Comparaison des systèmes éducatifs vietnamien et francais

Raison du choix du sujet

President Ho Chi Minh emphasized the importance of education by stating, "For the interest of 10 years, one must plant trees; for the interest of 100 years, one must cultivate man." This timeless principle underscores the value of education across all nations In line with this philosophy, the Communist Party and the State of Vietnam prioritize teaching and learning Vietnam ranks among the countries with the highest education budgets globally, with funding increasing from 13% to 20% between 2000 and 2010 The Ministry of Education and Training has reduced tuition fees for 53% of students In 2012, the total education budget reached nearly 5,800 billion dong, marking a 5.4% rise from 2011 However, challenges remain, such as a significant gap between theory and practice and an illiteracy rate of 3% in 2012, which is higher than in neighboring countries.

In my second year, through the French Civilization course, I gained insight into the French education system and its historical significance Renowned globally, the French education system is well-structured and operates efficiently, despite certain limitations.

As French students, it is very interesting for us to understand the systems of two countries, allowing us to identify similarities, differences, advantages, and disadvantages.

For these reasons, I decided to conduct scientific research for my thesis titled "A Comparison of the Vietnamese and French Educational Systems." This study will provide a broader perspective on both systems, allowing us to understand their advantages and disadvantages.

2 chacun d’entre eux Je souhaite que le résultat de la recherche contribuera pour une petite part au développement de l’éducation au Vietnam.

Question de recherche

Pour effectuer cette recherche, je vais essayer de répondre à ces deux questions suivantes :

- Quelles sont les similitudes et les différences entre les systèmes éducatifs vietnamien et franỗais ?

- Qu’est - ce qu’on peut faire pour améliorer le système éducatif vietnamien ?

Finalité et signification du choix de sujet

Finalité

France is recognized as one of the leading nations with a highly developed education system in Europe and worldwide The International Student Assessment Program, in collaboration with the Organisation for Economic Co-operation and Development, has ranked the French educational system among the top in the world.

France ranks 25th in the global education system and is home to many prestigious universities In contrast, Vietnam's educational system does not adequately meet the learning needs of its population and has several weaknesses This research aims to compare the similarities and differences between the educational systems of both countries, ultimately seeking to propose improvements for the Vietnamese education system.

Signification

I hope this research will make a small contribution to the field of education science, an important area that Vietnam should invest in more Due to a lack of knowledge and experience, my thesis focuses on comparing the similarities and differences between two educational systems, along with some suggestions for improving the Vietnamese education system.

Méthodes de recherche

Dans ma recherche, les méthodes utilisées sont les méthodes descriptive, analytique et comparative Une enquête par questionnaire a été réalisée auprès de 100 personnes suivi d’un entretien auprès de 10 personnes.

Objet de travail

Les objets de travail de ma recherche sont le système éducatif vietnamien et le systốme ộducatif franỗais.

Plan du mémoire

Outre l’introduction, la conclusion et les annexes, mon mémoire se compose de

BASE THÉORIQUE

L’éducation et la fonction de l'éducation

Education has a fundamental nature, essential for human survival and development Humans continuously interact with the objective world to gather experiences Additionally, a society can only thrive if its members inherit accumulated experiences from the past, encompassing knowledge, skills, techniques, thoughts, moral values, and behavioral norms Unlike other species, education is a unique social category for humans, as the experiences gathered throughout history are preserved in human culture and passed down to future generations.

The fundamental conditions for the existence and development of human society are ensured by genetic and heritage mechanisms, with education playing a crucial role in the latter Education serves as a process that unifies the physical and spiritual development of individuals within society, making it an integral part of human life and a significant social phenomenon.

Dans le processus de développement de la société, la génération précédente ne cesse de transmettre leurs expériences à la génération suivante Cette dernière les

Education is the process through which individuals acquire knowledge and skills to engage in social activities that sustain and develop society This transmission of accumulated experiences from previous generations to the next is fundamental to education However, the subsequent generation not only inherits these experiences but also enhances and enriches them, reflecting the principle of social progress.

Throughout human evolution, education emerged alongside humanity As humans began to interact with nature through tools and labor, the transmission of experiences from one generation to the next became essential Education is viewed as a social method for ensuring cultural heritage and fostering personal development.

Since ancient times, education has been closely linked to work and production, with individuals passing on skills, tool-making techniques, social behaviors, and moral norms through their labor The growth of communication, language, and culture has led to an increase in the information and experiences that need to be transmitted to the next generation, while the capacity to execute these tasks remains limited This has resulted in the formation of a society responsible for the accumulation and dissemination of knowledge Additionally, private property has positioned the family as an economic community, emphasizing the importance of education not only within the broader community but particularly within the family unit.

Since ancient times, various thinkers have observed that the material prosperity of each citizen and family is closely linked to the strength of the nation Consequently, education is imparted not only within the family but also throughout society.

La complexité du processus de production, de la vie sociale, de la structure organisationnelle de l'État exige chez les apprenants plus d’efforts dans l'acceptation

Effective transmission of knowledge requires careful organization and preparation, facilitating the shift from individual to collective learning in schools The establishment of schools as specialized educational institutions enables the simultaneous dissemination of information to many individuals This approach significantly aids the majority in acquiring knowledge and enhances the overall pedagogical effectiveness of education.

