Archive for April 24, 2016

Annotated Bibliography: “Education in Viet Nam,” by Berry E. Morton

Posted in Modern History, Modern History - A.B., Society with tags , , , on April 24, 2016 by Ian Pham

La San Taberd School in Saigon, South VietnamPhotograph via Flickr

Morton, Berry E. “Education in Viet Nam.” Contemporary Education 45, no. 3 (1974): 201-208.

This article examines in detail the growth of South Vietnam’s education system during the nation’s lifespan. From the evidence presented, one will learn that from the nation’s birth in the 1950s up to 1974 when this article was written, South Vietnam’s education system achieved exponential advancement that was nothing short of extraordinary. From elementary, through secondary school, all the way to post-secondary, South Vietnam invested heavily in its education, increasing rapidly its number of schools, student enrollment, as well as its teaching staff, with the active support and assistance both from friendly nations and international organizations from all over the world (p.202).

Morton’s article is filled with valuable statistics and information. This brief entry will only highlight a few, to illustrate just how much value South Vietnam placed on the educational development of its people.

Notable points presented by Morton include South Vietnam’s vast expansion in higher education. According to Morton, “there were no colleges or universities in all of South Vietnam” in 1954. However, by the 1973-74 academic year, South Vietnam had established nine universities, and enrolled a total of 86,000 students to these institutions (p. 201). Moreover, by that same 1973-74 academic year, South Vietnam had also developed “sixteen post secondary two-year teacher training schools, enrolling 9,000 elementary teachers in training; plus two newly operational junior colleges which are part of the recently planned system of two-year post secondary institutions,” (ibid).

At the top of South Vietnam’s priority list was the development of its elementary schools (p. 202). “In 1954,” Morton explains, “there were 8,191 elementary classrooms scattered throughout the nation; very few classrooms were built between 1954 and 1960,” (ibid). With the South Vietnamese government’s investment in education, a staggering 17,000 classrooms were added by the 1970-71 academic year, “making a total of approximately 25,500 classrooms… housing 2,490,246 elementary students,” (p. 203).

During the 1960s, the South Vietnamese Ministry of Education undertook a massive task to reform and develop the country’s secondary school program (junior high and high school), changing the system from an elitist French-colonial structure into a more accessible, “viable and truly Vietnamese secondary school system,” (p. 203-204). This initiative was carried out through the widespread building of classrooms, changing of curriculums and administrations, increasing of enrollment, and an abundant array of other developments. The astronomical growth in South Vietnam’s secondary schools is illustrated by the following information:

In 1956, there were 69,700 students enrolled in the nation’s secondary schools. By 1960 this figure had increased to 165,000 students or about six percent of the youth of secondary school age. By 1970 this figure had increased to 710,541 or about twenty-one percent and during the 1973-74 academic year the total secondary school enrollment is 1,062,000 or about twenty-eight percent of the population group (p. 205).

These statistics of the rapid increase in secondary schools is an indicator of South Vietnam’s success in overhauling its system for schooling youth of the adolescent age group. As a whole, the information presented thus far, regarding the whole South Vietnamese educational system, from elementary all the way to post-secondary, presents a clear representation of the South Vietnamese nation’s emphasis on education, improvement in the quality of life, and the development of its people.

Another interesting point worth noting from Morton’s source is that in South Vietnam, education for the nation’s public universities is free (p. 206). In addition to this, it is also noteworthy that education ranks second among the desires of the South Vietnamese people, with “security from insurgency” ranking first (p. 201).

Morton’s article is lengthy and detailed, containing many more relevant information and statistics regarding South Vietnam’s educational development. This brief annotated bibliographic article only presents some notable highlights. In all, the information presented here should demonstrate South Vietnam as a nation that greatly valued education, and went to all the possible lengths to deliver education to its people.