This page commemorates the 80th anniversary of the school's tradition and 30 years of development.University of Social Sciences and Humanities
VIETNAM NATIONAL UNIVERSITY OF HANOI
UNIVERSITY OF SCIENCESOCIETY AND HUMANITIES
______________________
NGUYEN KIM DUNG
EDUCATION IN SOUTHERN VIETNAM
THE SAIGON GOVERNMENT
Major: Vietnamese History
Code: 62220313
DOCTORAL THESIS IN HISTORY
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SCIENTIFIC ADVISOR: |
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Hanoi - 2020
VIETNAM NATIONAL UNIVERSITY OF HANOI
UNIVERSITY OF SCIENCESOCIETY AND HUMANITIES
______________________
NGUYEN KIM DUNG
EDUCATION IN SOUTHERN VIETNAM
THE SAIGON GOVERNMENT
DOCTORAL THESIS IN HISTORY
Hanoi - 2020
INTRODUCTION
1. The 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 study of this system. Studies often focus on specific issues without a comprehensive overview. Therefore, the overall picture of this education system has not been fully, truthfully, and vividly portrayed; many perceptions remain subjective, and many research gaps remain unfilled.
Educational research is essentially the study of the people and culture of Southern Vietnam, identifying resources for socio-economic development in Southern Vietnam 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
This dissertation focuses on analyzing the current state of the education system and the policies of the Saigon government regarding education in South Vietnam. From this, the dissertation provides a systematic understanding of this education system. It clarifies the current state of the education system, analyzes the educational policies of the Saigon government in specific periods, linked to the transition from the French model to the European-American model. The dissertation assesses the effectiveness of educational policies and the impact of educational reforms on policy adjustments and the transformation of the educational model. Based on this, the dissertation identifies the characteristics of the education system in South Vietnam during this period and seeks lessons for the development of education today.
3. Research Subjects and Scope
Research subjectsThe thesis focuses on the education system in South Vietnam under the control of the Saigon government (1954-1975). This was a complete education system from primary, secondary, and high school levels to higher education (university, college, vocational, and postgraduate).
Aboutscope of researchThe thesis outlines the following:
Regarding the research content, the dissertation focuses on three issues: the context impacting education, the current state of education policies, and the education system. The current state of the education system is studied from the perspective of the educational management apparatus and each level of education through three pillars: schools, teachers, and students, along the time axis from 1954 to 1975, illustrated with statistical data. The dissertation does not study the current state of different types of education. Based on archival documents, the dissertation highlights the main features of the current state of education policies associated with the transformation of the education model and educational reform.
Regarding the research period, the education system in South Vietnam under the Saigon government was studied from 1954 to April 30, 1975. In terms of organizational models, the education system was divided into two main phases: the French education model (1954-1969) and the European-American education model (1969-1975). This division is based on Decree No. 660-TT/SL dated December 1, 1969, of the Republic of Vietnam government. This division is primarily significant for studying education policy as a decisive factor in the transformation of the educational organizational model from the top level. Regarding the actual state of the education system, the research was conducted along the vertical timeline from 1954 to 1975 to ensure continuity and clearly reflect the changes in statistical data.
In terms of research scope, we conducted research on education in the areas controlled by the Saigon government, south of the 17th parallel. The boundary between education under the Saigon regime and education in the liberated areas controlled by the National Liberation Front of South Vietnam, later the Provisional Revolutionary Government of the Republic of South Vietnam, is considered to coincide with the administrative and military boundaries of South Vietnam during this period.
4. Sources of materials and research methods
4.1. Sources of information
The research materials for this thesis are rich and diverse, including: archival documents; research documents on education in South Vietnam (1954-1975); books, journals, newspapers, paintings, and photographs about contemporary education; diaries, memoirs, and audio recordings of interviews with historical witnesses.
4.2. Research Methodology
Historical methodThis is the primary and most important research method for periodizing the history of education and studying education within a systemic structure.
Statistical methods and the quantitative analysis of archival data are crucial in objectively portraying the state of education using reliable figures. In-depth interviews with historical witnesses serve as a basis for verifying the reliability and drawing accurate conclusions from written documents in general and archival documents in particular. Furthermore, systematization, comparative, and other interdisciplinary methods are also employed.
