Chính sách giáo dục ở vùng dân tộc thiểu số Việt Nam từ quan điểm đến thực tiễn=’Education Policy in Vietnam's Ethnic Minority Areas: From Perspective to Practice

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Tác giả: Ngọc Thanh Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Dân tộc học, 2023

Mô tả vật lý: tr.16-27

Bộ sưu tập: Metadata

ID: 486224

Thêm vào giỏ

Bài viết nêu lên một số quan điểm của Đảng và Nhà nước Việt Nam về giáo dục quốc dân và giáo dục dân tộc thể hiện qua các văn kiện của Đảng và Hiến pháp nước Cộng hòa xã hội chủ nghĩa Việt Nam
đồng thời tập trung phân tích đánh giá các chính sách trọng tâm của giáo dục ở vùng dân tộc thiểu số. Kết quả cho thấy, nhờ có chủ trương, chính sách đúng đắn và phù hợp của Đảng và Nhà nước, đến nay vùng miền núi, dân tộc thiểu số đã có nhiều mô hình trường học ra đời, hệ thống giáo dục từ mầm non đến trung học phổ thông được củng cố và phát triển, bước đầu đáp ứng nhu cầu học tập của học sinh. Tuy nhiên, mặt bằng giáo dục, trình độ dân trí của các dân tộc thiểu số vẫn còn có khoảng cách đáng kể với vùng đồng bằng. Chất lượng nguồn nhân lực còn hạn chế, đội ngũ cán bộ dân tộc thiểu số thiếu về số lượng và một bộ phận yếu về trình độ chuyên môn.The article outlines some views of the Party and State of Vietnam on national and ethnic education expressed in the Party’s documents and the Constitution of the Socialist Republic of Vietnam. At the same time, it focuses on analysing and evaluating key policies of education in ethnic minority areas. The results show that thanks to the guidelines and policies of the Party and State, many school models in mountainous and ethnic minority areas have been established, and the education system from preschool to upper secondary school has been consolidated and developed, initially meeting students’ needs of education. However, the education and intellectual levels in ethnic minority areas still have a significant gap with other regions. The quality of human resources is still limited, ethnic minority cadres are lacking in quantity, and a part is weak in terms of professional qualifications.

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