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Quan điểm của đảng cộng sản việt nam căn bản, toàn diện giáo dục và đào tạo và sự vận dụng của tỉnh thừa thiên huế trong giai đoạn hiện nay tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

NGUYEN THUY TIEN

THE VIEWS OF THE COMMUNIST PARTY OF VIETNAM ON
FUNDAMENTAL AND COMPREHENSIVE INNOVATION IN
EDUCATION AND TRAINING AND THE APPLICATION BY
THUA THIEN HUE PROVINCE IN THE CURRENT PERIOD

Speciality: Dialectical Materialism & Historical Materialism
Code: 9 22 90 02

SUMMARY OF DOCTORAL THESIS

HANOI, 2019


This dissertation completed at
Graduate Academy of Social Sciences Under
Vietnam Academy of Social Sciences


Academic supervisors: Dr. Nguyen Dinh Hoa
Assoc.Prof.Dr. Nguyen Van Hoa

Reviewer 1: Assoc.Prof.Dr. Pham Van Linh
Reviewer 2: Assoc.Prof.Dr. Hoang Dinh Cuc
Reviewer 3: Assoc.Prof.Dr. Vu Hoang Cong

The dissertation will be defended at the Academy level Council of
Dissertation Assessment
Venue: Doctoral dissertation defending room ...... Graduate Academy
of Social Sciences under Vietnam Academy of Social Sciences, No
477, Nguyen Trai road- Thanh Xuan District - Hanoi.
Time:…...hours, date………, month………..year 2018

The dissertation could be found at:
- Vietnamese National Library
- Library of Graduate Academy of Social Sciences.


PREAMBLE
1. Rationale
In order to successfully achieve the objective of building a Vietnam with
“Wealthy people, strong country, just and civilized society” [27, p.25 - 26] it is
necessary to find the basic motivation for developing the country.
Education and training are the basis and premise for human development.
Moreover, people are the focus of development strategy, and are the subject of
development. Therefore, education and training hold a very important position and
role for the development of each person, each locality and each nation. Being aware
of this issue, our Party always affirms that: “Education and training are the top
national policy, the cause of the Party, the State and the whole people. Investment in
education is a development investment, given priority in socio-economic
development programs and plans.” [29, p.119]
In the socio-economic development strategy for the 2011-2020 period in
Vietnam, the fundamental and comprehensive innovation in education and training
is considered a core issue, one of three important breakthroughs to soon make our
country basically become a modernity-oriented industrial nation. Therefore, the
Resolution of the 12th National Congress of the Communist Party of Vietnam
identified one of the key tasks as: “Continue to effectively implement three strategic
breakthroughs (improvement of socialist-oriented market economy institution;
fundamental and comprehensive innovation in education and training, development
of human resources, especially high-quality human resources; development of
synchronous infrastructure system) to comprehensively and synchronously
restructure the economy in combination with innovation in growth model” [30,
p.218].
The fundamental and comprehensive innovation in education and training is
an objective requirement derived from the reality of Vietnam in the context of
globalization, international integration, scientific and technological revolution,
knowledge economy continuing to be promoted, especially the industrial revolution
4.0 that is affecting the world economy. Innovating and improving the quality and
efficiency of education and training is a profound, comprehensive, synchronous,
positive and urgent change process, but an appropriate route is required.
Understanding and grasping the views of the Communist Party of Vietnam on
fundamental and comprehensive innovation in education and training underpins the
orientation to identify and resolve urgent and long-term tasks in the field of
educational innovation at all levels from central to local levels. On the other hand,
through the concretization, realization and individualization of issues of fundamental
and comprehensive innovation in education and training in different localities to
make the content of these views richer and more lively.
With the advantage of being a major education and training center of the
Central region and the whole country, Thua Thien Hue is making efforts to
implement fundamental and comprehensive innovation in education and training
of the province. Proper application of the views of the Communist Party of
Vietnam on fundamental and comprehensive innovation in education and
training will contribute to improving the quality of education and training;
creating a driving force for socio-economic development of Thua Thien Hue.
Therefore, to further promote the innovation in education and training to meet
the overall development objectives, Thua Thien Hue determines that: “Create
fundamental and strong changes in quality and efficiency of education and
training, better meet the construction and defense of the Homeland and the
learning needs of the people. Human education in Thua Thien Hue develops
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comprehensively and promotes the potential and creativity of each individual.
Striving to 2025, Thua Thien Hue education will reach the advanced level in the
region” [146].
However, before the requirements of the new period, limitations in education and
training of Thua Thien Hue are actually still available, for example, it lacks of
infrastructure for investment in education; the quality and efficiency of education and
training are not equal, not really commensurate with the potentials and strengths of the
province; education methods attach much importance to theory instead of practice;
personality and moral education for students has not been focused; many shortcomings
in management of education and training, especially associated training institutions still
exist; a part of teachers and education managers are not really conscious and responsible,
have not kept up with the innovation requirements.
From the above fact, the urgent requirements for both theory and practice
of innovation in education and training were given based on the Party's views in
Thua Thien Hue today. So we choose the topic: “The views of the Communist
Party of Vietnam on fundamental and comprehensive innovation in education
and training and the application by Thua Thien Hue Province in the current
period” as the research topic in my doctoral thesis.
2. Purpose and task of the thesis
2.1. Purpose of the thesis
On the basis of analyzing the views of the Communist Party of Vietnam
on fundamental and comprehensive innovation in education and training, the
thesis clarifies the application of those views in Thua Thien Hue, at the same
time, explains some basic orientations and solutions to further improve the
effectiveness of applying the Party's views on innovation in education and
training in the province in the current period.
2.2. Tasks of the thesis
In order to accomplish the above purpose, the thesis must solve the following
tasks:
Firstly, summarize the research situation related to the thesis topic and
identify the issues that the thesis continues to research.
Secondly, analyze and clarify the theoretical and practical basis of the views
of the Communist Party of Vietnam on fundamental and comprehensive innovation
in education and training.
Thirdly, analyze and assess the current situation of applying the views of
the Communist Party of Vietnam on fundamental and comprehensive innovation
in education and training in Thua Thien Hue.
Fourthly, propose some key orientations and solutions to improve the
effectiveness of the innovation in education and training in Thua Thien Hue in
view of the Communist Party of Vietnam.
3. Object of the research
3.1. Object and scope of the research
The thesis focuses on research on the views of the Communist Party of
Vietnam on fundamental and comprehensive innovation in education and
training and the application of those views in Thua Thien Hue Province.
3.2. Scope of the research
In terms of content:
- The views of the Communist Party of Vietnam on fundamental and
comprehensive innovation in education and training meet the requirements of
industrialization and modernization in the context of socialist-oriented market
economy and international integration.
- Focus on the Resolution 29/NQ-TW “In terms of fundamental and
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comprehensive innovation in education and training, meet the requirements of
industrialization and modernization in the context of socialist-oriented market
economy and international integration”.
In terms of space:
Research on the application of the views of the Communist Party of
Vietnam on fundamental and comprehensive innovation in education and
training in Thua Thien Hue Province.
In terms of time:
- The thesis researches on the views of the Communist Party of Vietnam
on the innovation in education and training; the application of those views in
Thua Thien Hue from 2013 until now.
4. Theoretical and practical basis and research methodologies
4.1. Theoretical and practical basis
Theoretical basis: The thesis is based on the worldview and methodology
of dialectical materialism and historical materialism, the views of the Communist
Party of Vietnam in the field of education and training. At the same time, the
thesis inherits and develops research results of previous scientific works related
to the topic.
Practical basis: The thesis is based on the reality of the process of applying
the Party's views on fundamental and comprehensive innovation in education
and training in Thua Thien Hue from 2013 until now.
4.2. Research methodologies
The thesis uses a combination of methods such as analysis, synthesis,
interpretation, inductive, comparison, logic and history.
5. New contributions of the thesis
Firstly, the thesis contributes to clarifying the theoretical and practical basis in the
views of the Communist Party of Vietnam on fundamental and comprehensive
innovation in education and training.
Secondly, the thesis contributes to clarifying the situation of applying the
views on fundamental and comprehensive innovation in education and training
of the Communist Party of Vietnam in Thua Thien Hue from 2013 until now and
some issues raised from that situation.
Thirdly, the thesis proposes a number of basic orientations and solutions
to improve the effectiveness of applying the views of the Communist Party of
Vietnam on fundamental and comprehensive innovation in education and
training in Thua Thien Hue.
6. Theoretical and practical significance of the thesis
- The thesis contributes to systematically clarifying the views of the
Communist Party of Vietnam on fundamental and comprehensive innovation in
education and training; the application of those views in Thua Thien Hue in last years
and solutions to improve the effectiveness of such application in the current period.
- The thesis can be used as a reference for researching and teaching
issues on fundamental and comprehensive innovation in education and training
from the Party's views.
7. Structure of the thesis
In addition to the introduction, conclusion, references and list of published
works of the author related to the thesis topic, the thesis content consists of 4
chapters with 14 periods.