5. Contributions of the thesis
Based on reliable archival documents, especially statistical data, this thesis is the first systematic study of the education system in South Vietnam during the Saigon government era. The study examines the current state of the education system and educational policies, analyzing the impact of historical context and educational reforms on its development. Through this, the thesis identifies several prominent characteristics of the education system.
This dissertation provides many new insights into the education system of South Vietnam during the Saigon government. It points out that the education system in South Vietnam during this period inherited elements from the French education system, thus possessing a strong elite educational character. Furthermore, the education system strongly integrated internationally, proactively absorbing the best aspects of many other advanced education systems, especially the American system. The education system had a diverse and modern structure. However, its development under the harsh conditions of war resulted in numerous difficulties and limitations.
This dissertation contributes a large amount of historical data on the education system in South Vietnam during the Saigon government era, including archival documents, statistical data, quantitative data, and collections of books, newspapers, and magazines on education.
6. STRUCTURE OF THE THESIS
Besides the Introduction, Conclusion, References, and Appendix, the dissertation consists of 5 chapters:
Chapter 1Overview of research related to the dissertation topic.
Chapter 2The context impacting education in South Vietnam (1954-1975).
Chapter 3The state of the education system in South Vietnam under the Saigon government.
Chapter 4The education policy of the Saigon government.
Chapter 5Characteristics and experiences from the education system in South Vietnam during the Saigon government era.
Chapter 1
OVERVIEW OF THE RESEARCH SITUATION
1.1. Research Status
Prior to 1975, research on the education system controlled by the Saigon government was primarily conducted by Southern scholars and experts from educational aid organizations such as the US, UNESCO, and other international bodies.
From 1975 until the Doi Moi (Renovation) period, studies were often associated with the view that education in South Vietnam was a product of the neo-colonial society of the United States. From 1986 to the present, this education system has attracted the attention of researchers both domestically and internationally, with diverse perspectives and interdisciplinary research methods.
1.2. Issues that the Thesis Needs to Address
1.2.1. Content inherited from previously published works
This dissertation inherits research from before 1975 as a valuable historical source of information on the contemporary education system. Post-1975 research supplements the dissertation with a multifaceted perspective on this education system, encompassing both its strengths and weaknesses. In particular, research by international experts from this period suggests many useful interdisciplinary research methods such as statistics, sociology, economics, and cultural anthropology.
1.2.2. New issues to be addressed in the thesis
The first,This dissertation conducts a systematic study of the education system, thereby drawing a general understanding of the entire system. It approaches the issue from a structural perspective, a approach not previously undertaken in any other work. To clarify the issue objectively, the dissertation focuses on archival data and statistical and quantitative methods to provide reliable figures illustrating the education system.
Monday,This dissertation presents the current state of the education system from the perspective of the educational management structure and educational levels through three pillars: schools, teachers, and students. To date, no study has addressed in detail the current state of the educational management system in Southern Vietnam during this period, nor has it provided a specific and detailed data system to illustrate the reality of the education system.
Tuesday,This dissertation analyzes the educational policies of the Saigon government during specific periods, linked to the transition from the French model to the European-American model. The dissertation objectively assesses the effectiveness of these policies by examining criticisms of the education system by contemporary scholars. It examines educational policies in relation to educational reforms and identifies the impact of these reforms on policy adjustments and the current state of education.
Final,This thesis provides a general assessment of the characteristics of this education system, thereby explaining the features in its development process. The thesis points out the foundation for the development of the education system and affirms that international integration has brought a diverse and modern structure to education.
Chapter 2
CONTEXT IMPACTING EDUCATION IN SOUTH VIETNAM (1954-1975)
2.1.The influence of French education in South Vietnam
2.2.Political and social changes in South Vietnam (1954-1975)
The unstable political system in South Vietnam led to a volatile education system. Frequent changes in the head of education hampered policy planning. The war left many of the education system's limitations unresolved, further degrading its quality. Student and faculty movements against the government and the war, demanding the translation of the Vietnamese language and university autonomy, continued unabated.