The second half of the 20th century witnessed a significant surge in education for children, youth, and adults, alongside advancements in mechanical machinery and the rise of automation This technological development transformed human labor in production Education is now viewed as essential for the reproduction of the social workforce and has evolved into a structured activity, organized with specific plans and modern methods It serves as a driving force for social development, with the moral, intellectual, scientific, technical, spiritual, and economic values of nations heavily reliant on their level of educational advancement.

1.3 Les caractérisqiques fondamentales de l’éducation

Selon Mme Tran Thi Tuyet Oanh, l'éducation a deux caractéristiques fondamentales suivantes:

Education is intrinsically linked to social mobility and evolves alongside historical changes in society As societies transition between different socio-economic statuses, their educational systems adapt accordingly Education reflects the socio-economic development level and responds to the prevailing socio-economic conditions, highlighting its historical significance Throughout history, education has varied in objectives, content, methods, and forms Educational policies are consistently shaped by past experiences and research outcomes.

Education is influenced by social classes, reflecting the dominant ideology of the government in its official policies This connection illustrates that education is intertwined with politics and serves as a tool for the ruling class to maintain its interests Consequently, this characteristic shapes the objectives, content, methods, and forms of education Today, many countries are moving towards an educational system that aligns with the interests of all social classes, promoting equal education for everyone.

According to President Ho Chi Minh, education liberates individuals from ignorance and backwardness, transforming our nation into a civilized and progressive society The fundamental goal of education is to cultivate individuals with both virtue and talent To achieve this, Ho Chi Minh emphasizes the importance of connecting theoretical education with practical learning Former General Secretary Đo Muoi noted that despite significant advancements in national education, there are still considerable weaknesses To enhance Vietnamese education, it is crucial to prioritize the education of the youth, as they represent the future of the country.

Education plays a crucial role in shaping a progressive workforce that can adapt to societal production methods While it does not directly generate material goods, education reproduces the labor force by equipping individuals with essential knowledge, skills, and techniques relevant to their fields This process enhances productivity, directly stimulates production, and fosters economic development.

Today, we exist in the era of post-industrial civilization, characterized by significant advancements in information technology This evolution places high demands on human resources, requiring individuals to be educated, skilled, qualified, and dynamic.

8 créative et flexible pour s’adapter au développement actuel et répondre aux exigences du processus de développement social

Pour se charger de sa fonction économique, l'éducation doit se concentrer sur la mise en œuvre des exigences de base suivantes:

- L'éducation doit être liée à des pratiques sociales Les ressources humaines devront répondre à la demande du développement économique dans chaque étape de production spécifique

A balanced and diverse national education system must be established to consider the intellectual capacity of the populace as the foundation for human resource development By strengthening human resources across all sectors—economic, cultural, scientific, and technological—the country can promote its growth and integration into the civilized world.

The national education system continuously innovates its content, methods, and teaching resources Enhancing the quality of education and developing human resources with the necessary skills and qualities to meet the demands of modern production presents significant challenges.

1.4.2 La fonction politique et idéologique

LES SIMILITUDES ET LES DIFFÉRENCES ENTRE DEUX SYSTÈMES ÉDUCATIFS VIETNAMIEN ET FRANÇAIS

Le système éducatif vietnamien

1.1 Les principes de l’éducation vietnamienne

The 2005 Education Law outlines the characteristics and principles of Vietnamese education, stating that it is a socialist education focused on the people and the nation It emphasizes a scientific and modern approach, grounded in Marxism-Leninism and the thoughts of Ho Chi Minh.

2 Les activités éducatives doivent être effectuées selon le principe de combinaison entre l'apprentissage et la pratique, l'éducation et la production, la théorie et la pratique, l’éducation dans l’école, l'éducation dans la famille et l'éducation dans la sociộtộ ằ

With a GDP growth rate between 6% and 8.5% over the past decade, the Socialist Republic of Vietnam requires a significant skilled workforce to sustain its development There is a strong social demand for education that needs to be addressed by ensuring equitable access and high-quality learning outcomes for students, aligning with the country's ongoing modernization In this context, a major reform of the Vietnamese education system is being developed, focusing on a new strategic plan.

15 la fois à l’organisation et au financement de l’éducation mais aussi, à sa conception et à ses héritages culturels

Entre les années 111 et 939, le Vietnam est annexé à la Chine des Hán Pendant

For 1500 years, Classical Chinese served as the primary language of communication in East Asia, leaving a lasting impact on culture, behavior, and vocabulary Education primarily focused on preparing Chinese children for civil service roles, while 19th-century reform attempts failed due to the conservative monarchy's resistance The Confucian-based civil service exams were abolished only in 1917 with the establishment of universities During the late 19th century, the French introduced French language education in primary schools within the Protectorate to train local leaders Simultaneously, the French administration promoted the romanized Vietnamese script, adopted by Vietnamese elites and nationalist press, although access to the "franco-indigenous" schools teaching both Vietnamese and French remained limited, leaving much of the population illiterate By 1943-1944, only 3.2% of the population was educated Following Vietnam's declaration of independence on September 2, 1945, the government initiated an extensive literacy campaign, establishing the Department of Popular Education on September 8 to train literacy instructors By the late 1950s, around 90% of the population could read and write, except in the highlands, as the education policy aimed to foster resistance and socialism, drawing inspiration from Chinese and Soviet models while eliminating remnants of "reactionary" education.

