This page commemorates the 80th anniversary of the school's tradition and 30 years of development.University of Social Sciences and Humanities
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
NGUYEN THI THU HA
QUANG NINH PROVINCIAL PARTY COMMITTEE
LEADERSHIP IN THE DEVELOPMENT OF GENERAL EDUCATION
FROM 1996 TO 2015
Specialized: History of the Communist Party of Vietnam
Code: 62.22.56.01
SUMMARYDOCTORAL THESISHISTORY
HANOIBut 2020
CThe project was completed at
University of Social Sciences and HumanitiesBut
Vietnam National University, Hanoi
Scientific supervisor:Assoc. Prof. Dr. Ngo Dang Tri
Counter-argument 1: …………………………………..
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Counter-argument 2: ……………………………………
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The dissertation will be defended before the …………………. Doctoral Dissertation Examination Committee meeting in room ……, building ……… at ….. o'clock ……. on ….. day ….. month …. year 2020
The thesis can be found at:
- National Library of Vietnam
- Information and Library Center, Vietnam National University, Hanoi
INTRODUCTION
1. Reasons for choosing the topic
The revolutionary goals of the Communist Party of Vietnam and Ho Chi Minh were national liberation, social liberation, and human liberation, with human beings being both the driving force and the goal of the revolution. Therefore, building human potential through education and training was the top strategy of the Vietnamese revolution.In the education system, general education is a crucial component, a vital foundation for education, laying the groundwork for the holistic development of individuals and preparing a reserve workforce. New thinking on education, particularly general education, was clearly expressed in Resolution No. 2 of the 8th Central Committee (1996) and continued to be fundamentally and comprehensively reformed through Resolution No. 29 of the 8th Central Committee Conference of the 11th Party Congress.
Quang Ninh province, located in the far northeast of Vietnam, shares both land and sea borders with China and boasts a diverse and complex topography, much like a miniature Vietnam. Quang Ninh faces numerous challenges in educational development due to its geographical features, population, and lack of a strong educational tradition. To fully realize its potential and strengths, Quang Ninh needs a large, well-trained, and high-quality workforce, starting from the secondary education level. The Quang Ninh Provincial Party Committee has successfully led the development of general education during the years 1996-2015.
Therefore, researching and clarifying the leadership of the Quang Ninh Provincial Party Committee in developing general education during the years 1996-2015, and then synthesizing and evaluating the strengths and weaknesses and drawing lessons to apply to the development of general education in the following years, is a necessary task both theoretically and practically.
2. Research objectives and tasks
2.1.Research objectives
This study clarifies the leadership of the Quang Ninh Provincial Party Committee in the development of general education from 1996 to 2015, evaluating and drawing some historical lessons to apply to promoting the development of general education in the current period.
2.2. Research Objectives
Systematizing documents and researching works related to the dissertation topic;
Clarify the historical context and the factors influencing and shaping the leadership in the development of general education in Quang Ninh province from 1996 to 2015;
Clarify the policies and directives of the Quang Ninh Provincial Party Committee on the development of general education in Quang Ninh province during the two periods of 1996-2005 and 2006-2015;
Evaluate the advantages, limitations, causes, and draw lessons from historical experiences to apply to practice.
3. Research Subjects and Scope
3.1. Research Subjects
This was the policy and direction for the development of general education by the Quang Ninh Provincial Party Committee from 1996 to 2015.
3.2. Scope of the study
Regarding space:Quang Ninh province comprises 14 districts, towns, and cities.
Regarding time:Twenty years have passed since 1996 (the year of the 10th Congress of the Quang Ninh Provincial Party Committee) to 2015 (the year marking the end of the term of the 13th Congress of the Quang Ninh Provincial Party Committee).
Regarding contentThis study primarily focuses on researching the leadership of the Quang Ninh Provincial Party Committee in developing general education from 1996 to 2015. General education includes: primary schools; lower secondary schools (junior high schools); upper secondary schools (high schools); multi-level general schools; and vocational training centers.
4. Theoretical basis, sources of information, and research methods
4.1. Theoretical basis: refers to Marxism-Leninism, Ho Chi Minh Thought, and the viewpoint of the Communist Party of Vietnam on general education.
4.2. Sources of informationDocuments from the Central Committee of the Communist Party of Vietnam, documents from the Party Committee and government of Quang Ninh province; relevant research works and factual information obtained through surveys and interviews.
4.3. Research Methodology
The thesis primarily employs the historical method and the logical method, as well as a combination of both.
Methods such as enumeration, statistics, synthesis, comparison, and analysis are frequently used to describe and comment on the research content in the dissertation. In addition, survey and direct interview methods are also employed to clarify the issues raised.
5. Contributions of the thesis
5.1. Content Contributions:
This thesis clarifies the factors affecting the development of general education in Quang Ninh province during the years 1996-2015;
This dissertation systematically describes and presents the leadership of the Quang Ninh Provincial Party Committee in developing general education over two periods: 1996-2005 and 2006-2015;
The thesis includes additional content and data from new sources, as well as comparisons and analyses with actual investigations and interviews.