2.3. The Impact of International Aid on Education in Southern Vietnam
The US provided fairly comprehensive aid to education in South Vietnam in terms of organization, personnel, and finance. However, educational aid was a very small fraction of the total US aid. France was the second-highest donor to South Vietnam, only slightly less than the US. In addition, South Vietnamese education received significant aid from Germany, Japan, the UK, Canada, the Netherlands, the United Nations, and many other international organizations.
Chapter 3
CURRENT SITUATION OF THE EDUCATION SYSTEM IN SOUTHERN VIETNAM
UNDER THE SAIGON GOVERNMENT
3.1.Organizational structure of education management
From 1954 to 1965, education in South Vietnam was under the management of the Ministry of National Education. During the period 1965-1969, the education administration underwent significant upheaval. In 1965, the Ministry of National Education was reorganized and renamed the Ministry of Education..In early 1968, the Ministry of Education was reorganized and renamed the Ministry of Culture and Education, taking on additional cultural management responsibilities. 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 Secretary of State for Culture was merged into the Ministry of Education to form the Ministry of Culture, Education and Youth.
Since 1967, the Council for Culture and Education has been established as the supervisory body of the Ministry of Education. This council is tasked with advising the Government on the drafting and implementation of cultural and educational policies.
3.2.Primary school
3.2.1.The school
From 1954 to 1965, primary schools in South Vietnam followed the French primary school model. In 1965, all public primary schools in South Vietnam were converted into community primary schools. Besides primary schools under the direct management of 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, due to a lack of government attention, suffered from many shortcomings. The number of primary schools increased rapidly in both public and private sectors. Public schools accounted for approximately three-quarters of all primary schools.
Primary school programThe focus was on three main subjects: Vietnamese language, Mathematics, and General Science. From the 1965-1966 school year onwards, the primary school examination was abolished.
3.2.2. Teaching staff
Primary school teachers constitute a very high proportion of the teaching staff in Southern Vietnam (approximately 70-80%). Public school teachers consistently make up over three-quarters of the primary school teaching staff and have a much faster growth rate than private school teachers. The primary school teaching staff in Southern Vietnam is shifting towards a decreasing proportion of male teachers. The quality of primary school teachers is uneven.
Primary school teachers were trained at teacher training colleges under the Department of Teacher Training, Professional Development, and Adult Education. Training, professional development, and preferential treatment were almost exclusively reserved for officially employed teachers; non-official teachers accounted for more than half of the teaching staff, and private school teachers were largely neglected. The Ministry of Education allocated over 90% of the primary school budget to teacher salaries. The salary of the lowest-ranking primary school teacher was nearly three times the basic salary. During wartime, teachers' salaries were even more favorable than those of the military.
3.2.3.Pupil
Primary school students account for approximately 80% of the total student population in Southern Vietnam and are growing fastest among the three levels of education. In urban areas, overcrowding in primary school classrooms is a frequent occurrence. Students in public schools make up a high percentage, over 80% of primary school students, and their enrollment is growing faster than that of students in private schools.
The quality of primary education reveals a declining reality. The phenomenon of children falling behind (students repeating a grade) is very common. Dropping out of school has become a major problem in the primary education sector.
3.3. Secondary level
3.3.1. The School
From 1955 to 1975, secondary schools experienced the fastest growth rate in the entire education system, with an annual growth rate of 13%. Secondary schools included general secondary schools, comprehensive secondary schools, technical secondary schools, vocational schools, and agricultural and forestry schools. Each province had at least one public secondary school. These schools were directly administered by the central government. Private secondary schools were subject to the professional supervision of the principal of the provincial secondary school, who also served as the private school inspector. Private secondary schools consistently accounted for more than half of all secondary schools.
For 20 years, the curriculum remained largely unchanged. The junior high school program provided students with general knowledge but did not delve into specialized subjects, including Vietnamese language, foreign languages, physics, chemistry, natural sciences, mathematics, history, geography, civics, and general education. The senior high school program completed the secondary education curriculum and prepared students for university. The curriculum was divided into streams: stream A (experimental sciences), stream B (computational sciences), stream C (literature and foreign languages), and stream D (classical literature). High school examinations suffered from many shortcomings. In response to this, in 1972, the Ministry of Education reformed the examination system, gradually shifting towards multiple-choice tests and the application of technology.
