Speaking in the assembly hall, delegate Chamaléa Thị Thủy, Standing Committee member of the Provincial Party Committee, Head of the Provincial Party Committee's Mass Mobilization Department, and member of the Ninh Thuận Provincial National Assembly Delegation, agreed with the necessity of building a Law on Teachers. This aims to institutionalize the Party's views and policies on teachers, and to promptly supplement new and specific policies for building and developing the teaching staff. However, to improve the Law on Teachers, delegate Chamaléa Thị Thủy proposed considering the addition of the following points:
Firstly, regarding the concept of "Teacher": The draft law is titled "Law on Teachers," but the definition of "teacher" is not specifically stated in Article 4 on the definition of terms. Representative Chamaléa Thị Thủy suggested that the concept of "teacher" should be clearly defined in the law to ensure consistency, help everyone understand the law in the same way, avoid different interpretations of the same word "teacher," increase transparency, and minimize the possibility of disputes over the meaning of the law. This would allow us to immediately visualize who is considered a teacher and what their general characteristics are to qualify as such.
Delegate Chamaléa Thị Thủy, Standing Committee member of the Provincial Party Committee, Head of the Provincial Party Committee's Mass Mobilization Department, and member of the Ninh Thuận Provincial Delegation to the National Assembly, delivered a speech during the discussion in the assembly hall.
Secondly, regarding the professional activities of teachers: Clause 1, Article 7 stipulates: “The professional activities of teachers are special activities, characterized by professionalism and creativity; their product is the qualities and abilities of learners; they help learners develop comprehensively and are carried out through teaching, organizing, guiding, advising on learning, training, and setting an example for learners.” The above regulation does not encompass all the activities of a “teacher.” The professional activities of a “teacher” need to be considered in the overall context of a teacher's work process. It includes teaching, guiding, and imparting knowledge, skills, and ethical values to learners; in addition, it also includes collaborating with colleagues and participating in the management activities of a “teacher” (participating in classroom management, attending departmental meetings, etc.). Furthermore, the scientific and practical basis of the content "the product is the qualities and abilities of the learner" needs to be reviewed. If the regulation stipulates this, then teachers would be responsible for ensuring the quality of the "product"—the qualities and abilities of the learner—but in reality, this is very difficult. This is because the "qualities and abilities of the learner" are created by many factors, which can be summarized into three main elements: family, school, and society. The primary decisive role in creating the qualities and abilities of the learner is the foundation of family education , the spiritual and material investment of the family. The school contributes, but it is not the decisive factor in creating the product—the qualities and abilities of the learner. Therefore, Representative Chamaléa Thị Thủy proposed reviewing and adjusting the content of Clause 1, Article 7 mentioned above.
Thirdly, regarding what teachers are prohibited from doing: Point c, Clause 2, Article 11 stipulates that teachers are not allowed to "force students to participate in extra classes in any form." According to Representative Chamaléa Thị Thủy, this regulation is necessary; however, this content is already regulated in Clause 5, Article 22 of the Education Law (Forcing students to attend extra classes for monetary gain). Furthermore, a comprehensive and thorough understanding of this issue is needed to establish specific and appropriate regulations. In reality, extra teaching is a genuine need for teachers, and extra classes are also a genuine need for students, especially in urban areas and economically developed regions where families invest more in their children's education. It's not just students who are struggling academically who need extra tutoring; even students with strong academic abilities have a great need for it, aiming to enhance their knowledge beyond the basic curriculum. This is especially true for students aspiring to enter specialized schools, participate in gifted student competitions at all levels, and gain admission to top universities. Therefore, the idea that increasing teachers' salaries and benefits to address the issue of extra tutoring is merely subjective and doesn't truly reflect the reality of the situation.
Therefore, in this Law, Representative Chamaléa Thị Thủy suggested that the forms of coercion (e.g., verbal coercion, actions, psychological pressure, creating fear, using disciplinary measures, discrimination, etc.) need to be clarified in order to avoid redefining content already stipulated in other legal documents and to thoroughly address the negative aspects of tutoring and supplementary education.
Fourth, regarding policies and regulations for teachers: Delegate Chamaléa Thị Thủy agreed with the principle that education should always be considered a national priority in all stages of the country's development, therefore, caring for and honoring the teaching staff through appropriate policies and regulations is essential. In recent times, some policies on tuition fee support and study cost support for teacher training students have been very effective, attracting many talented students to enter teacher training programs. The quality of entry into teacher training programs is increasing, and the competition for entry is fierce, as we have seen in recent admission seasons. The days of "only those with no other options" entering teacher training programs are over. With the quality of entry into teacher training programs improving, the question now is about the quality of graduates. What kind of policies are needed to ensure that graduating teachers can find jobs, make a living from their profession, and pursue their passions, thereby attracting more talented individuals?
However, in order to implement the policies and regulations set forth in the draft Law and the draft Decree stipulating salary, allowance, support, and incentive policies for teachers, it is necessary to consider whether the budget resources are sufficient, conduct a thorough policy impact assessment, and, if policies prioritize certain groups, should be considered in harmonious relation to other intellectuals and labor forces in society who also receive salaries from the state budget (for example, during the recent questioning session regarding the health sector, we heard the head of the sector mention the difficulties faced by the health sector, especially public health. This group studies very hard, incurs high costs, and has to work in unfavorable environments because they are patients themselves... therefore, this group also needs attention regarding policies and regulations...). Therefore, according to delegate Chamaléa Thị Thủy, the draft Law needs to be reviewed, and perhaps it should prioritize teachers working in remote areas, ethnic minority and mountainous regions, border areas, islands, and areas with particularly difficult socio-economic conditions; preschool teachers; and teachers who teach students with disabilities.
Spring of the Year of the Fire
Source: http://baoninhthuan.com.vn/news/150435p1c24/doan-dbqh-tinh-ninh-thuan-tham-gia-thao-luan-ve-du-thao-luat-nha-giao.htm
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