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Chapter 1. OVERVIEW OF RESEARCH SITUATION
RELATED TO THE THESIS TOPIC
Fundamental and comprehensive innovation in education and training is
one of three strategic breakthroughs for socio-economic development in our
country today. Therefore, this issue has attracted the attention of many
researchers. And so far, there have been many scientific works mentioning this
issue. Based on the content structure of the thesis, the author divides the research
works into the following research groups:
1.1. Research works on basic theoretical issues revolving around the views of
the Communist Party of Vietnam on fundamental and comprehensive innovation in
education and training
When referring to the concept of education and training, there are some
typical research works as follows: “Great Vietnamese Dictionary” by Nguyen Nhu
Y [172]; “Education Dictionary” by Bui Hien [50]; “Education of some theoretical
and practical issues” by Ha The Ngu [109]; “General issues of Education” by Phan
Thanh Long (editor) – Le Trang Dinh [79]. These works provide a way to
understand the concept of education and the concept of training. Receiving the
comments and research results of the works above, the author found that it is
required to continue analyzing the concept of education and concept of training,
especially the concept of education and training.
Discussing the concept of fundamental and comprehensive innovation in
education and training, there are some typical projects as follows: “Reform and
development” by Nguyen Tran Bat [4]; “Fundamental and comprehensive innovation
in education and training in Vietnam” by Central Propaganda Committee, Directorate
of Vocational Education, Oriental Research Development Institute [2]. This concept is
also mentioned in the article “Fundamental and comprehensive innovation in
education and training, basic connotation and major characteristics” by Le Van Liem
[75]; “Discuss education” by many authors [100]; “Education reform idea of Nguyen
Truong To” by Nguyen Minh Nguyen [108].
The above works have discussed the concept of innovation, fundamental
innovation in education and training; comprehensive innovation in education and
training; fundamental and comprehensive innovation in education and training.
However, due to the framework and purpose of the work, the connotation of these
concepts has not been fully mentioned. On the basis of inheriting the achieved results,
the author will continue to supplement and clarify the connotation of the concept of
fundamental and comprehensive innovation in education and training.
The research works on the necessity of fundamental and comprehensive
innovation in education and training in Vietnam include:
“It is required to put the fundamental and comprehensive innovation in
education in the global trend” by Vu Minh Giang [175], “Fundamental and
comprehensive innovation in education is normative” by Tran Tri Dung [179];
“Fundamental and comprehensive innovation in education and human resource
development” by Nguyen Ba Duong [181]; “Innovation in theoretical thinking breakthrough in the innovation of our Party” [178] by Tran Sy Phan. The above
research works agree that, fundamental and comprehensive innovation in education
and training is inevitable and objective, in line with the development requirements
of the era, in line with the requirements of socio-economic development in Vietnam
and in line with the improvement of the quality of education and training. Based on
the Party's views on fundamental and comprehensive innovation in education and
training; the thesis will focus on analyzing and systematically assessing the above
shortcomings and inadequacies; at the same time, contributes to clarifying the
necessity of fundamental and comprehensive innovation in education and training
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under the impact of globalization, modern science and technology and international
integration.
The research works on the theoretical basis to form the Party's views on
fundamental and comprehensive innovation in education and training include:
The following works talk about the views of Karl Marx - Friedrich Engels;
V.Lenin on education and training:
Karl Marx - Friedrich Engels, Complete works, vol. 1 [87]; Karl Marx Friedrich Engels, Complete works, vol. 23 [89]; “Modern educational philosophy”
by Khong Khang Hoa and Luong Vi Hung [51]; “The views of Marxist philosophy
of human alienation - the theoretical basis for the awareness of human development
during the fourth industrial revolution” [56]; V.I. Lenin (1970), Complete works,
vol. 1 [101]; V.I. Lenin (1970), Complete works, vol. 33 [102]. These works shown
the views of Karl Marx - Friedrich Engels, V.I. Lenin when he criticized that the
old education did not attach the importance to the role and position of education and
the teachers. These works help the thesis author to obtain a more general overview
of issues related to education and training so that they can solve them in a logical and
scientific order.
Works on Ho Chi Minh's views on education and training include:
“Ho Chi Minh’s Ideology on education” by Dao Thanh Hai - Minh Tien [45];
Ho Chi Minh, Complete works, vol. 4 [91]. These works refer to the objective of
education; content of education and training; revolutionary morality; role of teachers
in education and training.
The following works refer to the practical basis forming the Party’s views
on fundamental and comprehensive innovation in education and training:
“Some basic views of the Party on education and training in the
renovation period” by Nghiem Dinh Van [184]; “The fourth industrial revolution
and the role and mission of universities of science and technology in training highquality human resources” by Tran Khanh Duc [32]; “Karl Marx's views of the
impact of the first industrial revolution on the change of society and human - its
significance in the era of fourth industrial revolution” by Truong Ngoc Nam
[98]; “The responsibility of training human resources in the current market economy
in Vietnam” [44] by Luong Dinh Hai. The results of the above research works
create diverse and rich data to help the thesis author to have scientific arguments
to analyze and explain the practical basis forming the Party’s views on education
and training.
The works related to world experience and lessons include: “Education for
a creative life” by Tsunesaburo Makiguchi translated by the teaching staff of the
Faculty of English - VNUHCM-University of Social Sciences and Humanities
[82]; “John Dewey on education” by Reginald D.Archambault translated by Pham
Anh Tuan [1]; “World and Vietnam Experience - Summary record of Humboldt
University for 200 years (1810 – 2010)” [18]; “Experience of some countries in
the world on education management and lessons applied to Vietnam” by Nguyen
Duc Ca [10]. In short, some authors have explained and analyzed the issues
revolving around the content of innovation in education from the philosophical
perspective. These research results are an important basis for the author to have
scientific arguments when analyzing and explaining the Party's views on
fundamental and comprehensive innovation in education and training today. In
addition, the author will continue to clarify the above issues in a unified, logical
and comprehensive whole. Thereby, the readers have an overview of the process
of forming the Party's views on fundamental and comprehensive innovation in
education and training in Vietnam today.
The research works on the content of the Party's views on fundamental
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and comprehensive innovation in education and training include:
The works related to the location and role of education and training include:
“Education - the top national policy and future of the nation” by Pham Van Dong
[180]; “For education - training really becoming the top national policy” by Pham
Ngoc Minh [96]; “For education - training and science - technology really becoming
the top national policy” by Vu Oanh [113]; “The role of education and training for
human resource development in Vietnam” by Ngo Thi Thu Ha [37]. These works
only researched and confirmed that the position and role of education and training is
the top national policy, the most important driving force for development, while
education and training is the cause of the Party, the State and the whole people; the
investment in education is development investment, should be prioritized to get
ahead in the socio-economic development strategy, then it has not been resolved
thoroughly.
Research works related to educational and training objectives include:
“The objectives of education and other essays” by Alfred North Whitehead,
Translation of Hoang Phu Phuong [174]; “Rethinking about educational
objectives” [183]; “Educational objective: The starting point of higher
education innovation” [184] by Nguyen Huu Lam, “Educational philosophy of
the World and Vietnam” by Pham Minh Hac [41], “President Ho Chi Minh with
Vietnam's education” by Hoang Ngoc Vinh [168]. The above mentioned works
only give some general statements but have not really analyzed each specific
objective at all educational levels, have not clarified the overall objectives and
specific objectives set forth by Resolution 29 - NQ/TW. On that basis, the thesis
author will continue to deeply analyze and clarify the educational objectives set out
by the Resolution 29 - NQ/TW.
The research works related to education methods include: “Education
without punishment” by ThoMas Gordon translated by Nguyen Ngoc Diep and
Tran Thu Huong [36]; “Democracy and education” by John Dewey translated
by Pham Anh Tuan [22]; “Émile: Or, On Education” by J.J.Rousseau translated
by Le Hong Sam and Tran Quoc Duong [132]; “Home education methods in
some Asian countries” by Pham Thi Kim Phuong, Vuong Hong Hanh, Pham
Tuyet Nhung [122]. On the basis of the reference to the above works, the thesis
author can generalize the experience and propose practical solutions for the
process of innovating education methods in Vietnam.
Research works related to issues on contents and programs of education
and training include: “John Dewey's ideas on educational content” by Le Van
Tung [154]; “Ethical education for students and undergraduates in the context
of globalization” by Pham Viet Thang [158]; “Party' views on people and
promotion of human factors in the Resolution of the 11th Congress” [155];
“University autonomy and accountability in improving the quality of higher
education” [150] by Pham Do Nhat Tien and some other works such as: “Issues
of training, retraining and use of the management staff today” by Hoang Duc
Minh [90];
Research works related to the development direction of education and training
in Vietnam today include: “Ho Chi Minh's Philosophy of educational development”
by Nguyen Tung Lam [72]; “Developing education and training to meet the
requirements of national construction and defense” [191]; “Education and training
of highly qualified human resources for the cause of national construction and
defense of the socialist of Vietnam” [176] by Nguyen Tat Dat; “Developing
education and training - a driving force for developing knowledge economy in our
country today” [53], “Some thoughts on education and training for the development”
by Nguyen Van Dao [177 ].
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The common point in the above-mentioned works is shown that it is said
that there is a need to develop education and training to serve the cause of
building and developing the country more and more prosperous.
1.2. Research works on the situation of application of the views of the
Communist Party of Vietnam on fundamental and comprehensive innovation in
education and training in Thua Thien Hue
Research works on natural conditions, the economic, cultural and social
situation of Thua Thien Hue Province include:
Resolution of the 15th Party Congress of Thua Thien Hue Province [147];
Action program to implement the Resolution of the 12th National Party Congress
and Resolution of the 15th Party Congress of the province in education and
training in the period of 2016 - 2020 [166]; Decision on approving the Planning
on education and training development in Thua Thien Hue in the period of 2015
- 2020 and vision to 2030 [167]
Research works on achievements, limitations and basic causes in the
process of applying the Party's views on fundamental and comprehensive
innovation in education and training in Thua Thien Hue today include:
“Current situation and measures to educate occupational values for
students of Universities of Education in the Central Region” by Pham Minh Tien
and Dinh Hong Van [144], “Current situation of high school teachers' capacity
before the requirements of the renovation in general education” [186] by Pham
Thi Kim Anh, “Current situation of Vietnamese education, teachers' perspective”
by Duong Xuan Thanh [188], “Current status of life skills expression of high
school students in Hue City” by Nguyen Thanh Hung [61]; “Renovation in the
construction and development of staff and officials at Hue University today” by
Nguyen Xuan Khoat [71].
Research works on issues from the application of the Party's views on
fundamental and comprehensive innovation in education and training in Thua
Thien Hue include:
Research works on raising awareness of teachers, education managers and
people in Thua Thien Hue in implementing the Party's views on fundamental and
comprehensive innovation in education and training: “The quality of elite teachers”
by Ken Bain [3]; “The work of retraining education managers to meet the
requirements of fundamental and comprehensive innovation in education and
training” by Le Van Cao [11]; “Management and planning of extracurricular
educational activities in high schools in Huong Tra Town, Thua Thien Hue
Province today” by Tran Dai Nghia [105]; “Determine the quality and capacity
requirements of lecturers of Universities of Education to meet the innovation in
education and training” [169] by Nguyen Duc Vu.
Research works on lack of breakthrough measures to implement the
Party's views on fundamental and comprehensive innovation in education and
training include:
“Developing high quality human resources - a “strategic breakthrough” in
transforming the growth model in Vietnam today” by Dang Huu Toan [151; “Some
barriers to promoting the creativity of Vietnamese people before the requirements of
international economic integration” by Nguyen Van Hoa [54];
Research works on international integration issues in education and training for
the development of education and socio-economy of Thua Thien Hue include:
“Globalization of integration and sustainable development from a
contemporary philosophical perspective” by Ho Ba Tham [159]; “Documents of
the 8th Conference of the 12th Central Committee” by the Communist Party of
Vietnam; “Development Trends in Education” by Bui Viet Phu and Le Quang
7