3.3.2. Teaching staff
The number of secondary school teachers began to increase and surged from the 1966-1967 school year when the education system was reformed. However, for 20 years, a shortage of personnel at the secondary level persisted. Semi-private and private school teachers consistently outnumbered public school teachers, often accounting for over 50% of the total secondary school teaching staff.
High school teachers enjoy preferential treatment. Their lives are relatively comfortable from the beginning of their teaching careers. The state provides opportunities for high school teachers to enhance their education and expertise. However, more than half of high school teachers are in private schools, and their qualifications and professional competence are almost completely unchecked.
3.3.3. The system of teacher training universities
Teacher training universities, which trained secondary school teachers, were a highlight of the South Vietnamese education system before 1975, thanks to their long history and the quality of their training, which was considered top-notch within the higher education system. This system included both public and private institutions. Teacher training universities included: Saigon Teacher Training University, Hue Teacher Training University, Can Tho Teacher Training University, Da Lat Teacher Training University, and many teacher training faculties opened at the Thu Duc Polytechnic University, community colleges, etc. Teacher training universities were fairly evenly distributed across the South, such as Saigon, Thu Duc, Hue, Da Lat, and Can Tho. The curriculum at these teacher training universities was quite demanding, with very strict academic and examination regulations.
3.3.4. Students
In the first 10 years of the education system, high school students constituted a small percentage of the student body, accounting for only about 10%. Later, the proportion of high school students increased to approximately 20%, reaching 27% by the 1974-1975 school year. Although the Ministry of Education advocated for the strong development of technical and vocational high schools, in 1968, students in technical, vocational, and agricultural/forestry high schools accounted for only about 5% of the high school student body. Students in semi-private and private schools accounted for a high percentage of the high school student body (over 60% of the total high school students).
Thanks to the rigorous and strict examination system, the value of a high school diploma is highly regarded. However, this greatly affects the overall quality of high school education, resulting in only about 20% of students who register for the exam actually obtaining a high school diploma.
3.4. University and Professional Levels
3.4.1. The School
By 1974, higher education in South Vietnam had two levels: intermediate level with a two-year program and national university level with a four-year or longer program. Intermediate level education was implemented through community colleges and vocational secondary universities. In the 1973-1974 academic year, South Vietnam had 15 universities and academies, including: 4 national universities, 2 community colleges, a vocational secondary university, and 8 private universities and academies.
National universities included the University of Saigon, the University of Hue, and the University of Can Tho, corresponding to the three main political, cultural, and economic centers of the region. Private universities focused on training in less developed practical fields to maximize student enrollment, such as Education, Medicine, Engineering, Business Administration, and Commerce. By 1974, 11 vocational technical colleges were merged into the national university system.
In addition, there were several specialized research institutes such as the Institute of Archaeology, the Nha Trang Oceanographic Institute, the Academy of Mathematics, and the Council for Scientific Research. A system that effectively served the cause of education, training, and research was the library system. By 1975, South Vietnam had 34 libraries belonging to universities, research institutes, international educational organizations, and religious organizations.
Students had two methods of university admission: registration or entrance examination. In the late 1960s, students registering at the University of Saigon accounted for nearly four-fifths of all students in South Vietnam. Candidates had to pass a rigorous entrance examination at the faculty level, with only about 10% passing. Graduation was extremely difficult; less than 10% of registered students could complete their final year and qualify for the graduation exam, and less than 2% of the total student body passed. At private universities, the graduation rate was significantly lower than at public universities.
3.4.2. Teaching staff
University faculty constituted a very small proportion of the total faculty in South Vietnam, but their numbers increased quite rapidly, with an annual growth rate of 20% from 1969 to 1975. However, by 1974, most other universities were experiencing a severe shortage of faculty. Public university faculty typically accounted for about 4/5 of the total faculty. Gender inequality was prevalent in university teaching, with the proportion of male faculty consistently exceeding 80%. In the faculty structure of most public universities, the proportion of faculty trained at or influenced by French education remained very high, such as at the University of Architecture, where it exceeded 60%.