16 colonial et s’orientent vers l’enseignement du marxisme léninisme qui est toujours d’actualitộ Mais trente annộes de guerre postcoloniale, franỗaise puis amộricaine, de

1945 à 1975, laissent le pays ravagé et ce premier système éducatif exsangue

Following the country's reunification in 1975, the third educational reform in 1979 established a unified national education system based on the principles of free education for all and incorporating socialist ideology The unification of the education system was completed in 1993, structured around a twelve-year curriculum (5-4-3).

The current system is a result of significant changes and the adaptation to the renewal policy, which officially transitioned the economy from a planned model to a market-oriented one starting in 1986, followed by the socialization policy adopted in 1996 This socialization policy requires all stakeholders, including families and local communities, to contribute to education financing Its dual purpose is to create a unifying momentum around the goal of education for and by the people for national development, while also legitimizing the commercialization of the sector through the establishment of private institutions and locally funded community schools, addressing the lack of resources.

Dans la loi pour l’éducation de 2005, le système éducatif vietnamien se compose du préscolaire, du primaire, des deux cycles du secondaire et du supérieur

Dans l’article 4 de la loi de l’éducation 2005, on a écrit :

1 Le système éducatif national se compose de l'éducation formelle et la formation continue

2 Le niveau d’apprentissage et le niveau de formation du système éducatif national comprennent: a) le préscolaire se compose les crèches et garderies familiales et l’école maternelle; b) L'enseignement général se compose le primaire, l’enseignement secondaire de base et l’enseignement du second degré;

Vocational education includes secondary vocational schools and professional training, while higher education encompasses undergraduate, master's, and doctoral programs At these various levels, a distinction is made between general pathways and technical or vocational tracks, as well as non-formal education and continuing education.

In Vietnam, there are three types of educational institutions: public schools, community schools, and private schools Community schools are non-profit establishments initiated by individuals or organizations, funded by local authorities, donations, and tuition fees from families In contrast, private schools rely solely on tuition fees for funding, allowing them to generate profits and pay taxes This shift has led to a decline in educational quality, with wealth becoming the primary factor influencing access to education.

Preschool education includes crèches and family daycare for children aged 3 to 36 months, as well as nursery schools for those aged 3 to 6 years Due to a limited public offering and educational socialization policies, over 61% of preschool institutions are now private Enrollment rates rose from 39% in 1999 to 60% in 2005, but significant disparities exist between regions and income levels Many families do not fully understand the benefits of early education, despite recognizing the importance of education for their children's future and the support they hope to receive in their old age Additionally, early schooling is developing slowly in rural areas.

Until recently, only public schools were allowed to provide primary education, which is free and mandatory Primary school consists of five levels (grades 1 to 5) and serves children aged 6 to 10 years Due to a shortage of schools, classrooms, and teachers, many students still attend double-shift classes, either in the morning or afternoon With a few rare exceptions, every municipality has at least one primary school.

One of the primary concerns in education is the high dropout rate and the inadequate knowledge acquired by students The net enrollment rate decreased from 95% in 1999 to 86% in 2005, as reported by UNESCO in 2009 Over one million children aged 6 to 10 were out of school in 2005, a significant increase from 447,000 in 1999 Addressing early school departures and dropout rates remains a critical challenge for the country, affecting both primary and subsequent education levels.

1.2.4 L’enseignement secondaire de base – Le collège

Basic secondary education in Vietnam encompasses grades 6 to 9, catering to children aged 11 to 14 The 2005 Education Law prioritizes the universalization of basic education By December 31, 2007, Vietnam had enrolled 5.8 million children in approximately 10,000 institutions for lower secondary education, achieving a gross enrollment rate of 88% in 2005 However, similar to primary education, dropout rates remain a significant concern at this level.

In certain industrial regions or areas where agriculture is the primary source of income, families perceive the value of secondary education as minimal compared to the associated costs, such as tuition, transportation, and accommodation Despite efforts to promote basic education and combat school dropout rates, particularly in lower grades, children from the poorest families often choose to leave school to enter the workforce.

1.2.5 L’enseignement du second degré – Le lycée

The second cycle of secondary education, encompassing grades 10 to 12, includes students aged 15 to 18 years Between 1995 and 2007, enrollment numbers tripled, reaching 3.02 million students across over 2,100 institutions However, the gross enrollment rate remained low at 59% in 2005, with a notable preference for enrolling boys, as the female enrollment rate stood at just 46% In higher education, female enrollment was a mere 1% in 1993, while the overall female illiteracy rate reached 9.8%.