Son [118]; “Awareness of fundamental and comprehensive innovation in
Vietnamese education towards standardization, socialization and international
integration” by Tran Ngoc Trinh [164]. In short, on the basis of inheriting
previous research works, the thesis author will continue to research and analyze
the results of applying the views of the Communist Party of Vietnam on
fundamental and comprehensive innovation in education and training in Thua
Thien Hue in last years (from 2013 until now); discover problems faced by Thua
Thien Hue during the implementation of Resolution 29 - NQ/TW. Then, draw
lessons for the process of implementing fundamental and comprehensive
innovation in education and training in Thua Thien Hue in particular and the
nation in general.
1.3. Research works on directions and solutions to improve the
effectiveness of applying the views of the Communist Party of Vietnam on
fundamental and comprehensive innovation in education and training in
Thua Thien Hue
Research works on advantages and disadvantages in the coming time in
Thua Thien Hue on the implementation of fundamental and comprehensive
innovation in education and training include:
“Current situation and measures to improve the effectiveness of scientific
research activities of lecturers under Hue University” [104], by Phan Thi Tu
Nga; “Solutions for human resource development for the Central region” [140]
by Trinh Van Son; “Solutions to improve the quality of human resources to meet
the requirements of industrialization and modernization in Thua Thien Hue
Province” [47]; “Employment model and human resource solutions in education
in Thua Thien Hue Province” [153] by Cai Vinh Tuan. The above works are
useful documents for the author to consult and acquire and propose systematic
and logical directions and solutions for implementing the innovation in education
and training in Thua Thien Hue today.
Research works on some orientations and solutions in applying the Party's
views on fundamental and comprehensive innovation in education and training
in Thua Thien Hue include:
“Develop a teaching staff for the development of knowledge economy in Vietnam
today” by Le Thi Thu Huyen [63]; “Strategic orientation, breakthrough solutions for
fundamental and comprehensive innovation in Vietnamese education and training” by
Pham Van Linh [77]; “It is necessary to properly assess the current situation in order to
give appropriate solutions for fundamental and comprehensive innovation in the country's
education” by Quach Dinh Lien [187], “Some solutions to manage the development of
pedagogical college culture in the context of current innovation in education” [129] by Vu
Thi Quynh; “Some basic solutions to promote human factors in socio-economic
development in Vietnam today” [115] by Tran Sy Phan.
On the basis of inheritance, the author continues to clarify the following issues:
Firstly, analyze the orientations to contribute to improving the efficiency of
implementing the fundamental and comprehensive innovation in education and training
in Thua Thien Hue.
Secondly, propose some solutions to contribute to effective
implementation of the orientations set out.
1.4. Overview of the results of the related works and the issues that
the thesis will continue to study
Firstly, previous works have analyzed the theoretical basis, practical basis for
the Party's views on fundamental and comprehensive innovation in education and
training; explained why we need to fundamentally and comprehensively innovate
education and training; the need to carry out a formal, scalable and route-based
8


