietnam (1954-1975).
Chapter 3: The current state of the education system in the South under the Saigon government.
Chapter 4: Education policy of the Saigon government.
Chapter 5: Characteristics and experiences from the Southern education system during the Saigon government period.
Chapter 1
OVERVIEW OF RESEARCH SITUATION
1.1. Research situation
Before 1975, research on the education system controlled by the Saigon government was mainly conducted by Southern scholars and experts from American, UNESCO and international educational aid organizations.
After 1975 until the Doi Moi period, studies were often associated with the view that Southern education was a product of the American neo-colonial society. From 1986 to the present, this education has attracted the attention of domestic and foreign researchers with diverse perspectives and interdisciplinary research methods.
1.2. Problems that the thesis needs to solve
1.2.1. Content inherited from published works
The thesis inherits the studies before 1975 as a valuable historical source of information on contemporary education. The studies after 1975 supplement the thesis with a multi-faceted view of this education system in terms of both advantages and limitations. In particular, the studies of international experts during this period suggest many useful interdisciplinary research methods such as statistics, sociology, economics, cultural anthropology, etc.
1.2.2. New content to be addressed in the thesis
The first,The thesis conducts a systematic study of education, from which a general understanding of the entire education system is drawn. Approaching from the structure of the education system, no work has been done before. To clarify the issue objectively, the thesis focuses on archival documents and statistical and quantitative methods to provide reliable figures illustrating the education system.
Monday,The thesis presents the current state of the education system in terms of the organization of the education management apparatus, the levels of education through three pillars: schools, teachers, pupils and students. Up to now, there has not been any work that has mentioned in detail the current state of the education management apparatus in the South during this period as well as provided a specific and detailed data system to illustrate the current state of the education system.
Tuesday,The thesis analyzes the current state of the Saigon government's educational policy in each specific period associated with the transformation of the educational model from the French model to the European and American model. The thesis evaluates the effectiveness of the policy objectively through studying the criticisms of the education system by contemporary scholars. The thesis examines the educational policy associated with educational reforms and points out the impact of reforms on policy adjustments and the current state of education.
Final,The thesis evaluates the general characteristics of this education system, thereby explaining the characteristics in the process of education development. The thesis points out the foundation of education development and affirms that international integration brings to education a diverse and modern structure.
Chapter 2
CONTEXT IMPACT ON EDUCATION IN SOUTH VIETNAM (1954-1975)
2.1.The mark of French education in South Vietnam
2.2.Political and social changes in the South (1954-1975)
The political system in the South was always unstable, causing the education system to operate in an unstable manner. The constant change of the head of the education sector hindered policy making. The war caused many limitations in the education system to be insurmountable, reducing the quality of education. The struggle movement of students and teachers against the government, against the war, demanding translation into Vietnamese and university autonomy continued to take place.
2.3. The impact of international aid on education in the South
The US provided comprehensive aid to education in the South in terms of organization, personnel and finance. However, educational aid was very small in the total US aid. France was the second largest aid provider in the South, slightly less than the US. In addition, education in the South also received large aid from Germany, Japan, the UK, Canada, the Netherlands, the United Nations and many other international organizations.
Chapter 3
CURRENT STATE OF SOUTHERN EDUCATION SYSTEM
UNDER THE SAIGON GOVERNMENT
3.1.Organization of educational management apparatus
From 1954 to 1965, education in the South was under the management of the Ministry of National Education. During the period 1965-1969, the education management apparatus had many disturbances. In 1965, the Ministry of National Education was reorganized and renamed the Ministry of Education..In early 1968, the Ministry of Education was also reorganized, renamed the Ministry of Culture and Education, and was given additional cultural management functions. In June 1968, the Ministry of Culture and Education was renamed the Ministry of Culture, Education and Youth. In October 1969, the Ministry of Culture, Education and Youth was reorganized and renamed the Ministry of Education. In May 1973, the Office of the State Secretary in charge of Culture was merged into the Ministry of Education to become the Ministry of Culture, Education and Youth.
