VietNamNet Bridge - Major central pedagogy schools train only one-third of total students, while the number of students at local pedagogy schools is two to three times higher.

Luu Trang, rector of the Da Nang City Pedagogical University, said at a recent working session with the National Assembly’s Committee for Culture, Education, Youth and Children that 170,000-200,000 university graduates were jobless. 

The Club of Pedagogy Schools, comprising 12 schools nationwide, has suggested measures to settle the problem and improve training quality.

Trang drew National Assembly deputies’ attention to the fact that central pedagogical schools only train a modest number of students out of the total students.

National pedagogical schools only train 17,000 students every year out of the total 54,000 students. The others are from local pedagogical schools.

The Da Nang Pedagogical University, a national school, for example, is training 500 students this year.  Around 550 students in 2016 and 600 in 2015 were trained last year. 

Major central pedagogy schools train only one-third of total students, while the number of students at local pedagogy schools is two to three times higher.

“We scale down the training scale by 10-20 percent per annum. Meanwhile, some local schools, not specializing in pedagogy, have training scale 2-3 times larger that ours’,” Trang said.

Quang Binh University, for example, enrolls 1,200 students a year, Pham Van Dong University in Quang Ngai 1,100 students and Ha Tinh 1,000 students.

Meanwhile, the Hue University of Education, the cradle of teacher training in the central region, also had to cut the training scale to 1,000 students a year.

Analysts commented that the Ministry of Education and Training (MOET) cannot control the number of students local schools enroll for pedagogical faculties.

“The problem lies is that MOET doesn’t allocate budgets to fund the schools’ operation. It is local authorities which fund the schools, and in order to help the schools exist, they place orders with the schools training teachers,” an analyst said.

“I am sure that the training quality of the local pedagogical schools is worse than the national major schools,” he said.

Since local authorities back the local pedagogical schools, they tend to give privileges to the schools’ graduates. For example, the local departments of interior affairs give priority to graduates of local schools, while rejecting the graduates of other schools.

Trang asked the National Assembly to apply a policy to monitor the training of teachers by local schools in order to ensure training quality and the number of teachers.

Despite the high percentage of unemployed pedagogical school graduates, the number of students registering to study at pedagogical universities is still high: 39,000 students, or 6.2 percent of total students, have applied for the schools.

RELATED NEWS

Future teachers “illiterate” in new educational thought

MOET still unsure how to produce good teachers

Thanh Mai