innovation process; and raised the requirements of the fundamental, comprehensive
innovation in education and training.
Secondly, a number of works have clearly analyzed each aspect of issues
related to the innovation in education and training in Vietnam from the Party's
views, at the same time, proposed appropriate solutions to accelerate the
fundamental and comprehensive innovation process in education and training.
Thirdly, the above works are important suggestions to help educational
researchers have orientations and to conduct successful innovation in education
and training.
Fourthly, Experience of innovation in education and training of countries
around the world will be valuable lessons for educational leaders and managers to
consult and plan for the process of innovation in education and training in Vietnam.
Based on selective inheritance and acquisition of contributions of previous
works, the author found that the following issues need to be further studied:
In terms of general theory, the thesis will clarify the connotation of the
concepts of education and training, the concept of innovation, the concept of
fundamental innovation, the concept of comprehensive innovation, theoretical
and practical basis and the basic contents in the views of the Communist Party
of Vietnam on fundamental and comprehensive innovation in education and
training into a unified and logical whole in both content and form.
In terms of application, the thesis will give an general assessment of the
results of applying the views of the Communist Party of Vietnam on fundamental
and comprehensive innovation in education and training in Thua Thien Hue
Province from 2013 to now. Then, discover the current problems of education
and training to be solved in Thua Thien Hue.
In terms of proposal, the thesis will give some basic directions and
solutions in order to improve the effectiveness of the views of the Communist
Party of Vietnam on fundamental and comprehensive innovation in education
and training in Thua Thien Hue Province to meet the requirements of
industrialization, modernization and international integration.
CONCLUSION OF CHAPTER 1
The fundamental and comprehensive innovation in education and training
through practical application by Thua Thien Hue Province is a new issue, no
author has studied in depth as an independent scientific work. Previous works
have not had conditions for in-depth and specific analysis of views in Resolution
29 - NQ/TW, therefore, there are no assessments on the specific application of
those views on the issues that a locality needs to be aware of and solve in the
process of applying the Party's line and views. On the basis of inheriting the
research of previous works, the author will continue to study the Party's views
on fundamental and comprehensive innovation in education and training into a
unified and comprehensive whole; at the same time study the application of the
above views in Thua Thien Hue, thereby discover the issues to be addressed and
propose orientations and groups of solutions to contribute to improving the
effectiveness of implementing the fundamental and comprehensive innovation
process in education and training in Thua Thien Hue province in the coming time.

9


Chapter 2. SOME THEORETICAL ISSUES ON FUNDAMENTAL AND
COMPREHENSIVE INNOVATION IN EDUCATION AND TRAINING
ACCORDING TO THE VIEW OF THE PARTY
2.1. Fundamental and comprehensive innovation in education and
training: Some basic concepts and the inevitability of innovation in education and
training in our country today
2.1.1. Some basic concepts
2.1.1.1. Concepts of education and training
According to Unabridged Vietnamese Dictionary, education is: “Systematic
impact on mental and physical development of human beings, so that they gradually
acquire qualities and capabilities as required.” [172, p.734].
According to Pedagogy Dictionary, education is: “Human beings-oriented
activities via a system of impacting measures in order to pass knowledge and
experience, practice skills and lifestyle, cultivate necessary way of thinking and
morality for learners, helping them to form and develop appropriate capabilities,
qualities and personality and prepare them for work and social life” [50, p.105].
According to Sociology Dictionary, “education is considered an action to
socialize new generations. All societies have to conduct education, but education has
different forms depending on social groups and social institutions”[74, p.101].
The concept of education as defined by UNESCO: "Education must be
organized around four basic types, which, in each man's life, will be the pillars
of knowledge: Learn to know means to acquire tools for understanding. Learn to
do means there must be creative activities to have effect on one's living
environment. Learn to live together means participating and cooperating with
others in all activities of human beings. Learn to be is an important progress
arising from the above 3 types" [See: 192].
The concept of training is also approached from the following perspectives:
In narrow sense, training means "Teaching and practicing to become a person
who is knowledgeable and has a career” [172, p.593]. Training is "a systematic and
methodological process of transferring professional experience, knowledge, skills
and techniques; at the same time cultivating necessary moral qualities and preparing
learners for independent working life and contribution to the construction and
protection of the country ” [50, p.76].
In broad sense, training is a learning activity to help people to be able to
perform their functions and tasks more effectively. In particular, training involves
acquiring special knowledge and skills, in order to perform specific tasks perfectly.
In the author's opinion, education and training are understood as purposeful
social activities towards people and equip people with knowledge, skills and techniques
through a comprehensive system of education and training from the central to the local,
including appropriate policies, perspectives, guidelines and measures as foundations for
comprehensive education and training of people in order to meet demands for social
development and adapt to the general trend of the era. Education and training mean a
process of transforming human culture into personal culture; the basic goal of all
education is civic knowledge, and the main goal of all types of training is profession.
Education and training refer to a process of that is passed from generation to generation
through teaching, training or researching. Education and training are the foundation,
motivation and development of each nation, which is the key to the advancement and
development of individuals in particular and the society in general.
2.1.1.2. Concept of fundamental and comprehensive innovation in education and
training:
First, it is needed to clarify the concept of "innovation". The concept of
10


