Education for Vietnamese Youth: Status, Challenges, and Development Issues in the Context of New Rural Development

• In Event: Centering Whole-Child Development in Global Education Reform: How National Education Policies Work (or Not) for Quality and Equity

Abstract

Objectives
Vietnam has just completed the cycle of implementing the Education Development Strategy for the period 2011-2020, as well as numerous socio-economic development policies, of which young people are beneficiaries. After more than 30 years of socio-economic reform and more than ten years of implementing the Education Development Strategy, the proportion of students enrolled in upper and lower secondary schools has rapidly increased, the percentage of children out of school has decreased, and the proportion of youth receiving professional and technical training has increased. Educational development policies, on the other hand, reveal their limitations. This study was conducted to assess young people's education status, identify education challenges and development issues.

Theoretical Framework and Perspectives
In terms of access to educational services, rural youth lag behind those in urban areas. (Kataoka et. al., 2020; General Statistics Office, 2019). The education system has failed to meet the demands for developing human resources for rural development. There have been a number of studies applying international lessons and practices in the specific context of new rural development to provide necessary recommendations on education renovation, such as rethinking education in rural areas (Pham & Tran, 2015), proposing solutions to improve the quality of education in rural areas in the context of economic structural transformation (Tran, 2016), managing the training of human resources to meet the needs of new rural development (Nguyen, 2009). This research aims to answer the following questions: what is the current status of youth education, what challenges education faces for comprehensive youth development, and how to find solutions for the development of sustainable education, particularly workforce development in rural areas.

Data & Methods
This research is conducted both quantitatively and qualitatively. The goal of quantitative data collection is to examine national aggregate data in order to directly answer research questions. Qualitative data aids in comprehending the educational context and realities of young people. Secondary quantitative data sources are primarily drawn from government agencies, World Bank publications, and other international organizations in Vietnam. Qualitative data were collected through in-depth interviews, semi-structured interviews, and consultation and discussion with relevant stakeholders through a case study in a typical rural province: Thai Binh.

Findings and Implications
Young people's education level and professional skills are still far below what the labor market requires. There is a significant disparity in education access and equity between regions (rural and remote areas, urban and economically developed regions) and groups (rural people, poor people, ethnic minorities, and people with disabilities). Socio-economic development initiatives for rural communities can be an important way to enhance educational progress. This whole community development approach can aid in the resolution of regional and local challenges that educational development strategies might address. Improving the level of education and professional training for young people, as well as establishing on-the-spot career opportunities, is both a challenge and an important solution that must be executed.

Author

• Thai Ha Tran
  Presenting Author