University faculty receive preferential treatment and very high allowances. However, there is a huge disparity in status and salary among university faculty. The basic salary of a probationary lecturer compared to the basic salary of a full-fledged professor in their field is equivalent to the salary difference between a Second Lieutenant and a Major General in the military.
3.4.3. Students
University students constitute a very low percentage of the student population. In the 1974-1975 academic year, the highest percentage of university students was only 3.44%.
The student body exhibited a significant gender imbalance. By the 1974-1975 academic year, the highest proportion of female students was only one-third of the total student body. University students were also unbalanced across faculties, with the majority concentrated in the registered faculties (approximately 70%). The proportion of students in engineering and applied fields was low, less than 20% of the total student body.
Students at public universities faced many difficulties due to a lack of facilities and learning materials. Language studies at the university level were a challenging hurdle for all students. The wartime circumstances greatly affected the students' psychology. From 1968, when the General Mobilization Decree was issued, most students of military age who were unable to attend classes had to enlist.
CHAPTER 4: EDUCATIONAL POLICIES OF THE SAIGON GOVERNMENT
4.1. Models of the education system through different stages
In terms of organizational structure, education in South Vietnam can be divided into two main stages:
- From 1954 to 1969, the education system followed the French model, in which primary and secondary education was divided into three levels: primary, lower secondary, and upper secondary. Higher and professional education was coordinated by national universities.
- From 1969 to 1975, general education was transformed into a continuous 12-year system, following the European and American model and drawing on the experiences of several other countries with advanced education systems. For higher education and vocational training, national universities retained their leading role, with community colleges 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. Education in South Vietnam during the early period under the Saigon government
The education policy focused on two fundamental issues: rebuilding the new education system of an independent nation and overcoming the severe consequences of colonialism, primarily by eradicating illiteracy.
4.2.1. The situation immediately after the Geneva Accords
In 1954, Indochina University and the schools, teachers, and students who had migrated from North Vietnam were integrated into the South Vietnamese education system.
4.2.2. Restoring and stabilizing general education.
The Ministry of National Education opened primary schools in areas where national government had been restored, and planned to build a public secondary school in each province.
4.2.3. Strengthening and expanding the higher education and professional education system.
In addition to reclaiming control of the University of Saigon in 1955, the University of Hue was established on March 1, 1957. The University of Da Lat was established in 1959. The Saigon government expanded several vocational schools in engineering and fine arts, notably establishing the Phu Tho National Technical Center.
4.2.4. Establishing regulations for the education system
The Ministry of National Education maintained the French education model almost entirely. In 1958, the Ministry of National Education compiled the "Regulations on Education," a 10-volume set of rules corresponding to 10 major issues requiring reorganization in education. The 1958 Education Congress determined that the most important goal of education was to build a national, democratic, and scientific education system. The education program respected the three principles of Humanism, Nationalism, and Liberalism. Regulations concerning teachers and students were established.
4.2.5. International cooperation and studying abroad
The National Commission for Education, Science and Culture was established in 1956, headquartered 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 United States is steadily increasing. Students studying in other countries consistently account for up to one-third of the total.
4.2.6. Mass education and illiteracy eradication
The literacy campaign was launched extensively throughout Southern Vietnam. Nearly 2 million illiterate people learned to read and write, leaving only 5% of the population illiterate.
4.3. The education model in South Vietnam during the period 1961-1964
During the period 1961-1964, the education system in South Vietnam underwent reconstruction and operated relatively stably within the French education model.
4.3.1. General education (primary and secondary levels)
A highlight of this policy period was the Ministry of National Education's long-term program to transform general primary schools into community primary schools. The Ministry also planned to gradually improve the secondary school curriculum to make it more relevant to real-world situations.
4.3.2. Higher Education
The most important issue at the university level was the completion and expansion of the faculties of the two largest and only public universities at that time: the University of Saigon and the University of Hue. In particular, research institutes, laboratories, and practical training centers affiliated with the faculties were established to ensure research functions and support teaching at the university.