innovation can be understood in many different ways: According to Unabridged
Vietnamese Dictionary, “innovation means changing or causing changes to make
something better and more improved than before” [172, p. 657].
According to Nguyen Tran Bat, "innovation is a proactive process within
the law of movement and self-development of things. This means innovation is
a daily work. Any things, phenomena, individuals, communities or nations
always go through the process of innovation as an instinct to adapt itself to the
changes of living environment” [4, p. 3].
According to Nguyen Duy Quy, “innovation in education in Vietnam is
an experimental process, in which the new and the old are intertwined, the old
does not disappear at once but gradually recedes, sometimes and somewhere it
is still dominant compared to the new, but the general trend is that the new is
gradually confirmed and brought to success." [See: 193]
Second, the concept of fundamental innovation means innovation of "the
root, the essence which creates the nature of things” [172, p. 269]. According to
Tran Quoc Toan, fundamental innovation in education and training is "a process
of innovation that touches the depth in the nature of the system of education in
order to bring that system to a new, more efficient level with higher quality ”[2,
p. 57]. The fundamental innovation in education and training must be the
innovation from which education can be fundamentally changed and developed
to a higher level.
Third, comprehensive innovation in education and training means to
innovate all aspects related to education. According to Unabridged Vietnamese
Dictionary, “comprehensive" means "all aspects, in all aspects” [172, p.1657].
Thus, comprehensive innovation in education and training is an innovation
in all aspects of the national education, as well as the leadership of the Party and the
management of the State for that education. From the viewpoint of system structure,
it can be said that, comprehensive innovation in education and training is the
innovation of all components of the education system.
Comprehensive innovation vs. one-sided innovation One-sided
innovation means innovation in a certain aspect or component in the total number
of aspects and components of things.
In summary, we can understand that fundamental and comprehensive innovation
in education and training is a positive and powerful change in all aspects in order to
improve the quality and effectiveness of education and training; better meet demands for
the construction and protection of the country as well as the needs to learn of people.
Fundamental and comprehensive innovation in education and training is a continuous
revolutionary process that goes from a low level to a higher one; an inheritance and
innovation of previous stages which develops the process of that innovation career to a
higher level in all aspects.
2.1.2. The inevitability of fundamental and comprehensive innovation in
education and training in Vietnam
Over the past years, the education and training in our country have developed
in all aspects and earned very proud achievements, contributing greatly to the cause
of national construction and protection. However, in addition to these achievements,
the education and training in Vietnam still have many limitations and are influenced
by the process of industrialization and modernization and the socialist-oriented
market economy towards globalization. These limitations and impacts need to be
overcome through a process of fundamental and comprehensive innovation in
education and training.
2.2. The views of the Communist Party of Vietnam on fundamental and
comprehensive innovation in education and training: Theoretical and practical basis
11


2.2.1. Theoretical basis to form the views of the Party on fundamental
and comprehensive innovation in education and training
2.2.1.1. Perspectives of K. Marx, F. Engels and V.I. Lenin on education and training
In the field of education, K. Marx had had very scientific explanations
when affirming the great and especially important role of education in
personality formation and development of individuals. Not just stopping at
asserting the purpose of education to social development, K. Marx also gave very
basic ideas about principles, motto, methods, forms and contents of education to
meet the needs of society and production. The development level of production
and civilization level of society greatly affect the development level of education.
K. Marx said: “It is necessary for an industry run by the whole society in a
collective and planned manner to have people with comprehensively developed
capabilities and are able to master the entire production system” [106, p.41].
Education has a great responsibility in training people who have enough
virtue and talent to meet the requirements of social development. To do so, first
and foremost, attention must be paid to the status and life of teachers. V.I. Lenin
once criticized the childish, false perception of being blind to the importance of
teachers. The very correct and profound though of V.I. Lenin was introduced
nearly a century ago, but still preserves its important suggestive value for the
Party in developing the perspective of fundamental and comprehensive
innovation in education and training in Vietnam today. These ideas will become
important theoretical basis for the Party to research, study and set out policies
and guidelines for the process of fundamental and comprehensive innovation in
education and training in our country today.
2.2.1.2. Ho Chi Minh Ideology on education and training
Ho Chi Minh Ideology on education and training is the result of creative
application and development of Marxism-Leninism in specific circumstances,
the inheritance and promotion of traditional values as well as the absorption of
humanity's cultural quintessence. Ho Chi Minh Ideology on education and
training is an essential theoretical basis for the Party to develop its perspective
of fundamental and comprehensive innovation in education and training.
President Ho Chi Minh was the one to lay foundation for the birth of Vietnam's
revolutionary education.
2.2.1.3. Philosophy of education in Vietnam
Philosophy of education is an important content which should be paid
attention to in the process of implementing innovation in education and training in
Vietnam. The issue of philosophy of education has been discussed in many scientific
conferences. Accordingly, it can be said that there are many different approaches to
philosophy of education.
In the author's opinion, philosophy of education is the star, the throughout red
thread that leads educators to the right direction, and the guideline for education
development strategy. It means that philosophy of education has dominant effect and
comprehensive impact on educational activities, environment, contents, programs
and methods, and event has impacts on the future society, since education is the
action to construct future society.
2.2.2. Practical basis to form the views of the Party on fundamental and
comprehensive innovation in education and training
2.2.2.1. The process of fundamental and comprehensive innovation in
education and training in our country:
The 6th National Congress of the Party (December 1986) was the Congress to start the
career of national comprehensive innovation, including innovation in education and training,
leading to an important turning point in our country's education.
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The Central Resolution 2 of the 8th session (1996) determined: "In order
to successfully carry out industrialization and modernization, it is necessary to
strongly develop education and training, promote human resources and basic
elements of social development, as well as fast and sustainable economic
growth" [27, p.19]. The 9th National Congress of the Party (2001) continued to
propose ways to develop education and training in the coming years. In the 10th
Congress, the Party advocated fundamental and comprehensive innovation in
education and training and development of high-quality human resources.
On November 4, 2013, the 8th Conference of the 11th Central Committee approved
Resolution 29 - NQ/TW on "Fundamental and comprehensive innovation in education and
training, meeting requirements of industrialization and modernization in the context of
socialist-oriented market economy and international integration”. It can be said that
Resolution 29 - NQ/TW of the 11th Central Committee is a leap in theoretical thinking and
leadership thinking of the Party in the field of education and training, the inheritance and
development of previous views of the Party on education and training.
2.2.2.2. The development of education and training in socialist-oriented market
economy
The socialist-oriented market economy has impacts on education and training on
both sides. The positive side is expressed when the socialist-oriented market economy
creates motivations to improve training qualities. Education and training help workers to
improve their education, have better and more effective ways to apply and create
technologies, and at the same time develop human resources, focusing on resolving the
problem of demand and supply, boosting the improvement of education and training
quality, meeting increasingly high demand for socialization of education, encouraging
the activeness and creativity of learners, initiating potentials and passion of both educators
and learners at institutions of education and training today. The negative side of socialistoriented market economy is shown in the fact that many educational institutions are
aiming at making maximum profit and forget the long-term benefits for learners, which
cause frustrations in the society. Since the social function and role of education does not
allow its transformation into a common commodity, education must create for the society
people who can actively participate in the labor market and can compete with developed
countries in many ways such as level of awareness, workmanship, skills and techniques.
2.2.2.3. Experience and lessons learned from the world
First, the lesson learned from Finland is that, education in this country has
many outstanding advantages when they implement the policy of completely free
education and apply educational methods that stimulate students' interest in
learning. In Finland, teachers have a strong sense of being respected experts,
similar to doctors, engineers or lawyers. Teachers at all stages of education
expect that they will have the full professional autonomy that they need to
practice what they have been taught" [133, pp.215 - 216].
Second is experience in developing education of Singapore. Singapore is a
country with an advanced education, ranking 8th in the world and at the top of Asia.
Third is US education: One of the preeminent characteristics of American
education is the living and learning environment; in which, the government encourages
and provide financial supports for efforts in learning of each individual.
On the basis of inheriting and learning from countries with advanced and
modern education and training, Vietnamese education needs to draw the
following experience and lessons:
First of all, the relevant policy for innovation in education, in which the policy of
fundamental and comprehensive innovation must go hand in hand with the policy of
innovating the whole economy. It is needed to establish suitable and feasible goals in
relation to level of development of the country's economy and education.
13