Since 1967, the Council for Cultural Education has been established as a body that supervises the activities of the Ministry of Education. This council is responsible for advising the Government on drafting and implementing cultural and educational policies.
3.2.Primary school
3.2.1.School
From 1954 to 1965, primary schools in the South followed the French primary school model. In 1965, all public primary schools in the South were converted into community primary schools. In addition to primary schools under the Ministry of Education, there were also military primary schools under the Military Social Affairs Department of the Ministry of National Defense. The private school system had many shortcomings due to lack of government attention. The number of primary schools increased rapidly in both public and private sectors. Public schools accounted for about three-quarters of primary schools.
Elementary School ProgramFocus on three main subjects: National Literature (Vietnamese), Mathematics and General Science. Since the 1965-1966 school year, the primary school exam was abolished.
3.2.2. Teaching staff
Primary school teachers account for a very high proportion in the teaching structure in the South (about 70-80%). Public school teachers always account for more than 3/4 of primary school teachers and have a much faster growth rate than private school teachers. Primary school teachers in the South are shifting in the direction of a decreasing proportion of male teachers. The quality of primary school teachers is uneven.
Primary school teachers are trained at the Pedagogical Schools under the Department of Pedagogy, Vocational Training and Adult Education. Training, vocational training and preferential treatment are almost only for regular teachers, non-regular teachers account for more than half of the teachers and private teachers are almost forgotten. The Ministry of Education spends more than 90% of the primary school budget on teachers' salaries. The salary of the lowest grade primary school teacher is nearly 3 times the basic salary. During wartime, teachers' salaries are even more preferential than those of the army.
3.2.3.Pupil
Primary school students account for about 80% of the total number of students in the South and are growing the fastest among the three levels of education. In urban areas, primary school overload is a common occurrence. Public school students account for a high proportion, about 80% of primary school students, and are growing faster than private school students.
The quality of primary education shows a decline. The phenomenon of slow learners (students being held back a grade) is very common. Dropping out of school has become a problem in the primary sector.
3.3. Secondary level
3.3.1. School
From 1955 to 1975, secondary schools had the fastest growth rate in the entire education system, with an annual growth rate of 13%. Secondary schools include general secondary schools, comprehensive secondary schools, technical secondary schools, vocational secondary schools, and agricultural, forestry, and animal husbandry secondary schools. Each province has at least one public secondary school. Secondary schools are directly under the central government. Private secondary schools are under the professional control of the Principal of the provincial secondary school, who also holds the position of Private Inspector. Private secondary schools always account for more than half of the total number of secondary schools.
In 20 years, the curriculum has not changed much. The Junior High School program provides students with general knowledge, but not specialized knowledge, including the subjects of Vietnamese Literature, Foreign Languages, Physics, Chemistry, Natural Sciences, Mathematics, History, Geography, Civics, and Elective. The Junior High School program helps complete secondary knowledge and prepares students for university. The curriculum is divided into groups: group A (experimental science), group B (computational science), group C (literature, foreign languages) and group D (classical literature). Secondary school exams have many shortcomings. Faced with this situation, in 1972, the Ministry of Education revised the examination system, gradually switching to multiple-choice tests and applying technology.
3.3.2. Teaching staff
The number of secondary school teachers began to increase and increased sharply from the 1966-1967 school year when the education system was transformed. However, for 20 years, the shortage of human resources at the secondary level still occurred. Semi-public and private teachers always outnumbered public teachers, often accounting for more than 50% of the total number of secondary school teachers.
High school teachers are treated favorably. High school teachers have a relatively comfortable life right from the start of their education career. The state creates conditions for high school teachers to improve their education and expertise. However, more than half of high school teachers are private teachers whose qualifications and expertise are almost unregulated.