This thesis summarizes the advantages, limitations, and historical lessons learned from the Quang Ninh Provincial Party Committee's leadership in developing general education from 1996 to 2015, in order to apply them to the current period.
This dissertation provides scientific arguments for formulating policies on the development of general education in Quang Ninh province, thereby strengthening the leadership role of the Provincial Party Committee and contributing to summarizing experiences in fundamental and comprehensive educational reform.
The research findings of this thesis can serve as a reference for units and individuals researching and teaching the history of the Party, the leadership in developing general education in a province, and the history of the provincial Party committee and the history of Quang Ninh province during the years 1996-2015.
5.2. Contribution of materials:
This collection and systematization aims to supplement documents on the policies and guidance for the development of general education by the Quang Ninh Provincial Party Committee from 1996 to 2015.
Summarize and generalize published research works related to the dissertation topic.
6The structure of the thesis.
Besides the introduction, conclusion, bibliography, list of the author's published works related to the dissertation topic, and appendices, the content of the dissertation includes 4 chapters and 8 sections.
Chapter 1
OVERVIEW OF THE RESEARCH SITUATION
RELATED TO THE THESIS TOPIC
1.1. Research works related to the dissertation topic
1.1.1. Research studies on education and the Central Party Committee's policies on general education.
Research studies on international and regional education
CoilGlobal education enters the 21st century.by Pham Minh Hac, Dang Ba Lam, Nghiem Dinh Vy (2002);The process of educational reform in the People's Republic of China during the period 1978-2003by Nguyen Van Can (2007),Education in East Asia - by the numbersJeremy Chan's (2012) (East Asian Education - through scores) provides new perspectives on world education and Vietnamese education based on a high appreciation of the role of general education.
Research studies on Vietnamese education throughout different periods.
This includes books on the history of education in Vietnam.Vietnamese Education 1945-2010andVietnamese Education - Provinces, Cities and Some Universities (1945-2017)…presents the history of educational development through each period with insightful observations. In particular, the two comprehensive summaries clearly demonstrate the development of general education from the pivotal year of 1996 to 2017.
Research studies on Vietnamese education after the Central Committee Resolution No. 2, 8th Congress, 1996
Vietnamese Education in the Early Decades of the 21st Century: Development Strategy, edited by Dang Ba Lam, 2003;Vietnamese education reformsby Nguyen Ba Thai, 2006;Implementing the Resolution of the 10th National Congress in the field of Science and Education, 2006;Lessons learned from the current educational reforms in several countries for Vietnam., Nghiem Dinh Vy;Education and training are key to development., Dinh Van An, Hoang Thu Hoa, 2008… presented many issues regarding the role, strategy, and innovation of education.
Research studies on Vietnamese general education
The characteristic relationship between population growth and the scale of general education development in Vietnam.by Dinh Thi Minh Tuyet; “The situation of state budget expenditure for general education in Vietnam” (2012) by Hoang Thanh Huyen; “Corruption in the general education system: causes and consequences” by Nguyen Dinh Cu, 2008; DissertationThe development of general education in Thanh Hoa province from 1986 to 2006, by Nguyen Van Thang, 2014… Presents various aspects of general education in localities and nationwide.
Research studies on The Party's leadership in the development of education and general education.
DissertationThe Thai Nguyen Provincial Party Committee led the cause of general education from 1997 to 2010.by Doan Thi Yen (2016);The Hai Phong City Party Committee led the cause of general education from 1963 to 1975.by Vu Thi Lien (2017);The Party's leadership of general education in North Vietnam (1954-1975) by Pham Nguyen Phuong(2018) provides suggestions on content and research methods regarding the leadership of the Central Party Committee and provincial Party committees in developing general education.
1.1.2. Research studies on the leadership of the Quang Ninh Provincial Party Committee in general education.
ThesisThe Quang Ninh Provincial Party Committee led the development of general education during the years 1996-2006.by Ngo Thi Thu Ha andThe Quang Ninh Provincial Party Committee led the cause of education and training from 2001 to 2010.Nguyen Thi Nhung's 2013 work comprises two research projects on the leadership of the Provincial Party Committee in developing education and general education from 1996 to 2010. Both works still have gaps that need to be filled in terms of documentation, analysis to clarify the context of impact, guidance on the development of general education through each period, and lessons learned from leading the development of general education over the 20 years from 1996 to 2015.
1.2.Review the research findings and the issues the thesis focuses on addressing.
1.2.1.Review the results of the research studies.
Regarding the documentation:The aforementioned research works have provided a wealth of information on the history of education, general education in Vietnam, and the leadership of the Central Party Committee and local Party organizations.
Regarding content:
Research studies affirm the role of general education. Several studies on Quang Ninh have also summarized the natural, social, and economic conditions of Quang Ninh, thereby proposing requirements for the development of education in Quang Ninh in the new context.