Second, the Government must pay attention to and innovate the wage
policy - the wage must ensure that teachers and educational managers can live
properly, so that they can wholeheartedly devote themselves to teaching,
scientific research, update their knowledge and increase quality of teaching and
learning without having to take side jobs in order to earn more income.
Third, building an educational environment which is not only healthy with
natural attractiveness, but also works for teaching and learning to be fun. In order
to successfully implement the innovation, there must be an overall innovation
plan to modernize education instead of a patchwork of spontaneous and
inconsistent changes.
Fourth, educators must pay attention to teaching and learning methods.
Fifth, innovation in education must ensure humanity for people to freely and
comprehensively develop individual competence, civic consciousness, patriotism
and national spirit in association with socialist orientation.
Sixth, one of the important lessons leading to success in countries with
modern education is focusing on investment in higher education.
2.3. Contents of the views of the Communist Party of Vietnam on fundamental
and comprehensive innovation in education and training
On the basis of assessing the implementation of Central Resolution 2 of the 8th
session and policies of the Party and the State for strategic orientation of education and
training development in the era of industrialization and modernization, the Central
Committee of the Party has proposed Resolution 29-NQ/TW on "Fundamental and
comprehensive innovation in education and training , meeting requirements of
industrialization and modernization in the context of socialist-oriented market economy
and international integration” including 7 basic contents .
2.3.1. Position and role of education and training
Education and training are the driving forces, the basic conditions to ensure
the implementation of socio-economic goals. This is because education and
training are closely related to human being - the subjects to develop knowledge
economy in order to create high-quality human resources to meet requirements of
social development.
Education plays a big role in the development of society. Thanks to
education, conflicts are amicably resolved, and it helps people to respect
differences and spiritual values of other people.
Education development strategy is a part of human strategy, which stands
at the center of the entire socioeconomic strategy of the country.
2.3.2. Regarding education and training goal
The goal of education and training is set by the society and organized
through education. Therefore, in each congress, the mission of education and
training is different, but all aims at a common goal of innovating and perfecting
the system of education and training to meet requirements of the time and
conditions of the country. Through the actual situation of education in our country,
Resolution 29 – NQ/TW demonstrates the goal of education and training as
educating Vietnamese people who are comprehensively developed, love their
families, their country and fellow citizens, live well and work efficiently to meet the
requirements of building and protecting the country; at the same time, it
determines the overall goal and specific objectives of each stage of education, from
preschool to higher education.

14


2.3.3. Regarding contents and programs of education and training
The innovation in contents and programs must be conducted
synchronously towards focusing on developing qualities and competences of
learners. The innovation must ensure to be systematic and consistent with
socioeconomic conditions of the country.
2.3.4. Regarding teaching and learning methods
Method is understood as a product created by human thinking, but the
content of the method is objective as it depends on the object that it aims to
improve. Humans both create and use methods, bringing them to practical
activities and making them work effectively.
The innovation in teaching methods has become an urgent requirement
which needs to be further promoted to create qualitative changes in the teaching
process. However, the application still faces many difficulties due to wishful
thinking of educators which makes them lazy to change; learners are lazy to learn
and only go to class as a pretense to their families, to pass the time, or to learn to
know rather than to understand, as well as many objective causes that make the
innovation of methods tough.
2.3.5. Regarding the direction for development of education and
training
The summary of basic contents which Vietnamese education must
implement in the coming time is as follows:
First, developing education and training in order to improve civic
knowledge and train human resources, foster talents, drastically transform the
educational process from mainly equipping learners with theoretical knowledge
to comprehensively developing capabilities and qualities of learners.
Second, the development of education and training must be associated with the
demand of socio-economic development, national construction and defense.
Third, education and training must be developed in the open direction.
Fourth, actively integrating to the world in order to develop education and
training.
This is the fastest way to shorten the qualification gap in all aspects with
countries in the region and the world.
Fifth, developing staff of teachers and education managers.
Sixth, having fundamental innovation in the management of education and
training, ensuring democracy and unification; increasing autonomy and social
responsibility of institutions of education and training; attaching great
importance to quality management.
Seventh, improving quality and efficiency of research and application of
science and technology.
SUMMARY OF CHAPTER 2
Education and training are the foundations and premises for the country's socioeconomic development. Innovation is to replace the old, which is no longer relevant,
by the new and more advanced. Fundamental innovation means innovation in big, core
and urgent issues, from perspective and idea of guidance to objectives, contents,
methods, mechanisms, policies and conditions to ensure the implementation.
Fundamental innovation is the innovation of basic attributes that constitute the essence
of things. On the other hand, comprehensive innovation means innovating all
components of the education system. The fundamental and comprehensive innovation
in education and training is an objective and urgent requirement of the current
construction and development of Vietnamese education in order to overcome the
15


difficulties which made education and training in Vietnam outdated and unable to keep
up with countries with advanced education in the world.

16


Chapter 3. RESULTS OF APPLYING THE PARTY’S VIEWS ON
FUNDAMENTAL AND COMPREHENSIVE INNOVATION OF
EDUCATION AND TRAINING IN THUA THIEN HUE PROVINCE OVER
THE PAST TIME
3.1. Natural conditions as well as economic, cultural and social situation of Thua
Thien Hue province
3.1.1. Natural conditions
Thua Thien Hue is located in the Central coastal region. Its very complicated
terrain partly affects the process of implementing education and training innovation in
Thua Thien Hue. In order to be able to effectively develop and use natural resources in
Thua Thien Hue, it is required to have a dynamic, creative and quality human resource.
Fundamental and comprehensive innovation in education and training to create human
resources with knowledge, skills and techniques is Thua Thien Hue’s way of
development. Quality human resources not only help the province to overcome the harsh
and difficult conditions due to natural disadvantages, but also create a foundation for
Thua Thien Hue province to develop sustainably.
3.1.2. Socio-economic situation
The province is a key economic region in the Central region, which are located
on the national traffic axis. The industry in Thua Thien Hue is small and fragmented,
unable to meet the province's industrial development needs; therefore, it does not attract
investment capital. The economy of the province has yet developed, affecting the job
creation for learners after graduation. On the other hand, an unfavorable working
environment leads to brain drain, because highly skilled and knowledgeable labors
want to work in developed cities with adequate working conditions and high salary.
This makes universities in Thua Thien Hue lose the opportunity to develop high-quality
disciplines that can meet the requirements of innovating university education and
training to serve industrialization, modernization and international integration in the
province.
3.1.3. Cultural and educational situation
Thua Thien Hue has been dubbed the ancient city with a rich education and
training system including a system of universities, colleges, schools of general
education, and pre-schools meeting national standards. It is also considered a
prestigious education and training center of the Central region and Tay Nguyen; Hue
National School is a cradle to nurture talents for the whole country and is the pride
of people in Hue.
This poses many challenges to education and training in Thua Thien Hue, requiring
rapid implementation of Resolution No. 29 - NQ/TW on "Fundamental and
comprehensive innovation in education and training, meeting requirements of
industrialization and modernization in the context of socialist-oriented market economy
and international integration”. Successful innovation in education and training will
contribute to eliminating barriers that make the economy and society of Thua Thien Hue
develop slowly in comparison with other provinces in the country.
3.2. Some fundamental achievements and causes in the process of
applying the Party’s views on fundamental and comprehensive innovation
in education and training in Thua Thien Hue today
3.2.1. Achievement in thoroughly grasping and implementing the view
that education and training are the top national policy
Thoroughly grasping Resolution No. 44/NQ - CP, Decision No. 2653/QDBGDDT of the Ministry of Education and Training, Thua Thien Hue has issued the
Action Program to implement Resolution No. 29 - NQ/TW on “Fundamental and
comprehensive innovation of education and training to meet requirements of
industrialization and modernization in the context of socialist-oriented market
17