3.3.3. Pedagogical university system
The university of education training high school teachers was a highlight in the Southern education system before 1975 thanks to its long history and training quality which was considered top in the university education system. This system of schools includes two types: public and private. The universities of education include: Saigon University of Education, Hue University of Education, Can Tho University of Education, Da Lat University of Education and many pedagogical faculties opened at Thu Duc University of Technology, community universities... The universities of education are distributed quite evenly in the Southern regions such as Saigon, Thu Duc, Hue, Da Lat, Can Tho. The curriculum of the universities of education is quite heavy with very strict study and examination regulations.
3.3.4. Students
In the first 10 years of education, high school students made up a small proportion of the student population, accounting for only about 10%. In the following period, the proportion of high school students increased to about 20%, and by the 1974-1975 school year, it had reached 27%. Although the Ministry of Education advocated the strong development of technical and vocational high schools, in 1968, technical, vocational and agricultural and forestry high school students only accounted for about 5% of the high school population. Semi-public and private school students accounted for a high proportion of high school students (over 60% of the total number of high school students).
Thanks to the heavy and strict examination system, the value of high school diplomas is highly appreciated. However, this greatly affects the quality of high school, causing only about 20% of students who register for the exam to obtain a Baccalaureate II diploma.
3.4. University and professional level
3.4.1. School
By 1974, university education in the South had two levels: intermediate with a 2-year curriculum and national university with a 4-year curriculum or more. Intermediate was implemented through community colleges and intermediate vocational colleges. In the 1973-1974 school year, the South had 15 universities and academies, including: 4 national universities, 2 community colleges, intermediate vocational colleges and 8 private universities and academies.
The national universities are Saigon University, Hue University and Can Tho University, corresponding to the three political - cultural - economic centers of the region. Private universities focus on training in underdeveloped industrial fields to be able to recruit the maximum number of students such as Pedagogy, Medicine, Engineering, Enterprise Management, Commerce... By 1974, the professional technical colleges (11 schools) were merged into the national university system.
There are also a number of specialized supporting research institutes such as the Institute of Archaeology, Nha Trang Oceanographic Institute, Academy of Mathematics... and the Council of Scientific Research. A system that effectively serves the cause of education, training and research is the library. By 1975, the South had 34 libraries of universities, research institutes, international educational organizations and religions...
Candidates have two forms of university admission: registration or entrance examination. In the late 1960s, students enrolled at Saigon University accounted for nearly 4/5 of the total number of students in the South. Candidates had to pass a difficult entrance exam in the entrance examination department, usually only about 10% were admitted. University graduation was extremely difficult, less than 10% of the total number of enrolled students could study until the final year and were eligible to register for the graduation exam, compared to the total number of students, the number of students who passed the graduation exam was less than 2%. At private universities, the graduation rate was much lower than at public universities.
3.4.2. Teaching staff
University teachers accounted for a very small proportion of the teaching staff in the whole South, but they increased quite rapidly with an annual growth rate of 20% from 1969 to 1975. However, by 1974, most other universities were seriously short of teachers. Public university teachers usually accounted for about 4/5 of the total number of teachers. Gender inequality occurred among university teachers, with the proportion of male teachers always accounting for over 80%. In the teaching staff structure at most public universities, the proportion of teachers trained at French universities or influenced by French education was still very large, such as the University of Architecture, which was over 60%.
The treatment of university teachers is based on a hierarchical system. Teachers are treated preferentially and receive very high allowances. However, the difference in status and salary of university teachers is very large. The basic salary of a trainee lecturer compared to the basic salary of a real professor at the top of the field is equivalent to the difference in salary between a Lieutenant and a Major General in the army.
3.4.3. Students
University students make up a very low percentage of the student population. In the 1974-1975 school year, the highest percentage of students was only 3.44%.
There was a significant gender imbalance among students. In the 1974-1975 school year, the proportion of female students was highest, accounting for only one-third of the total number of students. University students were also imbalanced between faculties, concentrated mostly in the faculty of enrollment (about 70%). The proportion of students in engineering and applied sciences was low, less than 20% of the total number of students.
Public university students face many difficulties due to lack of facilities and learning materials. Language translation at university level is a challenge for all students. The war situation greatly affects the psychology of students. Since 1968, when the General Mobilization Decree was issued, most of the military-age students who were not allowed to attend classes were forced to join the army.