Le systốme ộducatif franỗais

2.1 Les grands principes de l’ộducation franỗais

Les principes de l’éducation francaise, fixés dans les lois de Jules Ferry (1881-

1882) (voir le cours de civilisation francaise (Nguyễn Vân Dung, 2005) :

- L’école est obligatoire de 6 à 16 ans

- L’enseignement public est laic ; c’est à dire neutre en matière de religion et de politique

Charlemagne "invented" school, but it was Jules Ferry who democratized education in France between 1880 and 1882 by making it free and compulsory Today, all children aged 6 to 16 must attend school, with many starting as early as 3 years old in nursery school, and students increasingly remain in higher education for longer periods While public education is predominant, private schooling also exists The preamble of the French Constitution of 1946 states that "the Nation guarantees equal access to education, vocational training, and culture for children and adults." The French educational system is tasked with a public service mission, requiring it to adapt to new pedagogical methods, modern technologies, and user expectations, while also improving management through decentralization.

Ce système est très diversifié

The Law on the Orientation and Program for the Future of Schools, enacted on April 23, 2005, following a comprehensive national debate, has redefined the educational system's missions This law aligns with the objectives outlined in the final declaration of the European Council in Lisbon on March 23-24, 2000, which emphasizes ensuring equal opportunities and the success of all students It focuses on the acquisition of a common foundation of knowledge, including proficiency in the French language, mathematics, a foreign language, information and communication technologies, and humanist culture, while also promoting the professional integration of youth.

In 2007, the national education budget reached €65.96 billion, accounting for 23.31% of the state's budget and representing 3.91% of the GDP During the 2005-2006 academic year, the public and private education sectors served a total of 15 million students The national government allocated approximately €6,970 per student, with over 85% of education funding sourced from public entities, including 62.7% from the state and 21.3% from local authorities.

2,1 %) En 2005, la dépense intérieure d'éducation atteint 117,9 milliards d'euros, ce qui correspond à 6,9 % du PIB, soit la moyenne la plus élevée des pays de l'OCDE

2.2.2 Le primaire - L’enseignement du premier degré

L'enseignement du premier degré correspond à l'école primaire qui comprend les écoles maternelles et les écoles élémentaires

Pre-elementary education, known as kindergarten, was established in 1881 for children aged 3 to 6 years Although attendance is optional, nearly all 3-year-olds enroll, primarily in public schools With dual educational and pedagogical goals, kindergarten helps children learn social skills, shape their personalities, and develop language abilities Children are organized into three age-based sections: small, medium, and large Over these three years, they master oral language and are introduced to written language, facilitating a smooth transition to primary school while also fostering their creativity through artistic activities.

The French nursery school system is a key feature of the educational framework, significantly enhancing the effectiveness of elementary education Nursery school teachers receive the same training as elementary school educators, allowing them to teach across all primary levels.

Elementary education is mandatory for all children, both French and foreign, starting at the age of 6 It encompasses children aged 6 to 11 years and is focused on imparting foundational knowledge and teaching the principles of citizenship.

All children progress through the essential stages of education, starting with CP (Cours Préparatoire), followed by CE1 (Cours Élémentaire 1st year), CE2 (Cours Élémentaire 2nd year), CM1 (Cours Moyen 1st year), and CM2 (Cours Moyen 2nd year) This crucial phase lays the groundwork for their development and growth.

In the first five years of education, a significant emphasis is placed on teaching French and mathematics, ensuring that by the age of 11, students can read, write, and perform basic arithmetic Additionally, this period includes extensive exploration of the world through subjects such as natural sciences, history, and geography, alongside physical education Children also begin learning their first foreign language during these formative years.

2.2.3 Le collège et le lycée - L' enseignement du second degré

Le second degré comprend le collège et le lycée

The article focuses on children aged 11 to 15 years old, highlighting the four-year general education provided in middle school, which includes the 6th, 5th, 4th, and 3rd grades The 6th grade serves as a transition from primary school, dedicating a significant amount of time to core subjects.

In the 5th and 4th grades, middle school students encounter new subjects such as physics, Latin, and a second foreign language The 3rd grade offers two main options: a second modern language or technology The core curriculum continues from previous years, while the chosen option helps guide students towards either general high school, vocational high school, or apprenticeship opportunities.

The completion of middle school education in France is marked by the National Diploma of Brevet (DNB), although obtaining this diploma is not a requirement for continuing education The concept of a "collège unique" emphasizes that all children receive the same educational curriculum Following middle school, students progress to high school.

High schools in France cater to students aged 15 to 18, covering grades 10 to 12 They provide a diverse range of educational programs, classified into two main types: general and technological high schools, which culminate in the general Baccalauréat, and vocational high schools, which lead to qualifications such as the CAP, BEP, or vocational Baccalauréat.

Le collégien qui décide de poursuivre une scolarité généraliste entre au lycée

La classe de 2nde est déterminante pour l’orientation future A la fin de l’année scolaire, il décide d’intégrer soit une 1 ere généraliste (Littéraire, Economique et Sociale

The first and terminal years of secondary education focus on preparing for the baccalauréat in a chosen technological field, such as tertiary, industrial, laboratory, or medico-social This preparation includes mandatory written and oral exams, along with optional tests The baccalauréat, equivalent to the DEC, is essential for accessing higher education, allowing students to transition to university once they have obtained their diploma.

Crộộ en 1808, le baccalaurộat est un diplụme du systốme ộducatif franỗais qui a la double particularité de sanctionner la fin des études secondaires et d'ouvrir l'accès à l'enseignement supérieur

French higher education encompasses all post-baccalaureate programs and is characterized by a variety of institutions with different objectives, structures, and admission requirements Students can choose from three main pathways: Universities, Grandes Écoles, and specialized schools, along with short and professional programs, which correspond to three distinct systems.