Many studies consider general education to include only primary, lower secondary, and upper secondary schools. However, some studies, such as the dissertation by author Doan Thi Yen, recognize additional vocational training and technical centers under the 2005 Education Law.
Several studies have also indicated a correlation between education, general education, and poverty reduction, gender equality, and the development of education in the Human Development Index (HDI).
Studies have shown that, entering the period of reform, Vietnam has paid more attention to education, as reflected in the policies and guidelines of the Central Party Committee and the State. The content of educational reform to suit practical requirements is extremely important. 1996 is considered a "pivotal" year for general education nationwide, as well as in Quang Ninh, stemming from Resolution No. 2 of the 8th Central Committee.
Two theses have presented an overview of the Quang Ninh Provincial Party Committee's policy on the development of general education and training during the years 1996-2010. Guidance on several areas such as scale, quality, and staffing is also mentioned, although not in detail.
Studies on education in Quang Ninh have also summarized the current situation, achievements, and limitations of education and general education in Quang Ninh up to 2016, and initially drawn lessons learned.
Regarding research methodology:The primary research methods used in these studies are historical and logical methods, alongside the use of data analysis, comparison, and synthesis techniques. Furthermore, some studies have effectively combined specialized and interdisciplinary methods, and the analysis and evaluation of data are noteworthy, offering many unique perspectives.
1.2.2.The issues that the dissertation needs to focus on.
Although there are many studies, both direct and indirect, on the topic of the Quang Ninh Provincial Party Committee's leadership in educational development from 1996 to 2015, in general, the dissertation needs to address several issues as follows:
The firstThis study aims to research, exploit, and systematize information to supplement the policies and directives on the development of general education by the Quang Ninh Provincial Party Committee from 1996 to 2015. In particular, it supplements original documents from the Quang Ninh Provincial Party Committee.
Monday,Present and analyze the factors affecting the leadership process in developing general education by the Quang Ninh Provincial Party Committee.
TuesdayThis study analyzes the understanding and application of the Central Party Committee's guidelines and policies to local realities, and the direction of general education development by the Quang Ninh Provincial Party Committee during the two periods of 1996-2005 and 2006-2015;
WednesdayThis includes supplementing data and tables from new sources, as well as providing factual data from interviews with some administrators, teachers, and students in the province.
Thursday,This study summarizes the strengths, weaknesses, and historical lessons learned from the leadership of the Quang Ninh Provincial Party Committee in developing general education from 1996 to 2015. These lessons can be applied to the leadership of general education development nationwide, as well as in Quang Ninh province, in the coming years.
Chapter 1 Summary
Given the high regard for the role of education, a series of research works on the topic of education have been published. The doctoral candidate has initially synthesized, analyzed, and selectively absorbed the values of these research works. Two dissertations, one on leadership in the development of general education from 1996-2006 and the other on leadership in the education and training sector from 2001-2010, are very closely related to the dissertation topic. However, after carefully studying these two dissertations, the doctoral candidate found that there are still "gaps" in terms of documentation, content, and methodology that need to be supplemented and clarified.
In this dissertation, the doctoral candidate will further clarify the impact of historical context, reconstruct the Party Committee's guidance on the development of general education from 1996-2015, compare and contrast it with actual investigations, and evaluate and comment on the strengths and weaknesses, drawing lessons learned. The research content in this topic is consistent with the requirements of a dissertation in the field of Party history.
Chapter 2
POLICIES AND GUIDANCE OF THE QUANG NINH PROVINCE PARTY COMMITTEE ON THE DEVELOPMENT OF GENERAL EDUCATION FROM 1996 TO 2005
2.1. Factors affecting and policies for the development of general education by the Quang Ninh Provincial Party Committee.
The state of general education in the province before 1996This laid the foundation for the Party Committee's leadership in developing general education during the period 1996-2005. Based on the achievements and limitations of education before 1996, the Provincial Party Committee was determined to implement the Central Party Committee's policy of educational reform, considering education as a top national priority.
The Central Party Committee's policy on the development of general education.During this period, the focus was on educational reform, particularly in general education. The most important document was Resolution No. 2 of the 8th Central Committee in 1996. The viewpoints, objectives, and solutions for educational development outlined in the Resolution encompassed the entire leadership of the Central Committee of the Party during the years 1996-2005. General education was given higher priority, with requirements for expanding its scale, enrolling children of the appropriate age in school, promoting universal education, and eradicating illiteracy nationwide. The investment budget was set at 15%. More attention was paid to the conditions for developing general education, with the teaching staff being given top priority.
2.1.2. Policies of the Quang Ninh Provincial Party Committee
From 1996 to 2005, the Quang Ninh Provincial Party Committee held two terms: the 10th (1996-2000) and 11th (2001-2005) Congresses. During this period, the Provincial Party Committee intensified its attention and investment in general education. The Party Committee thoroughly implemented the Central Party Committee's policy on educational reform in accordance with Resolution No. 2 of the 8th Central Committee. The goals and perspectives for the development of general education during this period were to increase investment in education; build and train a team of teachers and administrators; increase school infrastructure; gradually reform state management of education and increase the scale and diversification of schools; and innovate the content, curriculum, and methods to improve the quality of teaching and learning in a comprehensive manner. The main goal was to promote universal education, eradicate illiteracy, and ensure that all children in the province had access to education.