4.3.3. Engineering disciplines
The policy focuses on strengthening existing facilities, building new schools, expanding vocational training programs for young people in localities, and improving the organizational system of the Phu Tho National Technical Center.
4.3.4. The situation of studying abroad
From 1961 onwards, the proportion of students studying in France increased, remaining at approximately one-third of the total number of international students. In 1964, the proportion of students going to 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 United States increased to 28.43%. The proportion of students from other countries remained fairly stable, 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 objectives of education
The 1964 Education Congress laid down three fundamental guiding principles: Humanism, Nationalism, 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 defined the goal as aiming for an "independent, democratic, and rooted education system."
4.4.2. Methods for reforming the education system
In 1966, education leader Nguyen Luu Vien proposed three methods for implementing mass education: 1/ Socialization of schools. 2/ Democratization of organizations. 3/ Effective curriculum. Personnel is the most important means of transforming education.
4.4.3. General education (primary and secondary levels)
For primary education, a mass and pragmatic education policy was implemented on the principle of community integration. In its message to the bicameral National Assembly on October 6, 1969, the government defined primary education as community education. To lay the groundwork for establishing a new education system at the secondary level (comprehensive secondary education), the Ministry of Education invested in building model schools.
4.4.4. University and technical/professional training
The government recognized and emphasized autonomy based on the Western university model. It implemented several measures to address the shortage of faculty and facilities, as well as the outdated legal and organizational structure. The government advocated for the maximum development of engineering and agriculture/forestry.
4.4.5. The issue of private schools
The government is beginning to acknowledge the shortcomings and injustices in its policies toward private schools.
4.4.6. The situation of studying abroad
France had almost lost its appeal to international students, and international educational ties with France had largely fallen out of favor in the Saigon government's policies. Aiming for a more diverse education system, the Ministry of Education no longer focused on sending students to the United States, but instead sent the majority—in some years over 80%—to countries with advanced education systems around the world to learn.
4.5. Education based on the European and American education model (1969-1975)
4.5.1. Principles and objectives of education
In 1969, the President of the Republic of Vietnam added two fundamental educational principles: "Mass Education and Pragmatism." The goal of democracy in education was repeatedly affirmed. Education leaders emphasized that a national education system must integrate two educational approaches: the traditional education of the East and the scientific and technological education of the West.
4.5.2. Overall assessment of the education policy of the Republic of Vietnam government
Regarding the educational modelThe government advocated for a complete shift in the education system to the European-American model, with community-based primary education, integrated secondary education, and community-based higher education.
The development of universities was a highlight of the educational landscape in South Vietnam during this period. Community colleges were established. Private education in general, and private universities in particular, flourished.
The Ministry of Education advocated for a decentralized and localized organizational structure. In 1970, the Ministry of Education established 48 Provincial Education Departments and abolished the Primary Education Bureaus to unify local administration. The Ministry of Education also established four District Education Bureaus corresponding to the four Military Regions. Tuition fees were waived for compulsory education (primary school), and tuition fees collected at each school had to be used within that school. University autonomy would be addressed through a law establishing a separate governing body for each university.
Teacher training and professional development were given priority. 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. A Curriculum Council was established to study and revise the current primary and secondary school curriculum. The reform of examination methods involved formulating a system of multiple-choice questions spread across the curriculum, similar to the multiple-choice format used for History, Geography, and Civics. In the 1974 high school graduation exam, South Vietnam adopted a multiple-choice format with the support of IBM computers.
Law No. 004/70 of June 10, 1970, ratified the Charter of the Southeast Asian Organization of Ministers of Education (SEAMES), promoting educational cooperation throughout the region. The selection criteria for overseas students were also relaxed. Emphasis was placed on sending students and teachers to study pedagogy. From 1957 to 1971, nearly 19,000 students from South Vietnam studied in France, the United States, and other countries, with 11.4% studying in France, 25.47% in the United States, and the remaining 63.13% in other countries.
The fundamental means of implementing these educational policies are finance and human resources. In particular, a significant step forward for the government in educational management is the gradual legalization of these policies.