The open system within universities is the most inclusive, allowing all high school graduates to enroll without prior selection This system offers a wide variety of educational programs, catering to diverse student interests and needs.

DES MESURES POUR AMÉLIORER LE SYSTÈME ÉDUCATIF

La qualité de l’éducation

The results of my interview revealed that enhancing the quality of education and learning across all levels is the most crucial mission of the Ministry of Education and Training, as quality is the key factor determining the success of educational systems Poor education quality leads to a pervasive fear of failure in many institutions While competition can drive improvement, it also has its downsides, with various means employed to achieve top rankings Professor Văn Như Cương noted that in Vietnam, promotions are often tied to diplomas, leading to an education system focused on exam performance I believe it is essential to combat negative attitudes towards exams and the fear of failure by reforming testing methods, competition programs, and evaluation criteria The "Educational Development Strategy for the 2011-2020 period," approved by the Prime Minister on June 15, 2012, aimed to reform graduation exams and university entrance tests to ensure effectiveness and fairness, evaluating students based on their exam results.

The ongoing evaluation of student learning outcomes is essential for establishing a solid foundation to propose policies aimed at enhancing the quality of education at both local and national levels Recently, the National Assembly's Standing Committee directed the Ministry of Education and Training to swiftly refine the education reform project, ensuring its alignment with Vietnam's real situation to foster positive changes in educational quality Given the observed weaknesses in student achievements across all levels, curricula and teaching methods must evolve to emphasize practical knowledge application and the development of critical thinking, reflection, and initiative This transformation requires an increase in the number of qualified teachers, alongside improvements in their qualifications and salaries, enabling them to focus on their teaching responsibilities rather than engaging in supplementary or more lucrative activities.

The poor quality of certain textbooks is a significant concern in Vietnamese education Therefore, we propose regular evaluations of textbook quality and reference materials, ensuring adherence to standards in language and history It is essential to revise curricula and textbooks before publication, organizing programs and drafting materials in a democratic spirit under the oversight of an evaluation committee to prevent constant changes in textbooks Additionally, we should continue to review and adjust the curriculum to lighten its load, as many experts find it too heavy for most students Reforming teaching methods to create connections between theory and practice is vital, along with implementing training closely aligned with business needs and ensuring the development of qualified human resources Professor Nguyễn Lân Dũng has expressed concern about the link between theory and practice.

The Ministry of Education and Training is set to organize the structure of professions and the level of education in vocational and higher education This initiative aims to support students who pursue marketing careers after graduation, ensuring they are well-prepared for the job market.

2020, le taux de main d’oeuvre ayant reỗu au moins une formation professionelle et universitaire avant d’entrer dans la vie professionnelle atteigne environ 70%

L'objectif fixộ dans la ô Stratộgie de dộveloppement ộducatif pour la pộriode

From 2011 to 2020, the goal is to complete mandatory preschool education for 5-year-olds by 2015 and achieve a primary school enrollment rate of 99% and a basic secondary school enrollment rate of 95% by 2020 Additionally, it aims for 80% of youth at the appropriate age to have completed secondary education, with 70% of children with disabilities able to attend school To ensure equitable access to education, particularly for ethnic minorities and rural populations, it is essential to address school dropout rates and reinforce the objectives of mandatory education for all Despite new funding mechanisms, poorer regions still have the lowest budgets, which correlates with lower enrollment and higher dropout rates among ethnic groups Therefore, implementing policies for free education will significantly strengthen mandatory schooling and help prevent school dropouts in remote areas due to poverty.

La rémunération et la formation des enseignants

Regarding teacher compensation and training, we urge the Government to pay more attention to the lives of educators in remote mountainous regions In fact, three out of six respondents in my interview indicated that teacher salaries are too low While the State has implemented certain policies to assist teachers, such as housing and transportation subsidies, these measures are insufficient Furthermore, it is essential to enhance the qualifications of teachers and education managers, including professors.

Trần Xuân Nhĩ, a former Deputy Minister of Education and Training, emphasizes that reforming education begins with changing the mindset of those in the field A key aspect of educational management reform is the democratization of education, which involves learners participating in the evaluation of teachers, while educators assess the performance of administrators The Educational Development Strategy for 2011-2020 highlights the need for standardization in training, focusing on the selection and evaluation of educators and administrators, as well as enhancing professional ethics and behavior to set a positive example for students Ongoing training and reform for teachers are essential to achieve these goals.

By 2020, all preschool and secondary school teachers will achieve a high-level standard of training Specifically, 60% of preschool teachers, 10% of primary teachers, 88% of lower secondary teachers, and 16.6% of upper secondary teachers will exceed the standard training level Additionally, 38.5% of vocational secondary teachers, 60% of higher education instructors, and all university professors will hold a master's degree, with 100% of university faculty being fluent in at least one foreign language This aligns with the objectives of the Educational Development Strategy for the period 2011.

