"Foundation" for human resource development
Implementing the Ethnic Affairs Strategy for the 2021-2025 period, the Department of Education and Training (DoET) has identified education as the "foundation" to promote human development and narrow the development gap between regions. The direction is implemented uniformly from the province to the grassroots, linking the responsibility of each unit and each school with the implementation results. Many important resolutions on education investment, tuition exemption and reduction, boarding school support, illiteracy eradication, etc. have been advised and issued, ensuring that students in disadvantaged areas have sufficient conditions to access equal and quality education.
In the sustainable development strategy of Quang Ninh province, improving the quality of human resources in ethnic minority areas has always been identified as a key task, an important link to shorten the development gap between regions. In the period of 2021-2025, thanks to the drastic direction of the province and the synchronous participation of the education and training sector, many large-scale programs and projects have been implemented, bringing about clear changes in access to education, training quality and development opportunities for students in ethnic minority areas. The preliminary report on the Ethnic Work Strategy of the Department of Education and Training shows a hopeful picture of the future human resources of ethnic minority areas.
If in the past, many schools in especially difficult areas were still lacking, now, thanks to strong investment priorities from the province and national target programs, the face of education in ethnic minority areas has changed significantly.
In the period 2022-2025, nearly 390 billion VND will be allocated to renovate, upgrade and build 30 new schools in mountainous, border and island communes. Boarding schools for ethnic minorities, semi-boarding schools or schools with semi-boarding students will all be focused on upgrading towards standardization.
To date, Quang Ninh has 11,272 solid classrooms (accounting for 95.8%) and 92.07% of schools meeting national standards - one of the highest rates in the country. New classrooms and spacious classrooms have significantly changed the learning conditions of ethnic minority students, creating a solid foundation to improve the quality of teaching and learning.
In particular, on November 9, the province started construction of 6 schools (1 primary and secondary school and 5 secondary and secondary boarding schools) including: Hoanh Mo Primary and Secondary Boarding School (Hoanh Mo commune); Binh Lieu Primary and Secondary Boarding School (Binh Lieu commune); Dong Tam Primary and Secondary Boarding School (Luc Hon commune); Quang Duc Primary and Secondary Boarding School (Quang Duc commune); Quang Son Primary and Secondary Boarding School (Duong Hoa commune); Hai Son Primary and Secondary School (Hai Son commune). The construction of a school system on the border is an important step, contributing to concretizing the Party and State's ethnic policies and guidelines; creating a driving force for socio-economic development, improving people's knowledge, quality of human resources, improving the lives of people in border areas; at the same time, consolidating national defense and security, building a strong border.
Quang Ninh is one of the pioneering localities in expanding the scope and extending the implementation period of policies to support ethnic minority students, ensuring that no student is left behind.
One of the important highlights is that the system of policies to support students in ethnic minority areas has been fully, promptly and extensively implemented. In addition to the central government's policies such as rice support, lunch support, tuition exemption and reduction, Quang Ninh also issued specific resolutions to maintain support for students in disadvantaged areas. For example: Resolution No. 204/2019/NQ-HDND of the Provincial People's Council stipulates a number of support policies in educational institutions, preschools, general schools and continuing education in the province; Resolution No. 248/2020/NQ-HDND of the Provincial People's Council amends and supplements a number of articles of the Regulation issued together with Resolution No. 204/2019/NQ-HDND of the Provincial People's Council stipulating a number of support policies in educational institutions, preschools, general schools and continuing education in the province...
By 2023, there will be no more difficult or extremely difficult communes in the province. The Provincial People's Council will continue to issue Resolution No. 22/2023/NQ-HDND on continuing to implement the province's specific policies stipulated in Resolution No. 204/2019/NQ-HDND and Resolution No. 248/2020/NQ-HDND for subjects in communes out of difficult areas and communes and villages out of extremely difficult areas in the province to extend the boarding support policies for subjects in the province to ensure the continued implementation of the policy for mountainous ethnic minority areas.
These policies have helped reduce the economic burden on many families, contributing to maintaining the rate of primary and secondary school students in ethnic minority areas at a very high level, with many targets approaching 100%.
Teachers in mountainous areas: A fulcrum for improving quality
Human resource development does not only depend on facilities, but also on the team of teachers. In recent years, the education and training sector has focused on training, upgrading standards, and retraining the team of teachers and managers in ethnic minority areas.
100% of teachers have participated in professional training courses, training in new teaching methods, skills in organizing semi-boarding and boarding activities, and skills in supporting ethnic minority students in learning and communication. 100% of managers and teachers of ethnic minority boarding schools have completed training modules and fully participated in regular training activities as prescribed. Many training topics on ethnic culture, school management capacity, information technology, and foreign languages are regularly deployed.
Thanks to that, teachers in mountainous areas not only meet the standards of qualifications, but also gradually master technology and modern teaching methods, confidently implementing the new general education program.
Language is always a big barrier for ethnic minority students. Realizing that, Quang Ninh has effectively implemented the Vietnamese language enhancement project, helping ethnic minority preschool and primary school students have a solid Vietnamese language foundation to acquire knowledge.
100% of ethnic minority schools organize activities to enhance Vietnamese language. Many creative models such as: "Vietnamese Language Festival", storytelling contest, book introduction, cultural exchange... have made learning more intimate and lively.