CHAPTER 4: EDUCATIONAL POLICY OF SAIGON GOVERNMENT
4.1. Model of education system through stages
In terms of organizational model, education in Southern Vietnam can be divided into two main stages:
- From 1954 to 1969. The education system followed the French model, according to which secondary and primary education were divided into three levels: primary, secondary and high school. The university and professional education system was coordinated by national universities.
- From 1969 to 1975. General education was transformed into a continuous system for 12 years, following the European and American model and referring to the experiences of some other countries with advanced education. For universities and vocational schools, national universities still played a leading role, and community colleges were affiliated with national universities. The legal basis for this change was Decree No. 660-TT/SL of the President of the Republic of Vietnam dated December 1, 1969.
4.2. Southern education in the early stages under the Saigon government
The education policy focused on two basic issues: re-establishing the new education system of the independent country and overcoming the severe consequences of the colonial period, first of all, eliminating illiteracy.
4.2.1. The situation immediately after the Geneva Agreement
In 1954, Indochina University and its schools, teachers, students and migrants from the North were integrated into the Southern education system.
4.2.2. Restoring and stabilizing general education
The Ministry of National Education opened primary schools in newly restored national government areas, and plans were made to build a public secondary school in each province.
4.2.3. Strengthening and expanding the university and professional education system
In addition to the revocation of the management rights of Saigon University in 1955, Hue University was established on March 1, 1957. Dalat University was established in 1959. The Saigon government expanded a number of vocational schools in engineering and fine arts, especially establishing the Phu Tho National Technical Center.
4.2.4. Establish regulations for the education system
The Ministry of National Education maintained the French educational model almost intact. In 1958, the Ministry of National Education compiled the “Education Regulations” consisting of 10 volumes corresponding to 10 major issues that needed to be reorganized in education. The 1958 Education Congress met and determined that the most important goal of education was to build a national, democratic and scientific education. The educational program respected the three principles of Humanity, Nationality and Liberalism. Regulations on teachers and students were established.
4.2.5. International cooperation and study abroad
The National Commission for Education, Science and Culture was established in 1956, with its headquarters in Saigon, to liaise with UNESCO. France has a relatively high but unstable rate of students studying abroad, while the number of students studying in the US tends to increase. The number of students studying abroad in other countries always accounts for 1/3.
4.2.6. Popular education and illiteracy eradication
The Illiteracy Eradication Campaign was launched in full force throughout the South. Nearly 2 million illiterate people learned to read and write, leaving only 5% of the population uneducated.
4.3. Southern education model in the period 1961-1964
During the period 1961-1964, the Southern education system was established and operated quite stably in the French education model.
4.3.1. General education (primary and secondary)
The highlight of this period's policy is the Ministry of National Education's long-term program to transform general primary schools into community primary schools. The Ministry plans to gradually improve the secondary school curriculum to make it more realistic.
4.3.2. Higher education
The most important issue at the university level was to complete and expand the faculties of the two largest and only public universities at that time, Saigon University and Hue University. In particular, research institutes, laboratories, and practice centers under the faculties were established to ensure research functions and support teaching at the university.
4.3.3. Engineering sectors
The policy focuses on consolidating existing facilities, building new schools, expanding vocational training programs for local youth, and perfecting the organizational system of the Phu Tho National Technical Center.
4.3.4. Study abroad situation
Since 1961, the proportion of students studying in France has increased, remaining at approximately one-third of the total number of international students. In 1964, the proportion of students studying in France reached 54.25%. In 1965, the proportion of students studying in France plummeted to only 5.22%. Meanwhile, the proportion of students studying in the US increased to 28.43%. The proportion of students studying in other countries has been quite steady, accounting for about 40% of the total number of international students.
