By eradicating ignorance, the Party has awakened national pride and self-respect.

With the view that national liberation is always linked to human liberation, during the revolutionary leadership process, our Party and President Ho Chi Minh, during his lifetime, always paid attention to education and training (hereinafter abbreviated as education).

Immediately after the success of the August Revolution in 1945, amidst countless difficulties, internal enemies, and external aggressors, the Communist Party of Vietnam, led by President Ho Chi Minh, considered the fact that over 90% of the population was illiterate as a kind of enemy.

In the first meeting of the Provisional Government on September 3, 1945, he raised six urgent issues, with famine relief being the top priority and combating illiteracy ranked second.

On September 8, 1945 (just six days after declaring independence), the Provisional Government headed by President Ho Chi Minh issued a decree establishing the Department of Popular Education, organizing evening literacy classes for farmers and workers.

The compulsory, free literacy education program for all illiterate people was implemented.

The goal is that within one year, all Vietnamese people over the age of 8 should be able to read and write the Vietnamese Quốc ngữ script.

President Ho Chi Minh's call for the "eradication of illiteracy" movement awakened the self-respect of every citizen and the national pride.

From there, it not only created a nationwide movement to encourage learning but also fostered the role of intellectuals, literate people, and those with relatively good economic conditions in the fight against illiteracy.

Those with spacious homes opened private classes for their neighbors; many monks and priests lent their temples and churches to be used as classrooms, using doors and mats spread on the ground for students to sit on while studying...

In just one year of operation of the Popular Education Movement (from September 8, 1945 to September 8, 1946), 2,520,678 people were freed from illiteracy (Vietnam's population at that time was approximately 22 million).

To raise the intellectual level of the people and the knowledge of cadres at all levels, in order to meet the requirements of the resistance war against France and the task of national reconstruction, in 1950, amidst the extremely fierce resistance war against France, the Party and President Ho Chi Minh directed the First Education Reform.

In order to train human resources to meet the tasks of national liberation, national construction and defense, and to gradually integrate with international education, the Party focused on building and developing the national education system through the second educational reform in 1956.

After the reunification of the country, the Fourth Party Congress (1976) determined:

"...Conduct educational reforms nationwide; develop general education; reorganize, gradually expand and perfect the network of universities, colleges and vocational high schools; widely develop vocational schools."

To concretize the implementation of the Resolution of the 4th National Congress, on January 11, 1979, the Politburo issued Resolution No. 14-NQ/TW "on educational reform" (the third educational reform).

Through three educational reforms, despite limitations due to historical conditions and circumstances, especially being influenced by the Soviet (former) educational model, significant progress was made in Vietnam's education system during the pre-reform period (before 1986).

Entering the period of reform, education has always been one of the important topics in the documents of the Party's congresses.

In particular, Resolution No. 04-NQ/HNTW "On continuing to reform the education and training system" not only points out urgent solutions to address pressing issues in education but also sets out strategic directions for the development of the education system in accordance with the Party's platform and strategy until after 2000...

Throughout 80 years of revolutionary leadership, depending on the historical circumstances, the content of guidance may have varied, but in principle, the Party has always emphasized the role of education in raising the intellectual level of the people, developing human resources, and nurturing talents to serve the cause of national rejuvenation, construction, and development.

To realize the Party's goals for the development of education, all levels and sectors, especially state management agencies in education and training, must firmly grasp the Party's viewpoints and objectives. Based on this, they must formulate policies and solutions that are relevant to the current state of the national education system and the needs of society, focusing on the following issues:

The firstRegulatory bodies need to abandon the "micromanagement" approach to training institutions and boldly grant them autonomy in all aspects.

MondayFor learners, the Central Resolution 8 (11th Congress) clearly stated: "Strongly shift the educational process from primarily equipping students with knowledge to comprehensively developing their abilities and qualities." Similarly, for teaching staff, creativity in conveying content, especially in teaching methods, needs to be fostered.

TuesdayBased on the viewpoint of Central Resolution 8: "The development of education and training must be linked to the needs of socio-economic development and national defense, along with scientific and technological progress in accordance with objective laws," it is necessary to strongly and decisively reform the content of training programs to align human resource training with social needs.

WednesdayBoldly integrate and adopt the content and training programs of countries with developed education systems in order to take advantage of being a latecomer in the development of education and training.