4.6. The impact of reforms
4.6.1. Recognizing the shortcomings of the education system
Contemporary scholars and educators sharply criticized the shortcomings of the education system in an effort to advocate for comprehensive educational reform. These criticisms were acknowledged by the leadership and formed the basis for the government's reform plans.
First and foremost, there was the perception of the limitations of the educational model, believing that the education system in South Vietnam borrowed from the French model. This borrowed model was a significant cause of the shortcomings of the education system. The transition from the French to the European-American model also created many internal conflicts between the old and new factions. The educational organization lacked consistency. There were also many shortcomings in the organization and operation of the education system. The organizational direction of the education system lacked stability due to the impact of political instability, especially after the upheaval of 1963. Education at all levels was detached from reality, not in line with social realities and local needs. The curriculum was rote-learning, heavy and lengthy, the examinations were burdensome, unrealistic, lacked local relevance, were impractical, and did not provide career guidance. Education also faced problems of declining school discipline…
4.6.2. Ideas for educational reform
After 1963, South Vietnam implemented approximately six reform plans, with the 1969 education reform considered the most comprehensive, aiming to transform the education system. While theoretically well-structured and impressive, these educational reform plans encountered numerous obstacles and did not yield the desired results. The main reasons were a lack of budget and human resources.
CHAPTER 5: CHARACTERISTICS AND LESSONS FROM THE SOUTHERN EDUCATION SYSTEM DURING THE SAIGON GOVERNMENT
5.1. Characteristics of the education system in South Vietnam during the Saigon government era
The education system in South Vietnam during this period had several key characteristics: It was influenced by both French and European/American educational models; it was guided by educational principles and aimed at legalizing policies to maximize effectiveness in an unstable society; it underwent constant reform; it was modern with a diverse structure; it had strong international integration; and it had many limitations.
5.2. Lessons from the education system in South Vietnam during the Saigon government era
Some lessons learned from the education system in South Vietnam during this period include: Implementing a decentralized system, not concentrating all power in the Ministry of Education and Training; Forecasting population growth trends to develop appropriate policies for increasing and expanding schools, especially at the primary level; Implementing free tuition at compulsory levels; for non-compulsory levels, allowing localities to determine and collect tuition fees according to the conditions of each school and the principle of using funds where funds are collected; Prioritizing the training, professional development, and remuneration of teachers; Providing career guidance for students from the beginning of secondary school; Encouraging overseas study, especially self-funded study; Improving foreign language proficiency for students through curriculum reform, teaching methods, and upgrading the qualifications of foreign language teachers. Gradually loosening restrictions to allow religions to participate in the field of education under strict state management, in order to utilize their immense material and spiritual potential and extensive international connections…
CONCLUDE
Education in South Vietnam under the Saigon government was a crucial aspect of the South's socio-cultural landscape before 1975. A unique feature of this education system was its reflection of both French and European/American educational systems. Therefore, it offered insights into education in South Vietnam during the French colonial period and extended to the Saigon government's rule under American influence. While the historical context is limited to the period of 1954-1975, it provides a comprehensive view of South Vietnamese education spanning over a century, from the beginning of colonial education in the late 19th century, thanks to the immense legacy of French education. This continuity became a strength, a valuable foundation for the development of education in South Vietnam.
From a policy and model perspective, the education system in South Vietnam during this period can be divided into two major phases: from 1954 to 1969, following the French model; and from 1969 to 1975, following the European-American model. The legal basis for this phased approach is Decree No. 660-TT/SL dated December 1, 1969, issued by the President of the Republic of Vietnam, on the reorganization of the education system. This transformation of the education model was directed and coordinated by the government through a series of educational policies specific to each phase, and was driven by the efforts of intellectuals and education officials to achieve a comprehensive reform of the education system. The education system underwent continuous reform; it is estimated that over 21 years, the government proposed six reform plans, with the 1969 plan being the largest and most comprehensive, changing the entire education system. This demonstrates a significant advantage: the education system possesses the capacity and aspiration to "negate itself" and innovate.