4.4. The process of transforming the education system from the French model to the European-American model (1964-1969)
4.4.1. Principles and goals of education
The 1964 Education Congress set forth three basic guiding principles: Humanity, Nationality and Science and two general goals for education: 1/ To create a favorable environment and conditions for all citizens to develop according to their abilities and aspirations; 2/ To train cadres at all levels necessary for all sectors of national life. The 1967 Constitution of the Republic of Vietnam identified the goal of “an independent, democratic and rooted education”.
4.4.2. Methods of transforming education
In 1966, education leader Nguyen Luu Vien proposed three methods to implement mass education: 1/ Socialize schools. 2/ Democratize organizations. 3/ Effectively implement programs. Human resources are the most important means to transform education.
4.4.3. General education (primary and secondary)
For primary education, the mass and practical education policy was implemented on the principle of community education. In the message to the bicameral National Assembly on October 6, 1969, the government defined the primary education policy as community education. To create the nucleus for establishing a new education system at the secondary level (comprehensive secondary school), the Ministry of Education invested in building model schools.
4.4.4. University and technical-professional training
The government recognizes and emphasizes the autonomy of the Western university model. It takes steps to overcome the shortage of teachers and facilities, and the outdated legal and organizational systems. It advocates the maximum development of technical and agricultural education.
4.4.5. Private school issues
The government is beginning to acknowledge the shortcomings and injustices in its policy towards private schools.
4.4.6. Study abroad situation
France has almost lost its appeal to international students, and international educational cooperation with France has almost lost its important position in the Saigon government's policies. Aiming for a diverse education, the Ministry of Education does not focus on sending international students to the US, but sends the majority of international students, up to 80% in some years, to countries with advanced education systems around the world to study.
4.5. Education based on European and American educational model (1969-1975)
4.5.1. Principles and goals of education
In 1969, the President of the Republic of Vietnam added two basic educational principles: “Mass and Pragmatism”. The goal of democracy in education was affirmed many times. The leaders of the education sector emphasized that a national education must have a synthesis of two educational systems: Eastern tradition and Western science and technology.
4.5.2. General assessment of the education policy of the Republic of Vietnam government
About the educational modelThe government advocates converting the entire education system to the European and American education model: community for primary school, comprehensive for secondary school and community for university.
The development of universities was a highlight in the educational picture of the South during this period. Community colleges were established. Private education in general and private universities in particular developed strongly.
The Ministry of Education advocated the establishment of a decentralized and localized organizational structure. In 1970, the Ministry of Education established 48 Departments of Education in the provinces and cities and abolished the Primary Education Departments with the aim of unifying management at the local level. The Ministry of Education established 4 School Districts corresponding to 4 Military Regions. No tuition fees were collected at the compulsory level (primary education) and tuition fees collected at each school had to be spent at that school. The issue of university autonomy would be enacted by a law in which each university would have its own board of directors.
Teacher training and teacher training were emphasized. In 1973, the South had 15 Teacher Training Schools under the Department of Teacher Training and Adult Education.
The Ministry of Education reformed the curriculum and examinations. The Curriculum Council was established to study and revise the current primary and secondary school curriculum. The revision of the examination system was implemented in the direction of having many small questions spread throughout the curriculum, such as the multiple-choice test method applied to the subjects of History, Geography and Civics. In the 1974 Baccalaureate exam, the South applied the multiple-choice test method with the support of IBM computers.
Law No. 004/70 dated June 10, 1970 ratified the Charter of the Southeast Asian Ministers of Education Organization SEAMES, promoting educational cooperation for the entire region. The conditions for selecting international students were also expanded. Sending students and teachers to study Pedagogy was emphasized. From 1957 to 1971, the entire South had nearly 19,000 international students from France, the United States and other countries, of which 11.4% were studying in France, 25.47% were studying in the United States, and the remaining 63.13% were studying in other countries.
The basic means of implementing the above educational policies are finance and human resources. In particular, an important step forward for the government in educational management is that policies are gradually legalized.
4.6. Impact of reforms
4.6.1. Recognizing the shortcomings of education
Contemporary scholars and teachers harshly criticized the shortcomings of the education system in order to advocate for a comprehensive educational reform. These criticisms were recognized by the leadership and were the basis for the government to propose reform plans.