2.2. The guidance of the Quang Ninh Provincial Party Committee on the development of general education during the years 1996-2005
2.2.1. Directing resource development, implementing social mobilization, and strengthening infrastructure.
During the years 1996-2005, the Party Committee established specific regulations on investment in education, increasing it to 20% of the budget under Program 03-CTr/TU. The principle of spending was to thoroughly economize and use capital effectively. The management and use of education funds were gradually made transparent and budgeted at the beginning of the school year. In addition, the province also provided supplementary support to disadvantaged areas. Quang Ninh's education budget from 1996-2005 increased more than fivefold, higher than the national average. Dong Trieu is a typical example, with education investment reaching "nearly 30% of the district's total budget" in 2005.
The provincial Party Committee also gradually directed the implementation of social mobilization during this period. Efforts to mobilize the attention of Party committees, government agencies, political and professional organizations, and the people of the province in developing education, eradicating illiteracy, and universalizing education were strengthened. The Association for the Promotion of Learning, established in 2002, became an important agency promoting the social mobilization process in the province. The province also proactively participated in international projects on education development. While some initial results have been achieved in social mobilization, it remains slow and difficult to implement in mountainous and island areas.
Infrastructure is also a priority for the Party Committee in its plan to strengthen infrastructure throughout the province. A major task during this period is to eliminate three-shift classes, gradually remove temporary classrooms, and progressively upgrade high schools and middle schools in urban areas to multi-story buildings. The Party Committee also focuses on investing in the construction of schools that meet national standards. Some localities have built quite good national standard schools, such as Ha Long and Dong Trieu... However, it can be seen that investment in school infrastructure improvement during this period is still low, the effectiveness is not high, and implementation is slow.
2.2.2. Directing the development of the teaching staff and management personnel, and the initial steps towards reforming state management of education.
During the years 1996-2005, the Provincial Party Committee focused on directing the training and supplementation of the 부족한 (shortage) of general education teachers and gradually improving the quality of the workforce. Solutions were implemented, such as combining classes and establishing temporary regulations on the duties of teachers working in mountainous and island areas. In addition, implementing Directive 34-CT/TW on Party development, the province also directed local Party committees to strengthen the encouragement of Party membership development among teachers, aiming for every school to have Party members and a clean and strong Party organization. The remuneration for teachers was initially improved.
During these years, the Party Committee also began to pay attention to reforming state management of education. In 2001, the province embarked on implementing the "Overall Program for State Administrative Reform giai đoạn 2001-2010". Along with the rest of the country, Quang Ninh also carried out this reform.Decentralize and assign specific tasks to the direct management agencies in charge of education.The provincial Department of Education and Training should strengthen its work in forecasting, developing, and planning educational development in the coming years. It should also strengthen professional management, examinations, innovate the system of emulation and reward, and enhance educational inspection...
2.2.3. Directing the expansion of scale and the innovation of educational programs and content.
From 1996 to 2005, the Provincial Party Committee focused on expanding the scale of education. The province directed the construction of many new general education schools, separated multi-level general education schools, and gradually formed a system of private schools. The goal was to expand education to meet the increasing learning needs of the people and to strengthen universal education to eradicate illiteracy. The floating school in Ha Long was opened and became the most unique school in the country. The system of ethnic boarding schools was completed from primary to high school. By 2005, the province had nearly 90 additional general education schools, including 7 private schools.
The provincial Party Committee also focused on implementing many educational reforms during this period, based on the directives of the Ministry of Education. The province gradually reduced the number of schools following the mountainous region curriculum (100 weeks), increased the school day to two sessions per day, introduced computer science and foreign languages into general education, and gradually shifted towards comprehensive education. Initially, primary schools were allowed autonomy in terms of content and curriculum. The province also provided training for teachers on replacing textbooks. As a result, the quality of education received more attention and improved.
SummaryChapter 2
In 1996, Resolution No. 2 of the 8th Central Committee laid the foundation for the development of general education during the reform period. Based on the guidelines of the National Congress of Delegates and Resolution No. 2 of the 8th Central Committee, the Quang Ninh Provincial Party Committee led the development of general education during the years 1996-2005 through two terms of the 10th (1996-2000) and 11th (2001-2005) Provincial Party Congresses.
From 1996 to 2005, the Quang Ninh Provincial Party Committee shaped its leadership guidelines for the development of general education. The Party Committee correctly implemented the major policies of the Central Committee, proactively applying them to local realities. The implementation closely followed the Central Committee's major solutions, but also allowed the education sector to conduct some new experiments on a small scale. As a result, the province's general education made significant progress. However, limitations remained regarding the teaching staff, infrastructure, and quality of education. The successes and limitations of this period served as a basis for the Quang Ninh Provincial Party Committee to draw lessons for the next phase, 2010-2015.