economy and international integration” across the province.
In accordance with the statistics of Department of Finance, Thua Thien Hue
province has spent investment expenditures for development of education and
training. The province also standardizes educators in correspondence with each
educational stage and training level in order for all primary, secondary and high
school teachers, as well as teachers and lecturers of vocational training institutions
to have at least higher education qualifications, with pedagogical competence. The
school network from preschools to high schools and other educational institutions
has been arranged step by step in consistence with the approved planning, basically
meeting the learning needs of people.
3.2.2. Achievements in innovating educational goal
In terms of innovating the goal of education and training, which is to
comprehensively develop Vietnamese people as well as build an open and
practical education in association with building a learning society, the province
has concretized that educational goal at each level of education, from preschool
to higher education.
The level of preschool teachers is increasing, leading to changes in quality of
preschool education in a positive direction; there are innovations, the quality of caring
and nurturing children in preschools is quite good.
General education is focusing on intellectual and physical
development, forming qualities and competencies of citizens, detecting and
fostering talents, providing career orientation for students, and focusing on
educating morality and lifestyle.
For continuing education and vocational education: The goal is to focus on training
human resources with knowledge, skills and professional responsibilities. Investments are
attracted to continue to diversify the system of professional secondary schools and
vocational schools.
For higher education: The fundamental objective is to focus on training highquality human resources, fostering talents, developing qualities and competencies of
self-learning and self-enriching knowledge of learners.

3.2.3. Achievements in innovating contents and programs of education and
training
The implementation of innovating contents and programs of education
and training is necessary to match the current conditions and development trends
of the society. Vietnam is implementing the Textbook Innovation Scheme,
which requires the contents of teaching programs to be compiled in an integrated
manner. Teaching contents do not stop at the transmission of theoretical
knowledge but are required to be associated with practice, in line with the general
trend of the world.
3.2.4. Achievements in innovating teaching and learning methods
Over the past time, Thua Thien Hue has regularly applied and innovated
educational methods to maximize the activeness and creativity of learners as well as
earned certain achievements from preschool education to higher education.
The province encourages education to actively apply information technology
in consistence with the lesson contents; overcome passive one-way impulse
transmission and mechanical memorization; focus on teaching how to learn, how to
think and methods for self-study, ensuring the balance between knowledge
equipping and skills training; orient attitudes and behaviors of learners, evoke
creative and active thinking; pay attention to the organization of teaching students in
accordance with their capacity based on knowledge standards.
3.2.5. Achievements in innovating educational development direction
With the direction of developing education and training in order to raise people's
18


intellectual level, train human resources and foster talents, drastically transform the
education process from mainly equipping knowledge to comprehensively developing
learners' capabilities and qualities, over the past years, Thua Thien Hue has focused on
developing the system of preschools and general education schools towards
standardization, modernization and socialization; comprehensively improving the
quality of education and supporting to train and improve the quality of educators and
education managers. It can be affirmed that the process of applying the Party’s views
on fundamental and comprehensive innovation in education and training in Thua Thien
Hue initially has had great achievements. This will be the foundation with important
meaning and a driving force for Thua Thien Hue to strive to become a multidisciplinary and intensive education and training center in the country.
3.2.6. Some basic causes of the achievements
First, closely and timely attention and direction of Ministry of Education
and Training, Party Committees and authorities at all levels; the help of state
departments and agencies of Thua Thien Hue province.
Second, effort and high determination of education and training staff; first of
all are educators and education managers at all levels in the prompt and quick
implementation of contents in fundamental and comprehensive innovation in
education and training.
Third, the consensus and concern of Thua Thien Hue’s people in focusing on
implementing the guidelines and views of the Party on fundamental and comprehensive
innovation in education and training are the basis for detecting problems and difficulties in
order to take timely measures to overcome and achieve high efficiency.
3.3. Some limitations and causes in applying the Party’s views on
fundamental and comprehensive innovation in education and training in
Thua Thien Hue province today
3.3.1. Limitation in thoroughly grasping and implementing views that
education and training are the top national policy
In terms of investment for education and training to hold the position of
top national policy, the investment resource of Thua Thien Hue still faces many
difficulties, the number of national standard schools in all disciplines and levels
in the past school year has increased but is still modest in comparison with other
provinces in the region. Besides some localities that are very active in the
construction of standard schools, there are still some others that have not really
concerned. The issue of tuition exemption for preschool education is still
incomplete. Regimes and policies for staff working in Division and Department
of Education and Training have not been given adequate attention.
The implementation of socialization of education has many shortcomings and
difficulties: Resources cannot be mobilized to contribute to education and training;
some educational institutions have not strictly implemented the process of
mobilizing voluntary support funds from students' parents and used mobilized funds
not for the right purpose, not in line with the plan of use.
3.3.2. Limitations in innovating educational goal
For preschool level, the rate of mobilizing children from preschools into
independent class groups run by private units is still high. The conditions of caring,
nurturing and educating children in some of these class groups have not been ensured
as required, so the quality of care, nurturing and education is still low.
For general school level, the implementation of the goal of educating
comprehensive persons is still perplexing, especially in terms of morality and
personality education.
For vocational education and higher education, the goals and quality of
education are reduced, not meeting requirements of a multi-disciplinary
19


education center. Education and training development has not really been
associated with the reality and the orientation of socio-economic development of
the province. The quality of education is not really uniform. The quality of
training in spearhead areas has been improved but not yet adequate as a multidisciplinary and multi-field education center; at the same time, it has not met the
demand for training and fostering human resources to promote socio-economic
development of Thua Thien Hue.
3.3.3. Limitations in implementing contents and programs of education
Based on the guidance of Ministry of Education and Training, the process
of applying and innovating contents, programs and forms of examination in Thua
Thien Hue is still perplexing in terms of implementation process between the city
and the districts, making education and training institutions face many
difficulties in sending teachers to training, as well as in the implementation of
teaching, especially for students in ethnic minority areas and students with
disabilities. In addition, the non-public education and training system still has
difficulties, especially in the enrollment process. Innovating the content and
curriculum is necessary when the general trend of the world is to promote the
capacity to be creative of learners – learning must be accompanied by practicing,
and theory must be associated with practice.
3.3.4. Limitations in innovating teaching and learning methods
The process of implementing innovation in teaching and learning methods has
not been strongly conducted, and yet to be widely disseminated among subjects,
disciplines and study levels. Innovating teaching methods in some educational
institutions and at some educational stages is still formalistic, not really focused on
quality and efficiency. The innovation of teaching methods at secondary schools is still
slow, so the mass quality for secondary school students is still not on par with other
provinces in the country, the rate of weak students is still high.
For high school level, the pervasive power of a typical school model in
teaching and learning English is still limited. Some educators and education
managers have not paid due attention to the innovation in the evaluation of
positivity and creativity; encouragement for learners is lacking. The socialization
of education has not yet been widely implemented.
Vocational education and higher education have not really focused on
fostering the sense of self-awareness in learning, self-study ability, self-research,
creative thinking development and training of practical skills in a modern and
effective way.
3.3.5. Limitations in the implementation of innovating educational
development direction
Despite the attention and care of the Party committees, authorities,
departments, unions as well as each family and the entire society together with the
dedication of educators and education managers, the investment in developing Thua
Thien Hue into an intensive center for education and training still has many
limitations. Education and training still have little connection with scientific research,
production and business as well as demands of the labor market, due attention has
not been paid to the education of morality, lifestyle and working skills.
3.3.6. Some basic causes of the limitations
First, awareness of some Party Committees and authorities in Thua Thien Hue
on fundamental and comprehensive innovation in education and training as well as the
organization of implementation is inadequate, not drastic and not highly effective.
Second, educational thinking is slowly innovated and heavily dependent,
limiting dynamism and creativity of education and training institutions.
Third, the goal of comprehensive education has not been properly
20