When examining the education system in South Vietnam based on the fundamental principles it outlined and pursued: Humanism, Nationalism, Enlightenment, Science, Pragmatism, and Popularity, we find that this system had many advantages, especially its efforts to create proactiveness in guiding and operating an education system that was always passive in the face of 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 the education system. However, a deeper analysis of the reality of the education system through its three pillars, using statistical and quantitative data collected from the archives of the Saigon government, reveals the shortcomings and obstacles of the education system very clearly. It can be said that, in the 21 years from 1954 to 1975, the education system in South Vietnam consistently strived to solve the problem of an independent and advanced national education system. However, the circumstances of war and the limitations in resources stemming from two key issues: finance and human resources, meant that the results were not as expected, and many shortcomings of the education system remained unaddressed.
Formed and developed within a territory that had endured a century of colonial and imperial rule, the education system in South Vietnam before 1975 was easily perceived as heavily influenced by French and European/American education. The initiative and efforts to build an independent, advanced national education system were often overlooked. When examining the South Vietnamese education system during this period from the perspective of international cooperation and overseas study, we see a different picture: it was diverse and rich, proactively maintaining strong international connections with many advanced education systems around the world. The proportion and number of South Vietnamese students studying abroad in countries other than France and the United States consistently exceeded 60%, reaching over 80% in some years. Students studying in the United States accounted for only about a quarter and were concentrated in teacher training. The number of students studying in France fluctuated, and by the early 1970s, the proportion was negligible. The number of self-funded students studying abroad steadily increased, doubling the number of scholarship students by the end of the period, reflecting the significant rise of the South's middle and upper classes. The diversity and abundance of these students demonstrated the diverse nature of the education system and, to some extent, reflected the dynamism of the South's intellectual elite during this era. However, the United States and France always competed intensely for influence over South Vietnamese education, as their educational models coexisted and their investments in education were not significantly different.
Through proactive and continuous international integration, and thanks to the influence of two major global education systems, France and the United States, education in South Vietnam had the opportunity to fully absorb many achievements of world education and update itself with the most modern education systems of the time.
The hallmark of education in South Vietnam was the system of teacher training colleges and universities, with their rigorous teacher selection and training processes. These universities consistently ranked among the top institutions in terms of training and the quality of higher education. The qualities, expertise, and character of teachers were considered the decisive factors in the success or failure of the education system. Therefore, the process of becoming a full-fledged teacher was extremely arduous and challenging, requiring students to possess strong aptitude, strictly adhere to pedagogical regulations, and strive their utmost to pass very demanding examinations. A teacher's degree was highly prestigious, respected by society, and contributed to reinforcing the dignity of teachers in the classroom. For teachers who received formal training, the government offered special advantages, even more so than the military during wartime; in addition to high salaries, they received diverse and abundant allowances. The lives of full-fledged teachers were stable and relatively prosperous.
Discussing the products of education, we find that the characteristics of the elite education system under the French colonial rule remain deeply ingrained. Although the education system in South Vietnam shifted to a mass education model based on European and American standards in the early 1970s, this did not produce clear results within a short period of 4-5 years. The education system followed a trapezoidal model, with a large base representing a large number of primary school students, gradually shrinking at the secondary level, and a sharp apex representing university students, with a very small percentage of 1-3%. This shows that, until 1975, over 95% of primary school students could not pursue higher education. A very small number of the most優秀 students had the opportunity to enter the intellectual class. This opportunity was also very fragile, as less than 20% of these students were able to obtain a university degree. The elite intellectual class was even smaller. Much of the educational achievement that remains and shines brightly today is thanks to the intellectual influence of this elite group of intellectuals.
The strengths and weaknesses of education in South Vietnam during this period can become valuable lessons for the development of Vietnamese education today. These lessons include the establishment and adherence to fundamental educational principles, the autonomous university system, the examination system linked to diploma values, foreign language training, textbook reform, tuition fees, and the issue of target groups in education. Building an advanced education system, integrating internationally, and inheriting historical legacies is the viewpoint of our Party and State. This thesis summarizes the characteristics of education in South Vietnam during the Saigon government era and suggests some lessons for the current education system. However, in the spirit of "separating the wheat from the chaff," we need to have an objective and accurate view and consider the suitability of these lessons in the process of applying them to improving the current education system.
Author:Vu Nga
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