Chapter 3
THE QUANG NINH PROVINCIAL PARTY COMMITTEE LEADS THE PROMOTION OF GENERAL EDUCATION FROM 1996 TO 2015
3.1. New requirements and policies for the development of general education by the Quang Ninh Provincial Party Committee.
3.1.1. New requirements
Changes in the global and domestic situation.Alongside the challenges, many new opportunities have also emerged. The economic, political, and social changes in both Vietnam and the world further emphasize the need for the Quang Ninh Provincial Party Committee to improve the quality of general education.
Changes in the socio-economic situation of Quang Ninh province.Quang Ninh's breakthroughs in many areas, especially in economics, finance, and transportation, have created favorable conditions for educational development. At the same time, it has also created pressure for innovation to meet the training needs of a reserve workforce for the province's economic transition from "brown" to "green."
General education in Quang Ninh from 1996-2005Under the leadership of the Quang Ninh Provincial Party Committee, certain progress has been made. However, fundamentally, it has not yet created the momentum to promote rapid, strong, and sustainable industrialization and modernization. The reality demands that the Quang Ninh Provincial Party Committee and people be more determined and more attentive in leading the development of general education.
TFourthly, the Central Party Committee's policy on continuing fundamental and comprehensive reform of education from 2006 to 2015.Through the documents of the 10th (2006) and 11th (2011) Party Congresses and important resolutions and directives (Resolution 29-CT/TW - 2013), the policies on innovation in all aspects, increased investment in training personnel and infrastructure, improved state management of education, and emphasis on socialization and international cooperation in education have guided the Quang Ninh Provincial Party Committee in leading the development of general education during the years 2006-2015.
3.1.2. Policies of the Quang Ninh Provincial Party Committee
From 2006 to 2015, Quang Ninh province held two Party Congresses: the 12th Congress (November 2005) and the 13th Congress (September 2010). The provincial Party Committee thoroughly grasped the spirit of comprehensive reform of the 10th Central Committee Congress (2006), the spirit of fundamental and comprehensive reform of the 11th Central Committee Congress (2011), and proactively and flexibly applied them to the locality.
The direction of educational development during these years was more comprehensive than in the period of 1996-2005. The Provincial Party Committee also paid great attention to promoting socialization, building a learning society, and increasing investment in education from various sources. The contents regarding reforming management mechanisms, promoting training of personnel, strengthening infrastructure, aiming to improve scale, enhance quality, and universalize education all received more attention than before. The most important documents during these years were Action Program No. 26-CTr/TU implementing Resolution No. 29 of the Central Committee on fundamental and comprehensive educational reform and the Project on improving leadership capacity and streamlining the apparatus (Project 25) of the education sector. In addition, the Provincial Party Committee also conducted a pilot program to regulate extracurricular tutoring (Directive 09-CT/TU) to improve the quality of teaching and learning in the classroom.
3.2. The Quang Ninh Provincial Party Committee's direction in promoting the development of general education from 2006 to 2015
3.2.1. Prioritize innovation in education management mechanisms and promote the development of a team of teachers and management staff.
The Provincial Party Committee places great emphasis on directing the reform of management mechanisms and the development of the workforce, considering it a key factor. From 2006-2010, the Provincial Party Committee simplified administrative procedures and gradually implemented the "one-stop shop" mechanism in the education sector, achieving leading results nationwide. Therefore, the Party Committee continues to implement the Project "Innovate methods, enhance leadership capacity and fighting strength of the Party; implement streamlining of the apparatus and personnel.” of the Department of Education and Training (Project 25(Education sector) through Decision No. 1934-QD/TU. The main content is to continue decentralizing, streamlining the apparatus, increasing autonomy, and reducing the number of general education schools and school branches to focus on strengthening physical infrastructure. The project is a new, breakthrough step in improving leadership capacity and reforming the education management apparatus of Quang Ninh province.
Training and improving the quality of the teaching staff is also a key task that the Party Committee has focused on directing. From 2006 to 2014, the Party Committee implemented the Project on building and improving the quality of the teaching staff according to Directive 40-CT/TW and achieved great results. Since 2014, the Provincial Party Committee has been streamlining the organizational structure and personnel in the education sector, aiming for proper and effective utilization. The Party Committee also focuses on fully implementing national policies and increasing the province's own preferential treatment for cadres and teachers.
3.2.2. Promoting investment in resources and the socialization of education.,Strengthening infrastructure development
The provincial Party Committee has decided to maintain the minimum budget allocation for education at 20%, with the state budget providing 80% and the remaining funds being self-financed by educational institutions through tuition fees. The principle of spending is to cut unnecessary expenses, invest in projects applying modern technology, and invest in disadvantaged areas. The province has also directed the issuance of more policies to support education than in previous periods, becoming the province with the most specific policies supporting educational development in the country. Annual budget allocation for education has consistently increased, meeting the set targets.