implemented; the focus is yet on education of ideal, morality, lifestyle, competence and
practical skills; due attention is yet to be paid to self-study and conditions for people to
have a lifelong learning are yet to be ensured.
Fourth, quality management has not been paid due attention.
Fifth, the quality of educators and education managers also has
limitations: Sense of self-study, self-fostering to improve qualification and sense
of innovation in education and training of some educators and education
managers in education and training sector are still low and not voluntary.
Sixth, the implementation of innovating teaching and learning methods still focus
on form and achievement, teaching and learning are yet to be active and creative, and are
mostly implemented in accordance with official dispatch, or in school emulations.
Seventh, the development direction of education and training still has many
problems.
3.3.7. Some results of sociological survey on organizing the
implementation of fundamental and comprehensive innovation in education
and training in Thua Thien Hue
We rely on survey results and summary reports of educational institutions to
have a comprehensive view of the process of applying and implementing Resolution
No. 29 - NQ/TW in Thua Thien Hue. We are aware that this is the period for
fundamental and comprehensive innovation in education and training, changing
from partial innovation to overall, uniform and consistent one.
3.4. Some issues raised in applying the views of the Party on fundamental
and comprehensive innovation in education and training in Thua Thien Hue
province
3.4.1. Raising awareness of educators, education managers and people
of Thua Thien Hue in implementing the Party’s views on fundamental and
comprehensive innovation in education and training
3.4.2. Lack of breakthrough measures to implement the Party’s views
on fundamental and comprehensive innovation in education and training
3.4.3. International integration of education and training for education
and socio-economic development in Thua Thien Hue
CONCLUSION OF CHAPTER 3
The process of fundamental and comprehensive innovation in education and
training in Thua Thien Hue has obtained fundamental achievements thanks to the close
guidance of Ministry of Education and Training, Party committees and authorities; the
help of departments, efforts and high determination of people working in the field of
education and training, as well as the consensus and concern of people in Thua Thien
Hue. These factors make the process of implementing Resolution No. 29 - NQ/TW in
the area happen faster and more effectively.
The existence of limitations in applying the views of the Party on
fundamental and comprehensive innovation in education and training in Thua
Thien Hue is due to many causes, both objective and subjective ones.

21


Chapter 4
SOME FUNDAMENTAL ORIENTATIONS AND GROUPS OF
SOLUTION TO FURTHER IMPROVE THE EFFECTIVENESS OF
APPLYING THE PARTY'S VIEWS ON FUNDAMENTAL AND
COMPREHENSIVE INNOVATION IN EDUCATION AND TRAINING
IN THUA THIEN HUE TODAY
4.1. Advantages and disadvantages in implementing fundamental and
comprehensive innovation of education and training in Thua Thien Hue in
the coming time
4.1.1. Advantages
There have been some lessons learned, as well as results from the
implementation of the action program No. 1919/GD&DT-VP dated 30
November 2011 of the Education and Training sector on implementing the
Resolution of the 11th National Congress of the Communist Party of Vietnam
and the 14th Provincial Party Congress.
The management and guidance of the Department has had positive
changes such as going deeply and closely into the institutions, strengthening
administrative reform and applying information technology in management.
The rapid and strong development of knowledge economy as well as
science and technology today has had a certain influence on people's worldview,
helping people realize new moral values and new ideas.
Industry 4.0 creates individuals who are creative and independent. They
dare to think, dare to do and dare to cope with technological challenges. This
shortens the distance of space and geography as well as creates conditions for
people to study anytime, anywhere.
The process of industrialization and modernization and the knowledgebased economy have set requirements of and facilitated education and training
innovation.
4.1.2. Disadvantages
The quality of education in the province has increased but not really stable and
uniform between educational stages and levels. The socialization of education is still
slow, the quality of general education is not commensurate with expectations.
State management of education and training, especially management of
training institutions and training associates is still inadequate.
The non-public education and training system still has difficulties and
perplexed in operation, especially in the enrollment process. The team of scientific
experts is basically sufficient but not professional and uniform among sectors, thus
has not met the task of advising and planning programs and plans, as well as
instructing and giving practical guidance on education and training in the province,
especially in the early years of implementing the Resolution. The downside of the
development of market economy makes culture deformed and degraded and
increase ideological and moral degradation, selfish and personal lifestyle as well
as violent acts; people are increasingly losing their humanity.
4.2. Some orientations in applying the views of the Party on fundamental
and comprehensive innovation in education and training in Thua Thien Hue
province
4.2.1. Implementing fundamental and comprehensive innovation in
education and training on the basis of following the Party's views
4.1.2. Innovating education and training in the direction of focusing on
developing qualities and capabilities of learners as well as ensuring opportunities for
people to have lifelong learning
4.1.3. Innovating the management of education and training; developing staff of
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educators and education managers; improving investment effectiveness for education
and training development
4.1.4. Attaching education and training innovations to socio-economic
development in Thua Thien Hue
4.3. Some basic solutions to further improve the effectiveness of
applying the Party's views on fundamental and comprehensive innovation
in education and training in Thua Thien Hue today
4.3.1. Solutions to thoroughly grasp the Party's views on fundamental
and comprehensive innovation in education and training
First, strengthening the leadership of party committees at all levels in
thoroughly grasping and propagating the Party's views on fundamental and
comprehensive innovation in education and training.
Second, well implementing democracy in thoroughly grasping the views
of fundamental and comprehensive innovation in education and training.
Third, Party committees at all levels need to develop specific programs
and actions to well implement the Party's views on fundamental and
comprehensive innovation in education and training.

4.3.2. Solutions to innovate contents, programs and methods of education
and training towards focusing on developing qualities and capabilities of
learners; fundamentally innovating forms and methods of examination, testing
and evaluation of educational results; perfecting education and training system
First, innovating contents and programs of education and training.
Second, innovating teaching and learning methods.
Third, innovating forms and methods of examination, testing and
evaluation of educational results.
Fourth, perfecting the education and training system towards open
education system, lifelong learning and building of learning society.
4.3.3. Solutions to innovate the management of education and training;
develop educators and education managers; improve investment effectiveness
for education and training development as well as international integration
First, innovating the management of education and training.
Second, developing educators and education managers.
Third, improving investment effectiveness to develop education and
international integration.
4.3.4. Relationship between groups of solution
In the groups of solutions mentioned above, in our opinion, the most
important one is the solutions for adhering to the Party's views on fundamental
and comprehensive innovation of education and training; because adhering to the
Party's views provides us a theoretical basis for the unity of will and action in the
whole Party and people in order to properly implement the Party's guidance as
well as avoid deviations in awareness leading to wrong actions that negatively
affect the process of implementing fundamental and comprehensive innovation
in education and training in Thua Thien Hue. However, the remaining solutions
also need to be considered as breakthrough solutions which create an important
turning point in the innovation of the province.

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