La gestion et l’évaluation des établissements

To enhance the management and evaluation of educational institutions, we recommend reorganizing and strengthening the National Education Council, which plays a crucial role in advising the National Assembly and the Government on macro-level educational policies and development strategies Additionally, it is essential to bolster global integration in education by developing strategies that enhance cooperation and competitiveness on an international scale.

Implement foreign language teaching and learning, starting with English; draw inspiration from advanced training programs worldwide to achieve diploma equivalency; and establish favorable mechanisms and conditions for prestigious higher education institutions and investors seeking to build or decentralize higher education training in Vietnam.

Les infrastructures éducatives

To address the issue of educational infrastructure in Vietnam, it is essential to increase investments in educational facilities, particularly in mountainous regions where many schools lack adequate resources Effective management and utilization of the education budget are crucial to fostering conditions that promote educational development, which in turn supports economic, cultural, and social growth Although Vietnam has seen a significant rise in investment in education and training in recent years, the per capita investment remains low compared to many countries in the region and globally Therefore, concrete strategies must be implemented to substantially boost this investment rate by 2020 While state funding plays a vital role, it is insufficient to meet current demands, necessitating the mobilization of contributions from economic and social organizations, including businesses The government should encourage the growth of private educational offerings Additionally, to ensure sustainable growth, there is an urgent need for a skilled workforce, as foreign companies in Vietnam struggle to find qualified local professionals Thus, investing in the continuous improvement and modernization of educational and training infrastructure is imperative.

The article highlights the importance of information sources, testing centers, vocational training institutions, industrial production facilities, and centers for computer and foreign language training, particularly in remote and mountainous regions.

The Vietnamese educational system, influenced by Confucian principles, is at a pivotal stage in its evolution Faced with the challenges of economic, social, and cultural globalization, it must undergo significant transformation while balancing the constraints of a socialist republic and the need for modernization, including the sometimes poorly managed decentralization of education Although the Vietnamese government has proposed numerous measures to enhance the educational system, few have been effectively implemented or adhered to This has led to criticism from experts like Professor Trần Hồng Quõn, who highlights systemic flaws within the education system Concerns about the state of education in Vietnam are widespread, with former Vice President Nguyễn Thị Bình deeming the situation to be quite serious.

Professor Hoàng Tuỵ observed that our education system is discordant within the civilized world Additionally, Professor and scientist Nguyễn Đăng Hưng stated that Vietnamese education suffers from a serious illness that requires thorough examination Therefore, a reform is essential to address the various issues plaguing our system.

In the first chapter, I explored fundamental concepts related to education and the educational system The second chapter outlines my research methodology and addresses the research questions In the third chapter, I suggest several measures to enhance the Vietnamese educational system.

I compared the Vietnamese and French educational systems by examining their principles of education, school organization, management, and funding I conducted a survey with 100 participants and interviews with 10 individuals, considering these results as essential data to address my research question and provide personal recommendations as a student to improve the Vietnamese educational system After analyzing the survey results and the opinions of the interviewees, I concluded that the French and Vietnamese educational systems are very different, and both face challenges that need to be addressed.

The French educational system faces criticism for issues such as religious problems in schools, the quality of training, and the disconnect between taught knowledge and professional life In contrast, Vietnam's education system confronts numerous challenges that require a complete restructuring Therefore, in the third chapter, I propose several essential measures aimed at improving the Vietnamese educational system.

After completing this extensive research, I have gained valuable knowledge in research methodology as well as insights into the French and Vietnamese educational systems This understanding will aid me in conducting further studies in the field of education, which greatly interests me In the near future, I aim to undertake a comparative study of higher education in France and Vietnam, as France is renowned for its strong academic institutions, including numerous prestigious universities and grandes écoles that have shaped many influential figures worldwide.

1 Nguyễn Vân Dung, Vie sociale et culturelle francaise, Maison d’édition de l’Université nationale de Hanoi, 2005, 202 pages

2 Trần Thị Tuyết Oanh, Cours de l’éducation, Maison d’édition de l’Université de pédagogie de Hanoi, 2012, 295 pages

3 Phạm Viết Vượng, L’éducation, Maison d’édition de l’Université nationale de Hanoi, 2007, 233 pages

5 La loi de l’éducation universitaire 2012

1 http://www2.ac- clermont.fr/international/Comparaison%20des%20systemes%20educatifs%20francais

2 http://couleursfrancophones.blogspot.com/2011/05/comparaison-du-systeme- educatif.html

3 http://giaoduc.net.vn/Giao-duc-24h/Giao-duc-Viet-Nam-Ky-vong-tu-nhung- diem-sang/233070.gd

4 http://vtc.vn/538-366625/giao-duc/nguyen-tong-bi-thu-do-muoi-noi-ve-giao- duc-viet-nam.htm

5 http://zung.zetamu.net/2012/08/nh%E1%BB%AFng-th%E1%BA%BF- h%E1%BB%87-tr%C6%B0%E1%BB%9Bc-noi-v%E1%BB%81-giao- d%E1%BB%A5c/

6 http://www.diendan.org/viet-nam/hoang-tuy-noi-thang-ve-giao-duc-1

7 http://thpt-chuyenhungvuong-gialai.edu.vn/TinTuc/Detail/75

8 http://www.ipsos.fr/ipsos-public-affairs/actualites/2011-09-15-francais-jugent- l-ecole-et-l-enseignement-en-france

