Education Policy Formulation-Vietnam
From: Dana Doan
Date: Sun, Sep 26, 2010 at 5:50 PM
Dear VSG Members,
On behalf of a friend working on her thesis, I wanted to ask if anyone out there may be able to help to answer the following questions about education policy formation in Vietnam:
* How does education policy formation (if possible, specifically circular/decisions) take place in Vietnam? What departments are involved?
* What are some of the typical issues and challenges which might delay the process?
Thank you, in advance for any feedback and/or contact referrals. (Please feel free to contact Chris directly at: christinevk@post.harvard.edu)
Sincerely,
Dana
----- Forwarded Message ----
From: Chris Van Keuren
To: Dana Doan
Hi Dana,
Do you know anyone who can answer some questions for me about how education policy is formulated in Vietnam? Specifically, I'd like to know:
- How does education policy formation (if possible, specifically circular/decisions) take place in Vietnam? What departments are involved?
- What are some of the typical issues and challenges which might delay the process?
I'm on a project and need to get a few questions answered.
Much thanks!
Chris
Christine Harris-Van Keuren
Harvard University, M.Ed
Columbia University/Teachers College, Ph.D student
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From: David Marr
Date: Mon, Sep 27, 2010 at 7:22 PM
ISEAS will soon be publishing a book titled something like Education in Vietnam Today, edited and introduced by Jonathan London at City University of Hong Kong.
David Marr
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From: Rob Hurle
Date: Mon, Sep 27, 2010 at 7:41 PM
There's also a slim volume produced by Thế giới publishers in Hanoi:
Phạm Minh Hạc. Vietnam's Education: The Current Position and Future
Prospects. Hanoi: Thế Giới Publishers, 1998.
It is more of an historical overview but contains some information
about the perceived failings of the system in 1998 and some
rudimentary and rather superficial suggestions about future
directions. On the development of pre-school education, there is
also:
Phạm Thị Sửu, Lê Thị Ánh Tuyết, Nguyễn Ánh Tuết, Đinh Hồng Thái and Hồ
Thị Minh, eds. 60 năm Giáo dục Mầm non Việt Nam. Hanoi: NXB Giáo Dục
for Vụ Giáo Dục Mần non, 2006.
which can be mined for pointers to educational policy development in
that particular sphere.
Rob Hurle
--
-----------------------------
Rob Hurle
ANU, College of Asia and the Pacific
School of Culture, History and Language
Histories of Asia and the Pacific
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From: Le Dong Phuong
Date: Thu, Sep 30, 2010 at 6:58 AM
I would talk about MOET policy formation only!
Mostly the departments of MOET will be the one drafting preliminary drafts, which then will be circulated among MOET departments for checking of details which might overlap with others' responsibilities.
Once the draft is considered OK the Legal department will look at that to see how it fit into current legal framework.
After that the policy proposal will to to other ministries for comments. Sometimes this even involve National Assembly.
If all parties give a green light them someone from MOET will sign it and put a red stamp onto that.
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From: Jonathan Haughton
Date: Thu, Sep 30, 2010 at 7:26 AM
Dear VSG members,
Are we then to believe that the Party plays no role in the formulation of
MOET policies and circulars?
All the best
Jonathan
__________________________________________________________________
Jonathan Haughton
Professor of Economics, Suffolk University
and Senior Economist, Beacon Hill Institute for Public Policy
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From: Le Dong Phuong
Date: Thu, Sep 30, 2010 at 7:31 AM
It depends on how you defines 'The Party'.
Most of the people drafting MOET are party members ==> are they 'the party' or not?
Policy initiatives might come from the party members (high and low ranking) or not
In the process the party, through its oragnizational sub-structures, does have some say on the policy formation.
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From: dan hoang
Date: Thu, Sep 30, 2010 at 9:29 PM
Hello,
Something I know about policy formulation:
Because education policies are realated to education,legislation and polictics so some lawyers, educators and politicials are gathered together to work on the draft (Educators play the main role). Then they circulate to other professionals (education, law, politicials) for their comments, then they modify and post to the public for more broad comments. After that they accomplish the draft (many several times to do that to get the comments from different people). The final version will be promulgated at the neccessary levels: at the Ministrial level by MOET, or by MOET togehter with other Ministries; at the National level by Government or by Central Politbeauro.
For example my colleagues and I have taken part in commenting the draft of strategic plan for educational development period 2001-2010 and 2011-2020 when MOET sent them to us for comments.
For the Law on Private University in Vietnam many private university presidents have taken part in the draft and discussion.
So the participation of diffrent stakeholders are condsidered, but how their comments are accepted are depend on the policy makers. How is good of a policy depends on different factors and for me layers must play more important role in the policy formullation together with educators and the politicials should have a broad knowledge and far vision of education than anyone else to lead the education in the right and creative ways of its development.
Lieu
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From: Raymond Mallon
Date: Thu, Sep 30, 2010 at 9:57 PM
Hi,
The formal (and more general) requirements concerning process for formulating new legal documents are spelt out in the Law on Promulgation of Legal Documents http://www.vaac.gov.vn/Desktop.aspx/Legal-documentation/Legal-documentaion/D35F0CC9D3314763B697A2336C3B2EBE/. This took effect from 1 January 2009. More details on formal requirements can be found in implementing regulations. Experience suggest some gaps in actual enforcement of the law.
Cheers
Raymond Mallon
Economist, Hanoi
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From: David Brown
Date: Thu, Oct 14, 2010 at 5:04 PM
this is a bit late, but perhaps useful.
the previous comments principally address the process of policy formation once a problem is identified and a drafting committee established. to me, the more interesting part is what happens to get a problem or goal officially identified. unless one is able to read Vietnamese fluently, the best way to get a handle on what the problems are and who is most visibly advocating (or resisting) changes in education (or any other sector) would be, I think, to go to the web pages of VietNamNet Bridge (english.vietnamnet.vn) and Thanh Nien Daily News and employ their search engines.
regards, David Brown