Nhiều chính sách về giáo dục còn bất cập

Sáng nay 23/1, Bộ GD-ĐT tổ chức hội nghị triển khai chiến lược phát triển giáo dục và kết luận 51 - KL/TW. Phó Thủ tướng Chính phủ Nguyễn Thiện Nhân cho biết: “Đây là cơ hội vàng cho ngành giáo dục”.

Nhiều chính sách bất cập

Góp ý về vấn đề nâng cao chất lượng giáo dục đại học, ông Nguyễn Xuân Trạch - phó hiệu trưởng ĐH Nông nghiệp Hà Nội cho rằng: “Sức ỳ nội tại hiện nay rất lớn làm cản trở quá trình đổi mới giáo dục đó là do nhận thức”.

Theo ông Trạch, mâu thuẫn giữa nhu cầu tăng học phí với nhu cầu tăng quy mô còn lớn. Mức trần học phí đã chạm. Tiêu cực đã tràn vào nhà trường. Việc tuyển dụng, đề bạt cán bộ còn nhiều bất cập. Đặc biệt, ở cấp sau ĐH thường gọi là học giả. Mục đích của người học lúc này không phải là tích lũy kiến thức, kỹ năng mà là tích lũy bằng cấp.

Ông Trạch đề nghị Bộ GD-ĐT nên xây dựng hệ thống tiêu chí khách quan, minh bạch trong việc phân bổ ngân sách cho các trường, nên căn cứ vào số lượng giảng viên. Xây dựng lại hệ thống văn bằng, phân theo các hướng như chuyên khoa (kỹ sư, luật sư, bác sĩ, dược sĩ...), hệ thống bằng cấp theo hướng nghiệp (ĐH 3 - 4 năm và Cao học 2 năm). Hệ thống bằng cấp của ta không tương thích với bằng cấp quốc tế. Nên phân loại và xây dựng hệ thống trường ĐH phù hợp.

Sharing the same view, Mr. Tran Dac Su, Rector of the University of Transport, said that the difficulties in improving the quality of education stem from limited financial resources due to inadequate tuition fee policies. Funding for upgrading and supplementing equipment has not met the requirements. In addition, the employment mechanism still heavily emphasizes qualifications, the policies and regulations for teachers are inadequate, and the living conditions of young lecturers are difficult, thus failing to attract talented individuals.

"The Ministry needs to have appropriate incentive policies to attract talented people. Mechanisms that ensure agencies and businesses value the true quality of engineers when recruiting. In addition, the Ministry needs to allow universities greater autonomy while simultaneously providing supervision," Mr. Su suggested.

Regarding teacher training, Mr. Nguyen Van Tuan, Director of the Department of Education and Training of Nam Dinh province, suggested that policies are needed to attract talented students to teacher training programs.

Mr. Tuan argued that one of the reasons why teacher training colleges only recruit students with average academic abilities is that in the past, we attracted talented students to teacher training by waiving tuition fees. However, recently we have introduced a program allowing students to borrow money to study. Therefore, the entrance requirements for teacher training programs are no longer high-scoring students; candidates with average scores can also get in. After four years of training, it is impossible to transform an average student into an excellent one. You can't make something out of nothing; only students with aptitude and good teachers can become excellent.

"Even without excellent teachers, the quality of education can still improve, but it certainly cannot improve as dramatically as we would like," Mr. Tuan affirmed.

The "three transparencies" are intended to allow society to monitor the quality of education.

A golden opportunity for the education sector.

Speaking at the conference, Deputy Prime Minister Nguyen Thien Nhan stated: “The weaknesses of education lie in its failure to create a competitive advantage. Besides issues of mechanisms and geography, the human factor is crucial. We are not satisfied with the quality of human resources. The reason is the slow pace of educational reform. We haven't yet recognized that human resource planning must go hand in hand with economic planning. Education is still heavily bureaucratic, failing to foster initiative and demand from within the education sector; this is a major inertia.”

According to Deputy Prime Minister Nhan, schools must strive for improvement in order to survive. State management of education means ensuring society understands the true nature of schools. The requirement for schools to implement three principles of transparency is a way of doing this. Schools must constantly innovate and update their evaluations. Teachers should participate in evaluating the principal, and students should participate in evaluating teachers. Policies for school staff should not be egalitarian. Teachers' income should be commensurate with their contributions, not their seniority or position. Salaries should be based on work performance. Above all, teacher training must be prioritized because it is the foundation for reforming the education curriculum.

The Deputy Prime Minister affirmed: "Conclusion 51 - KL/TW is a golden opportunity to create mechanisms and attract all intellectuals to participate in the fundamental and comprehensive reform of education. Therefore, the Ministry of Education and Training needs a roadmap to create consensus within the sector and society to ensure feasibility and effectiveness."The local education sector plans to manage and clarify responsibilities at all levels in addressing three issues: revenue and expenditure, extracurricular tutoring, and entrance exams. A specialized conference should be held, followed by regular inspections. The Ministry of Education should proactively coordinate with the Ministry of Planning and Investment to develop an investment plan for education, guided by the principle that education is a national priority.

Regarding the planning of the network of universities and colleges, Minister of Education and Training Pham Vu Luan said that the Ministry has completed the draft plan and sent it to the Government Office for appraisal before submitting it to the Prime Minister.

Minister Luận also stated that school principals need to respect the school's reputation and prioritize genuine quality.

To implement the Education Development Strategy 2011-2020 and Conclusion No. 51-KL/TW of the 6th Conference of the Central Committee of the 11th Party Congress, the Ministry of Education and Training requests universities and colleges to study and thoroughly understand the contents of the Strategy and Conclusion No. 51, and the Action Program of the sector; to develop/adjust and implement the school's development strategy for the period up to 2020 in accordance with the Strategy; to determine the vision, mission, and operational goals of the school; and to develop a plan and roadmap for action from now until 2015 to achieve the set goals, in line with the defined mission.

In addition, specific solutions and objectives are needed to effectively, seriously, and honestly implement the tasks in the Action Program and legal documents of the Ministry of Education and Training; focusing on improving the quality of training to meet the needs of industrialization, modernization, and international integration; fundamentally overcoming negative aspects in part-time training, joint training with foreign countries, and examinations. Enhancing accountability to society.

Implement training based on social needs; innovate training and professional development for human resources in the education sector; develop the teaching staff of teacher training schools and faculties; and strictly adhere to the conditions for ensuring educational quality.

Develop solutions and implementation roadmaps to contribute to the successful achievement of specific vocational and higher education goals outlined in the Strategy.

Specifically for teacher training institutions, the focus is on developing training orientations for the school until 2025, particularly concentrating on innovating the content and methods of training and developing teachers and educational administrators to meet the requirements of educational reform in general education and preschool education after 2015.

Promote foreign language training in accordance with the objectives and standards stipulated in the Project on Teaching and Learning Foreign Languages ​​in the National Education System for the period 2008-2020. Develop strategies and plans to innovate the organization of scientific and technological activities, research and development in schools, effectively utilize scientific research funds, closely link scientific research with doctoral training, and create a vibrant and developing academic environment.

According to (dantri.com.vn) - HL