From 2006 onwards, the Provincial Party Committee intensified efforts to promote the socialization of education, build a learning society, and move towards internationalization. Numerous directives from the Provincial Party Committee were issued. The Fatherland Front, mass organizations, domestic and international organizations and individuals, along with the internet and television, helped to enhance the participation of the entire society in the development of education and general education. This strengthened the connection between school education, family, and society.
Infrastructure has therefore received more attention and investment compared to the previous period. The province has accelerated the construction of a modern, standard-compliant Ha Long Specialized High School. The province implemented two separate projects on school building reinforcement in 2006-2010 and 2010, while actively implementing the Government's school building reinforcement project for 2008-2012. The province is determined to achieve its goals ahead of schedule, eliminating all temporary classrooms and building new, standard-compliant schools. The provincial Party Committee directed the timely completion of all targets for building national standard schools in the years 2006-2015.
3.2.3. Improving the education network and enhancing the quality of teaching and learning.
The provincial Party Committee continued to direct the expansion of school facilities and student numbers during the years 2006-2014, aiming for each district and town to have all three levels of education and diversify training types. From 2014 onwards, implementing Project 25, the scale of the school network was reduced, aiming for streamlining, improvement, and efficiency. As a result, the number of general education schools and primary school branches has decreased.
Continuing to direct efforts towards universal education and increasing literacy rates, Quang Ninh mobilized maximum resources to stabilize the number of children attending school. This was also a period when Quang Ninh performed better in universal education across all districts and towns. Although there were still disparities, urban areas achieved universal education earlier and faster than mountainous and border areas.
Actively launching and implementing educational movements, with the province making its own contributions to these movements. Applying new educational methods from the sector and the Ministry, such as the VNEN model, teaching with educational technology textbooks, implementing subject specialization, and replacing textbooks… At the same time, focusing on innovating teaching and learning methods, scientific research, and implementing comprehensive education.
SummaryChapter 3
From 2006 to 2015, Quang Ninh province experienced two Party Congresses: the 12th Congress (2005-2010) and the 13th Congress (2010-2015). The major policy during these years was to promote fundamental and comprehensive reform of education, particularly general education. The Quang Ninh Provincial Party Committee demonstrated a deeper understanding and more flexible application in leading the development of general education compared to the period of 1996-2005. The Party Committee focused on placing the development of general education within the overall socio-economic development of the province through the implementation of a series of educational development and general education planning projects. A notable achievement during this period was the province's successful reform of management, enhancement of Party leadership capacity, and streamlining of the administrative apparatus. This was considered a key factor in developing and improving the quality of general education.
Thanks to this, education in general and secondary education in Quang Ninh in particular achieved more successes during these years than in previous years. However, some limitations still exist regarding disparities in education between regions, in scale, and in network... Nevertheless, it is undeniable that the achievements of Quang Ninh education in the years 2006-2015 are commendable, reflecting the correct policies and close, continuous guidance of the Quang Ninh Provincial Party Committee.
Chapter 4
COMMENTS AND EXPERIENCES
4.1. Comments
4.1.1. Advantages and Reasons
The first,They have thoroughly understood and concretized the major policies of the Central Party Committee on the development of general education into local practice;
Monday,The position and role of education and general education in the overall socio-economic development of the province are becoming increasingly clear;
Tuesday,They are becoming increasingly firm in directing the development of general education.
Wednesday,They have gradually experimented with unique approaches and new methods in educational development;
Thursday,We are determined to stay focused on and achieve the set goals.
The reasons for these advantages are due to: the sound policies of the Central Party Committee, the Government, and the Ministry of Education and Training, which have been thoroughly implemented by the Provincial Party Committee in each term; the proactive and increasingly relevant application of these policies in practice by the Provincial Party Committee; the regular and effective inspection, supervision, and evaluation work; and the achievements in the economy and finance, along with the attention and care of organizations and individuals in the province, which have greatly contributed to creating favorable conditions for directing the development of education.
4.1.2. Limitations and Causes
First isSome limitations in the educational development policies at the Provincial Party Congresses;
SecondHowever, the province has not yet fully utilized its socio-economic strengths in developing general education.
Third isHowever, the disparity in educational development between different regions within the province has not yet been eliminated.
Fourth isFurthermore, there are signs of haste in the implementation of some aspects of educational development.
Reasons for the limitations:The objective reasons stem from the general weaknesses of Vietnam's education sector and the specific difficulties of Quang Ninh province in terms of terrain and ethnic groups. The subjective reasons include the fact that some Party committees and authorities have not truly prioritized fundamental and comprehensive educational reform; implementation has not closely followed the planned roadmap; the general education reform program has been issued late; and the sense of responsibility of some teachers and students remains weak.
4.2.Some experiences
4.2.1. Thoroughly understand and adhere to the policies and guidelines of the Central Party Committee, and be proactive and creative in their implementation.