Thanks to that, students are bolder and more confident; the rate of completing the class program and completing the primary school program is almost absolute. This is a very important foundation for them to continue studying at a higher level, and for the ethnic minority region to have a quality human resource in the future.
Teacher Le Thi Sinh, Son Hai school, Nam Son Primary and Secondary School, Ba Che commune said: “As someone born in an ethnic minority area, I understand the difficulties of students: language barriers, lifestyle, and fear of asking questions. Therefore, when teaching, I always try to combine knowledge with local culture to make it easier for students to absorb. In recent years, the school's facilities have been invested in very spaciously, with modern teaching equipment, and teachers have also been regularly trained in new methods, digital transformation, and differentiated teaching... so teaching effectiveness has increased significantly. What I am most happy about is that the students are much more confident. I believe that if the support policy for ethnic minority areas continues to be maintained as it is now, our young generation of ethnic minorities will have more opportunities to rise up and contribute to our homeland.”
Along with teaching activities, the Department of Education and Training also focuses on implementing the Project to reduce early marriage and consanguineous marriage. 12 forums on legal education and reproductive health were organized, attracting more than 4,000 students and teachers from ethnic minority areas. At each forum, students had a direct dialogue with obstetricians, watched skits, reports and participated in interactive games to understand the consequences of early marriage. A remarkable result: In the past time, there were no cases of early marriage among ethnic minority students. This is not only the result of communication in schools, but also shows a positive change in the awareness of families and communities.
At the same time, the Education sector has stepped up the dissemination of laws in schools, from cyber security, traffic, drug prevention to school violence. Hundreds of documents, leaflets, and topics have been distributed to students; many law competitions across the province have been organized.
For ethnic minority students, this activity is of special importance, helping them understand the law, confidently integrate, become responsible citizens, and contribute to the development of the community.
Ly Thi Mai, Nam Son Secondary School, Ba Che Commune, shared: “In the past, I and many of my friends were often reluctant to participate in propaganda sessions because they thought it was just listening to theoretical lectures. But when the school innovated the format with competitions to learn about the law, forums on preventing child marriage or school violence, we were able to directly discuss and act out skits, so we found it much closer and easier to understand.
Thanks to these activities, I know how to protect myself online, not make friends with strangers, and not share personal information indiscriminately. Regarding the issue of child marriage, we listened to the doctors analyze the consequences, so everyone is more aware. Many classmates also spread the word to their families and neighbors.
In Quang Ninh, teaching foreign languages is no longer the sole goal of urban schools. Through the Project to improve the quality of foreign language teaching and learning in the 2023-2025 period, ethnic minority schools have access to a variety of foreign language programs and activities: teacher training, English clubs, English festivals, debate competitions, etc.
Vi Nhat Ha, class 6A, Tinh Huc Secondary School, Binh Lieu Commune said: “We like the computer room the most because we have never studied on a computer before. Now there are practice sessions every week, and teachers also guide us to learn English through software. With such conditions, we want to try harder to get better learning results.”
In particular, Chinese is taught at 15 secondary and high schools in border areas, helping students adapt well to the border trade environment, where the demand for recruiting workers who know Chinese is very high. This is an important opening to improve the job-seeking ability of ethnic minority youth right in their homeland.
Strong move for the new phase
To create local human resources, in the 2021-2025 period, the province's vocational education system enrolled more than 173,800 people, of which more than 2,400 ethnic minority students received vocational training support.
After training, many students have found stable jobs in industrial parks, tourist areas, border trade services or returned to develop their family economy. This is a clear proof of the effectiveness of early career orientation for ethnic minority youth.
Despite many positive results, education in ethnic minority areas still faces many difficulties such as: People's lives in many highland communes are still limited, affecting their investment in their children's education; Some parents still think of letting their children leave school early to work; There is still a shortage of teachers in some specific subjects; policies to attract teachers in difficult areas are not attractive enough; The purchase of teaching equipment is still stuck in procedures.
Resolving these limitations will be the key for Quang Ninh to continue improving the quality of ethnic minority human resources in the next phase.
According to the orientation of the province and the Department of Education and Training, in the coming time, Quang Ninh will continue to focus on perfecting mechanisms and policies to prioritize ethnic minority areas; continue to invest in modern facilities; improve the quality of teaching, especially Vietnamese and foreign languages; innovate career education and strengthen vocational training links; develop a team of teachers with sufficient quantity and strong quality; promote digital transformation in schools. This will be the foundation for forming a generation of young ethnic minority citizens with knowledge, skills, courage and good integration ability - an important factor for Quang Ninh to develop sustainably.
Looking back at the 2021-2025 period, it can be clearly seen that: Education in ethnic minority areas has been and is a bright spot in the overall development picture of Quang Ninh. From policy to practice, from classroom to community, all efforts are aimed at the biggest goal: Improving the quality of human resources, creating sustainable development opportunities for ethnic minority children.
With steady, synchronous and humane steps, Quang Ninh has been building a comprehensive learning society, where all students, whether in mountainous, border or island areas, have the opportunity to develop to their fullest.
Source: https://baoquangninh.vn/but-pha-nang-chat-luong-nhan-luc-vung-dan-toc-thieu-so-3386630.html
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