Written Assignment 2 by Linh

Written Assignment 2
The education is the first step in development of every county. Current national
models of higher education worldwide create individuals that serve the economy and the culture.
The knowledge itself lost its value without being connected to the real world and the labor
market. Culture, history, labor market dictates tendencies of the system of education. Nowadays
Russian and Vietnamese systems of education are undergoing changes and strive to develop
along with the Western cultures such as Europeans. Globalization, integration, standardization
and internationalization are an important force behind changes, resulting in the formation of
various national models of higher education (Dudin, Bezbakh, & Frolova, p. 653).
Russian education focuses on the intellectual, emotional, moral, and physical
development of the individual. It aims to develop the abilities that allow a student to adapt to life
in society. According to the UNESCO date, “the State guarantees the observance of the
following general principles: the humanistic character of education; education aims at fostering
students’ civic spirit and love of the Motherland; the unity of federal cultural and educational
space, preserving at the same time ethnic and regional cultural traditions; the general availability
of education; the freedom and pluralism in education; the democratic and state-public character
of educational management, as well as the autonomy of educational institutions” (2007).
The UNESCO claims the most important feautures of the Russian education which are to
create basic conditions for a transition from a unified, standardized and uniform education
system, to a differentiated and open one. This implied: (i) greater diversity and differentiation
(ii) regionalization and municipalization of the education system; (iii) support for national school
development ensuring, at the same time, the development of a common educational space
(2007). Before 21 century, the education in Russia was conservative, and its model was not open
to change. After the collapse of the Soviet Union, the education was guided to innovation and
development. The reform of the Russian model of higher education should continue and
reinforce the training of highly skilled professionals correlating with the market demand (Dudin,
Bezbakh, & Frolova, p. 654). UNESCO also highlights the importance of the reform of the
content and curricula at all levels; the network of educational establishments; pre-service training
and appointment of teachers; and financing and management schemes (2006).
According to UNESCO, educational development in Vietnam is aimed at improving
general knowledge, training the workforce, and fostering talented people while broadening the
scope of education and improving its quality and results, in order to contribute to the State goal
of “rich people, strong country, and civilized and equal society” (2006). The goal of education is
to train independent and creative persons who can use their professional skills and knowledge to
work hard and meet the needs of national construction (UNESCO, 2006). The education aims at
“raising the people’s intellectual level, training manpower, nurturing talent, and forming a pool
of workers with knowledge and skills, practical ability, a dynamic and creative mind,
revolutionary virtues, patriotism and love for socialism” (UNESCO, 2006).
The main features are stated as following (UNESCO, 2006):
• Education is the driving force and the basic condition for realizing socioeconomic
objectives. Investment in education is considered as one of the principal directions of investment
for development.
• The realization of educational objectives means improving people’s knowledge, training
the workforce and nurturing talent. In education, it is necessary at the same time to enhance
equity, excellence and efficiency.
• Education should respond to the demand for national development and follow the
progressive trends of our time such as continuing education and lifelong learning.
• Diversifying education and training. The Government should have specific policies to
create favourable conditions for those who are under the government’s care as well as poor
people to enable them to learn.
• Improvement of the structure of the national education system.
• Rearrangement of the education system.
• Eradicating illiteracy for those in the age group 15-35 years and universalizing primary
education for children in the age group 6-14.
I’m in favor of the educational goals of both Vietnamese and Russian systems as the
changes and aims of the system respond to the 21 century and promote democracy,
understanding and education. There some similarities and differences. Both educational systems
reinforce the national ideas, encourage education and knowledge and concentrate on developing
people who will serve the economy and culture. Socioeconomical objectives are represented in
both educational systems values. Both countries foster diversifying and differentiation.
Improvements of schools is also the main objective of both systems.
The main differences are the following. Vietnam is the country that has experienced the
war, the colonial period and the separation of the country in two parts. As a result, due to
political and social hardships Vietnams tries to eradicate the illiteracy and rearrange the
educational system; Russia eradicated the illiteracy during the Soviet Union period. The main
concern of the Russion system of education is to support schools on such a large area with
different ethnicity and culture preserving the regional and at the same time uniting the people. In
addition, the official aim is to promote democracy and pluralism ideas, which is complicated by
the current political situation. Moreover, Russia aims to meet the needs of the modern world in
terms of knowledge, innovation, development and labor market trying to overcome the socialist
and communist features.
References:
1. Dudin, M. N., Bezbakh, V. V., Frolova, E. E., & Galkina, M. V. (2018). The Models of
Higher Education in Russia and European Countries at the Beginning of the XXIst Century: The
Main Directions of Development. European Journal of Contemporary Education, 7(4), 653-667.
2. UNESCO, World Data on Education. 6th edition, 2006/07 Retrieved
from http://uis.unesco.org/

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