The correct and insightful policies of the Central Party Committee have helped the whole country, as well as Quang Ninh province, to develop strongly in many aspects, including general education. The Central Party Committee's understanding of the role of general education is increasingly aligned with the progress of the world and the times. The major solutions proposed by the Central Party Committee are becoming more feasible and effective.
Therefore, the Quang Ninh Provincial Party Committee needs to firmly grasp and closely adhere to the guidelines and policies of the Central Party Committee. At the same time, it must also be proactive and flexible in applying them to the locality, especially paying attention to the diversity of educational development areas in the province.
4.2.2. Strengthening the leadership of the Party Committee and the participation of the entire political system in fundamental and comprehensive reform of general education.
Faced with the major changes of the times and the economic situation in Vietnam and Quang Ninh, the reforms in Resolution No. 2 of the Central Committee were insufficient. Therefore, the Central Committee of the Party launched a fundamental and comprehensive reform in the education sector nationwide according to Resolution No. 29-NQ/TW (2013).
The Quang Ninh Provincial Party Committee needs to properly understand the Central Committee's guidelines and implement them flexibly and proactively according to Action Program No. 26-Ctr/TU. This needs to be disseminated to every Party committee, government, education sector, Fatherland Front, mass organizations, social organizations, and individuals throughout the province. Harnessing the combined strength of the political system and the people of the province will help Quang Ninh's general education develop significantly.
4.2.3. More effectively leverage the province's economic, cultural, and social advantages in the development of general education.
Quang Ninh faces unique challenges in developing general education: a lack of a long-standing educational tradition, a large geographical area, complex terrain, and over 12% of its population being ethnic minorities living in remote and isolated areas. However, Quang Ninh possesses advantages in economics, finance, infrastructure, and social resources, along with a strong determination to successfully achieve its set goals. From 1996 to 2015, the Provincial Party Committee gradually overcame limitations and leveraged the province's strengths in developing general education.
However, some of the province's economic and financial strengths have not been fully exploited. Therefore, in the coming period, the Provincial Party Committee needs to seriously study and find ways to better utilize the province's advantages in the development of general education, helping general education meet the requirements of the province's socio-economic development.
4.2.4. Focus on building and improving the quality of teachers and education management staff.
In response to the requirements of Resolution No. 2 of the Central Committee, the Quang Ninh Provincial Party Committee has implemented many positive policies to improve the quality of the teaching staff under Program No. 3. These include: reviewing and reclassifying the entire province's teaching staff to "develop a plan for rational and effective training and utilization." Since 2004, the Quang Ninh Provincial Party Committee has gradually built and implemented a plan for the development of the teaching staff in the province, seriously implementing Directive 40-CT/TW. In implementing Resolution No. 29 of the Central Committee, the Provincial Party Committee considers "the development of teachers and management staff as a key and core element." Thanks to closely adhering to the Central Committee's guidelines, the quality of the province's teachers and management staff has significantly improved.
However, there are still disparities in teacher qualifications across schools in different areas of the province. The scale and quality of the teaching staff and management personnel remain inadequate. Therefore, it is necessary to continue promoting the development of a competent and qualified teaching and education management team; one that possesses good moral character, dedication, and commitment to the profession; and to create conditions for the team to have autonomy in teaching and learning, and to focus on improving their skills.
4.2.5. Focus on developing education in ethnic minority and mountainous areas within the province.
Over the years, education in ethnic minority and mountainous areas has achieved encouraging results, but limitations still exist that affect the overall quality of general education in the province.
The provincial Party Committee needs to continue paying attention to and implementing more appropriate policies for mountainous, island, and ethnic minority areas. Directing educational development in these areas requires specific measures, focusing on specific weaknesses and addressing them in areas such as strengthening propaganda and campaigns to encourage children to attend school through various means; directing the gradual and steady implementation of universal education; ensuring that financial mechanisms are in place and that expenditures are accurate and sufficient; and ensuring good teaching and learning conditions, with particular emphasis on training and improving the quality of teachers to gradually enhance the quality of education.
Summary of Chapter 4
The leadership of the Quang Ninh Provincial Party Committee in developing general education from 1996 to 2015 was a continuation of the leadership in general education development before 1996. This continuity reflects the maturity in the Party Committee's policies and guidance for the development of general education. In particular, the leadership during the years 2006-2015 was even more advanced and progressive than in the years 1996-2005. While the leadership of the Quang Ninh Provincial Party Committee in developing general education has shown significant advantages, certain shortcomings and limitations still exist, requiring timely remediation and further strengthening in the future.
Based on these advantages and disadvantages, the thesis has drawn five valuable historical lessons on leading the development of general education in the years 1996-2015. These lessons have profound practical value for the Quang Ninh Provincial Party Committee to further improve the quality of general education in the coming years.