9.http://www.legifrance.gouv.fr/affichCode.do?cidTexte=LEGITEXT000006071 191&dateTexte 110201

11 http://123.25.71.107:82/hoidap/vi/news/Kien-thuc-quanh-ta/Chien-luoc-phat- trien-giao-duc-giai-doan-2011-2020-14396/

12 http://vietnamnet.vn/vn/giao-duc/114948/sau-bai-toan-cho tu-lenh nganh- giao-duc.html

13 http://vtc.vn/tapchi/383-355328/tap-chi/giao-duc-dao-tao-viet-nam-o-muc- nao-cua-the-gioi.htm

Hello, as part of a study on the Vietnamese and French educational systems, I kindly ask for a few minutes of your time to complete this questionnaire The goal of our research is to compare the educational systems of these two countries and propose solutions for improvement Thank you in advance for your assistance.

Question 1 : Quelle est votre nationalité? Cochez la bonne réponse

Question 2 : Où avez-vous fait des études ? Cochez la bonne réponse

⁯ c Au Vietnam et en France

Question 3 : Comment trouvez-vous le système éducatif vietnamien ? Cochez la bonne réponse

⁯ b Il existe quand même des problèmes mais en général, actuellement ce système fonctionne bien

⁯ c Il existe de grands problèmes qui demandent des réformes immédiates

Question 4 : Comment trouvez-vous le systốme ộducatif franỗais ? Cochez la bonne réponse

⁯ b Il existe quand même des problèmes mais en général, actuellement ce système fonctionne bien

⁯ c Il existe de grands problèmes qui demandent des réformes immédiates

Question 5 : Selon vous, y a-t-il des similitudes entre le systốme ộducatif franỗais et vietnamien ? Cochez la bonne réponse

Question 6 : Selon vous, quelles sont les diffộrences entre le systốme ộducatif franỗais et vietnamien ? Cochez la (les) bonnes réponse(s)

⁯ a L’organisation du système éducatif en général (le primaire, le collège, le lycée)

⁯ b La gestion et la surveillance

⁯ c Ce qui sont enseigné dans les établissements

Chúng tôi đang tiến hành nghiên cứu về sự so sánh hệ thống giáo dục giữa Việt Nam và Pháp, nhằm chỉ ra những điểm tương đồng và khác biệt giữa hai quốc gia Mục tiêu của khảo sát là đề xuất các biện pháp cải thiện hệ thống giáo dục Sự hỗ trợ của ông/bà là rất quan trọng để hoàn thành nghiên cứu này Bảng hỏi gồm 7 câu hỏi và sẽ mất từ 5 đến 10 phút để hoàn thành Chúng tôi xin chân thành cảm ơn sự tham gia tự nguyện của ông/bà.

Câu hỏi 1: Ông/bà mang quốc tịch nào?

Câu hỏi 2: Ông/bà đã hoặc đang học tập ở đâu?

⁯ c Cả Việt Nam và Pháp

Câu hỏi 3: Ông/bà nhận xét thế nào về hệ thống giáo dục Việt Nam?

⁯ b Tuy vẫn tồn tại một vài vấn đề nhưng nói chung, hệ thống giáo dục Việt Nam vẫn hoạt động tốt

⁯ c Hệ thống giáo dục Việt Nam tồn tại những vấn đề lớn và đòi hỏi cần có những cải cách trong thời gian sớm nhất

Câu hỏi 4: Ông/bà nhận xét thế nào về hệ thống giáo dục Pháp?

⁯ b Tuy vẫn tồn tại một vài vấn đề nhưng nói chung, hệ thống giáo dục Pháp vẫn hoạt động tốt

⁯ c Hệ thống giáo dục Pháp tồn tại những vấn đề lớn và đòi hỏi cần có những cải cách trong thời gian sớm nhất

Câu hỏi 5: Theo ông/bà, nền giáo dục Việt Nam và Pháp có tồn tại điểm tương đồng nào không?

⁯ b Có Ông/bà vui lòng ghi rõ những điểm tương đồng đó:

Câu hỏi 6: Theo ông/bà, đâu là những điểm khác biệt giữa nền giáo dục Việt Nam và

Pháp? (có thể lựa chọn nhiều phương án)

⁯ a Cơ cấu tổ chức các cấp học (cấp 1, cấp 2, cấp 3)

⁯ b Công tác quản lý, giám sát

⁯ c Nội dung giảng dạy tại các cơ sở đào tạo

⁯ e Những khác biệt khác Ông/bà vui lòng ghi rõ những điểm khác biệt đó:

Câu hỏi 7: Hiện tại, ông bà đang là:

⁯ c Cán bộ, công nhân, viên chức

Một lần nữa, xin chân thành cảm ơn sự cộng tác của ông/bà!