First of all, it is the awareness of the limitations of the educational model, thinking that the Southern education system borrowed the French educational model. The borrowed educational model is an important cause of the shortcomings of the education system. The transition from the French educational model to the European and American educational model also caused many internal conflicts between the old and the new factions. The educational organization lacks consistency. There are also many shortcomings in the organization and operation of the educational system. The educational system's organizational policies lack stability due to the impact of political system instability, especially after the 1963 upheaval. Education at all levels is far from reality, not in line with the social situation and local needs. The curriculum is curricular, heavy and long, the exams are heavy, far from reality, lacking locality, not practical, not career-oriented. Education also faces problems of degradation of school discipline...
4.6.2. Ideas for educational reform
After 1963, the South implemented about 6 reform plans, of which the 1969 education reform was considered the most comprehensive, aiming to transform the education system. The education reform plans were very systematic and flashy in theory, but implementation encountered many obstacles and the results were not as expected. The reason was due to lack of budget and human resources.
CHAPTER 5: CHARACTERISTICS AND EXPERIENCES FROM SOUTHERN EDUCATION DURING THE SAIGON GOVERNMENT
5.1. Characteristics of Southern education during the Saigon government period
Southern education during this period had the following main characteristics: Education was dominated by two educational models, French and European and American; Education was oriented by educational principles and aimed at legalizing policies to maximize implementation efficiency in an unstable society; Education was constantly reformed; Modern education had a diverse structure; Education had strong international integration; Education had many limitations.
5.2. Experience from Southern education during the Saigon government
Some experiences from the Southern education system during this period: Implementing a decentralization mechanism, not concentrating all power in the Ministry of Education and Training; Forecasting the population growth trend to have appropriate policies in increasing and expanding schools, especially at the primary level; Implementing free tuition at the compulsory education level; for the non-compulsory education level, let localities set their own tuition fees and collect tuition fees according to the conditions of each school and according to the principle of collecting and spending where collected; Paying attention to training, fostering and rewarding teachers; Providing vocational education for students from the beginning of secondary school; Encouraging the expansion of studying abroad, especially self-funded studying abroad; Improving foreign language proficiency for students by reforming programs, teaching methods, and improving the qualifications of foreign language teachers; Gradually loosen the restrictions for religions to participate in the education sector under strict state management, in order to take advantage of their great material and spiritual potential and extensive international connections...
CONCLUDE
The education system in South Vietnam during the Saigon administration was an important aspect of the culture and society of the South before 1975. The special feature of this education system is that it reflects both the French and European-American education systems, so it has the ability to reflect both the education system in the South during the French colonial period and the Saigon administration under American influence. The historical section only covers the period 1954-1975 but can see through the education system in the South for more than 100 years from the beginning of the colonial education system in the South at the end of the 19th century because of the great legacy of French education. Inheritance has become a strength, a great and valuable foundation for the development of education in the South.
In terms of policy and model, the education system in the South during this period can be divided into two major stages: from 1954 to 1969: education based on the French model; from 1969 to 1975: education based on the European and American model. The legal basis for this divergence is Decree No. 660-TT/SL dated December 1, 1969 of the President of the Republic of Vietnam on reorganizing the education system. The transformation of the education model was directed and coordinated by the government through a series of educational policies for each specific stage and was promoted by the movement of intellectuals and education officials to comprehensively reform the education system. The education system was constantly reformed. It is estimated that in 21 years, the government proposed 6 reform plans, of which the 1969 reform plan was the largest and most comprehensive, changing the entire education system. This shows a huge advantage: education has enough capacity and aspiration to "negate itself" and improve.