CONCLUDE
During the period of reform, along with the rest of the country, the Party Committee and people of Quang Ninh province have made concerted efforts to promote education and training in general, and general education in particular. It can be said that the development of general education in Quang Ninh is closely linked to the province's economic, cultural, and social strengths. Quang Ninh is a northern border province, bordering China both by sea and land, a "miniature Vietnam" with all the unique characteristics of different regions. Quang Ninh faces its own natural and social challenges, but at the same time, it possesses economic and financial strengths that support the development of general education. Based on these foundations, the Provincial Party Committee has led the strong development of general education in Quang Ninh, achieving remarkable results. Studying the leadership of the Quang Ninh Provincial Party Committee in developing general education from 1996 to 2015, we can initially draw the following conclusions:
1. From 1996 to 2015, the Provincial Party Committee focused on leading the development of general education based on two important resolutions of the Central Party Committee: Resolution No. 2 of the 8th Central Committee (1996) and Resolution No. 29 (8th Central Committee Conference) of the 11th Party Congress (2013). Quang Ninh province thoroughly understood the viewpoints of these two documents and developed corresponding action programs, Program No. 03 (1997) and No. 26 (2014). The Provincial Party Committee also thoroughly understood and closely followed the policies of the 8th (1996), 9th (2001), 10th (2006), and 11th (2011) National Party Congresses and a series of directives on education issued between 1996 and 2015. This can be divided into two periods: 1996-2005 and 2006-2015. From 1996 to 2005, during the 10th and 11th Provincial Party Congresses, the focus was on implementing Action Program No. 03-Ctr/TU, with the main emphasis on expanding the scale and reforming the content of the curriculum to improve the quality of education, promoting universal primary and lower secondary education based on increased investment in education, promoting socialization, strengthening school infrastructure; training a sufficient number of teachers, improving their quality, and initially reforming the education management mechanism.
The second period, from 2006 to 2015, during the 12th and 13th Party Congresses of the province, focused on fundamental and comprehensive reforms in all aspects, with a central focus on reforming education management, streamlining the organizational structure and increasing the quantity and quality of teachers and administrators; promoting socialization towards internationalization, mobilizing various sources of investment for education, thereby strengthening the construction of school infrastructure. Based on this, the goal was to stabilize and gradually improve the scale and network of education; and enhance the quality of teaching and learning.
2. During the period of 2006-2015, the Provincial Party Committee thoroughly grasped the viewpoints and policies of the Central Party Committee, applying them more proactively and flexibly to local conditions compared to the years 1996-2005. The Provincial Party Committee also encouraged Party committees, governments, and the education sector to experiment with new approaches and methods for educational development, based on leveraging the province's economic, political, cultural, and social advantages. Some new approaches were successful, but some experiments did not yield high results. However, regardless of the level of success, this demonstrates the leadership, proactiveness, and creativity of the Provincial Party Committee in leading educational development.
3. Over the 20 years from 1996 to 2015, the Quang Ninh Provincial Party Committee has demonstrated many strengths in leading the development of general education, including: thoroughly understanding and concretizing the major policies of the Central Party Committee on the development of general education into local practice; increasingly defining the position and role of education and general education in the overall socio-economic development of the province; becoming more steadfast and assertive in directing the development of general education; proactively experimenting with different approaches and new methods in educational development and closely adhering to and resolutely achieving some major goals set forth. Thanks to this, the general education sector in Quang Ninh has achieved great achievements, with educational results ranking "among the top 10 provinces nationwide" [63, p. 83] and "leading 15 northern mountainous provinces in terms of conditions for ensuring educational quality" [64, p. 38].
However, the Party Committee's leadership and guidance still have limitations such as: in the policies at the Provincial Party Congresses, especially in the early years of industrialization and modernization, insufficient attention has been paid to the development of general education; the province's economic, financial, and infrastructure strengths have not been fully utilized; the disparity in educational development between regions has not been eliminated; and there are still signs of haste in implementing some aspects of educational development.
4. The practical experience of the Quang Ninh Provincial Party Committee in leading and directing the development of general education from 1996 to 2015 has yielded several valuable lessons. These include: firmly grasping and closely adhering to the policies and guidelines of the Central Party Committee and being proactive and creative in their implementation; strengthening the leadership of the Party Committee and the participation of the entire political system in the fundamental and comprehensive reform of general education; more effectively leveraging the province's strengths in the development of general education; focusing on building and improving the quality of teachers and education management staff; and paying attention to the development of education in ethnic minority and mountainous areas of the province. These experiences have helped the Provincial Party Committee lead the development of general education more strongly, contributing to making Quang Ninh a strategic gateway for the economy and national defense and security of the country.
Overall, from 1996 to 2015, the Quang Ninh Provincial Party Committee witnessed significant growth in leading the development of general education. This process spanned from initially exploring and grasping the major policies of the Central Party Committee to flexibly, proactively, and independently finding its own path to apply them to the local context. Building on achievements, overcoming shortcomings and limitations, and effectively applying lessons learned will undoubtedly help the Quang Ninh Provincial Party Committee lead the development of general education in the right direction, achieving fundamental and comprehensive reforms, and moving towards integration and reaching international standards. This will contribute to building a high-quality workforce and successfully realizing the goals of a prosperous people, a strong nation, and a just, democratic, and civilized society.
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