Question 1: Quelle est votre nationalité ? a Vietnamienne 80% b Franỗaise 20%

Question 2 : Où avez vous fait des études ? a Au Vietnam 51% b En France 7% c Au Vietnam et en France 42%

Question 3 : Comment trouvez-vous le système éducatif vietnamien ? a Parfait 0% b Il existe quand même des problèmes mais en général, actuellement ce système fonctionne bien

26% c Il existe de grands problèmes qui demandent des réformes immédiates 74% d Autres opinions 0%

Question 4 : Comment trouvez-vous le systốme ộducatif franỗais ? a Parfait 3% b Il existe quand même des problèmes mais en général, actuellement ce système fonctionne bien

76% c Il existe de grands problèmes qui demandent des réformes immédiates 21%

Question 5 : Selon vous, y a-t-il des similitudes entre le systốme ộducatif franỗais et vietnamien ? a Non 84% b Oui 16%

Question 6 : Selon vous, quelles sont les différences entre le système éducatif franỗais et vietnamien ? a L’organisation du système éducatif en général (le primaire, le collège, le lycée)

5% b La gestion et la surveillance 9% c Ce qui sont enseigné dans les établissements 13% d a, b et c 73% e Autres différences 0%

Question 7 : Actuellement, vous êtes: a Étudiant(e) 50% b Enseignant(e) 25% c Cadre 25%

1 Selon vous, quels sont les problèmes du système éducatif vietnamien ?

2 Pouvez vous proposer quelques mesures pour améliorer le système éducatif vietnamien ?

3 Selon vous, quels sont les problốmes du systốme ộducatif franỗais ?

4 Pouvez vous proposer quelques mesures pour améliorer le système éducatif franỗais ?

Lieu de travail (ou de faire des études) actuel :

- le niveau scolaire des ộcoliers franỗais est moins bon que celui des pays voisins

- le secondaire fonctionne beaucoup moins bien que le primmaire

- augmenter la qualité de gestion du secondaire

Niveau d’étude : 3eme année de licence

Domaine d’étude : Faculté de Droit, Sciences Politiques et Gestion

Lieu de travail (ou de faire des études) actuel : Université de Strasbourg

- les connaissances enseignées à l’école ne sont pas suffisantes pour que les écoliers entrent dans la vie professionnelle

- les inégalités de chances dans l’école publique

- attacher de l’importance à l’enseignement des connaissances liées étroitement à la vie professtionnelle

Domaine d’étude : Faculté de Droit, de Sciences Politiques et de Gestion

- Manque d’enrichement des langues étrangères dans la formation

- Le Gouvernement devrait permettre aux étudiants de suivre des cours de langues étrangères gratuitement

- La violation des droits de croyance des élèves

- Le Gouvernement devrait établir des politiques qui s’accordent plus avec des religions

- Le niveau de connaissance est trop lourd pour les élèves

- Il faudrait avoir une réforme radicale sur le contenu des manuels scolaires

- Le problème de religion dans l’école

- Il faudrait avoir des politiques éducatives concrètes pour harmoniser l’école et la religion

Niveau d’étude : 4eme année du licence

- Le problème de la l’hantise de la victoire

- Le salaire des enseignants est trop bas

- Il faudrait augmenter le salaire pour les enseignants

- Il faudrait augmenter la qualité de formation des enseignants

Domaine d’ộtude : La langue et la civilisation franỗaises

Lieu de travail (ou de faire des études) actuel : Département de langue et de civilisation franỗaises – Universitộ des langues ộtrangốres et des ộtudes internationales - Universitộ nationale de Hanoi

The issue of victory obsession in education and training is prevalent, as students, teachers, and even parents focus more on outcomes than on the knowledge gained by the student This emphasis on results can overshadow the importance of learning and understanding, leading to a narrow view of educational success.

- Il vaut mieux d’établir une autre méthode d’évaluation dans l’école afin d’ encourager les élèves d’apprendre pour les connaissances, pas pour les notes

Lieu de travail (ou de faire des études) actuel : La société par actions de Vinacontrol Hai Phong

L’éducation universelle n’est pas encore exhautive, notament dans les régions montagneuses et lointaines

Investir plus dans les infrastructures des régions montagneuses et lointaines pour attirer les enseignants y aller travailler

Lieu de travail (ou de faire des études) actuel : La société par actions de Vinacontrol Hai Phong

- Le niveau d’étude est trop lourd

- Le salaire des enseignants est bas

- Deux problèmes ci-dessus entrainent le problème des cours suplémentaires et le problème de l’hantise de la victoire

- Le problème de la vente et de l’achat des diplômes

- Certains manuels scolaires ne sont pas normatifs

- Le manque des activités d’orientation professionnelle

- Il vaut mieux de restructurer le système éducatif vietnamienne

- Obliger des vérifications strictes pour les manuels scolaires avant de les publier

Lieu de travail (ou de faire des études) actuel : Le collège de Chu Van An – Hai Phong

- Le salaires des enseignants sont trop bas, notament des enseignants de l’école maternelle et du primaire

- Le manque des infrastructures des écoles des régions montagneuses et lointaines

- Le problème de l’hantise de la victoire

- L’État a permis de fonder trop d’universités mais il ne peut pas garantir la qualité d’enseignement

- Le manque de l’éducation sexuelle dans les écoles

- Le système éducatif vietnamien a besoin d’une restructuration

- Investir plus dans des régions montagneuses et lointaines

- Avoir des politiques, des dispositions plus concrètes sur l’ouverture des universités privées

- Compléter une matière qui aide les élèves à comprendre mieux sur des connaissances sexuelles

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