When examining the Southern education system based on the basic principles it outlined and pursued: Humanity, Nationality, Liberalization, Science, Pragmatism and Popularity, we see that this education system has many advantages, especially the effort to create initiative in the orientation and operation of an education system that is always passive before the heavy impact of war. In particular, the movement to build a democratic education system from the early 1970s contributed to increasing the autonomy and democratic spirit of education. However, going deeper into the analysis of the current state of the education system through the three pillars of education using statistical and quantitative data collected from the archives of the Saigon government, the shortcomings and problems of the education system have become very clear. It can be said that in the 21 years from 1954 to 1975, the Southern education system has always strived to solve the problem of an independent and advanced national education. However, the war situation and the limitations in means of implementation stemmed from two key issues: finance and human resources, which resulted in results that were not as expected, and many shortcomings of the education system had not been overcome.
Formed and developed in the territory of the Fatherland which for a century was under the domination and control of colonialism and imperialism, the education system in the South before 1975 was easily imposed with the perception that it was heavily dominated by French education and European and American education. The initiative and efforts to build an independent and advanced national education system were often overlooked. When considering the education system in the South during this period in terms of international cooperation and studying abroad, we see a different face: this education system is diverse and rich, proactively having strong international connections with many advanced education systems in the world. The proportion and number of Southern students studying abroad in countries other than France and the US always accounts for over 60% of the number of students studying abroad, some years reaching over 80%. American students only account for about 1/4 and are concentrated in the field of Pedagogy. The growth of French students abroad fluctuated, until the early 1970s when the proportion was insignificant. The number of self-funded international students increased continuously and by the end of the period had doubled the number of scholarship students, reflecting the sharp increase of the middle and upper classes of Southern society. The diversity and richness of international students showed the diverse nature of education and partly reflected the flexibility of the Southern intellectual elite during this period. However, the United States and France always had fierce competition for influence on Southern education, when their two educational models existed in parallel and the investment in Southern education of the two powers was not significantly different.
Actively integrating into the international community in a diverse and continuous manner, and thanks to the influence of two major educational systems in the world, France and the United States, Southern education has the opportunity to fully absorb many achievements of world education and update the most modern educational system of the time.
The highlight of Southern education is the system of teacher training schools and teacher training universities with a very strict process of selecting and training teachers. Teacher training universities are always the top schools in terms of training and quality of higher education. The qualities, expertise and personality of teachers are considered the decisive factors for the success or failure of education. Therefore, the process of becoming a full-time teacher is extremely difficult and challenging, requiring students to have qualities, strictly follow pedagogical regulations and make every effort to pass the very difficult exams. A teacher's degree is very prestigious, respected by society, contributing to strengthening the dignity of teachers in the classroom. For teachers who are well-trained, the government gives special favor, somewhat more than the army in the context of war, in addition to high salaries, they also receive a diverse and rich allowance regime. The life of full-time teachers is stable and well-off.
Discussing the products of education, we see that the nature of the elite education system during the French period is still very profound. Although in the early 1970s, the education system in the South had shifted to the European and American mass education model, in a short period of about 4-5 years it could not produce clear results. The education system has a trapezoidal model with a large base that swells with the large number of primary school students, gradually shrinking in secondary school, and the sharp tip is university students, with a very small percentage of 1-3%. This shows that, until 1975, over 95% of students entering primary school could not pursue university. A very small number of the most excellent students had the opportunity to enter the intellectual class. This opportunity was also very fragile when less than 20% of these students could hold a university degree. The elite intellectuals were even smaller. Most of the achievements of education that remain and shine today are thanks to the intellectual influence of this intellectual elite.
The advantages and limitations of the Southern education system during this period can become valuable experiences for the current development of Vietnamese education. These are experiences in building and complying with the basic principles of education, autonomous universities, examination systems linked to the value of diplomas, foreign language training, textbook reform, tuition fees, policy subjects in education, etc. Building an advanced education system, integrating internationally and inheriting historical legacies is the viewpoint of our Party and State. The thesis summarizes the characteristics of the Southern education system during the Saigon administration and suggests some experiences for the current education system. However, in the spirit of "filtering the muddy to bring out the clear", we need to have an objective and accurate view and consider the suitability of these experiences in the process of applying them to improve the current education system.
Author:Vu Nga
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