Follow Us:


In Viet Nam, non-formal education (NFE) offers the following programmes: (i) illiteracy eradication and post-literacy education; (ii) education programmes responding to the needs of learners, updating of knowledge and skills, transferring of technology; (iii) training and upgrading programmes, programmes for enhancement of qualifications and professions; (iv) programmes leading to diplomas of the national education system (the forms of conduct in these programmes include in-service learning, distance learning and guided self-learning). These programmes are mainly conducted at the Continuing Education Centres (CEC) which are organized at the provincial level and in main districts and towns and at Community Learning Centres (CLCs) organized at commune and ward level (UNESCO 2009). 


In May 2005, the National Assembly approved the Revised National Education Law which now recognizes CLCs as official local educational institutions, and the Government of Viet Nam is establishing Regulations to promote the further spread of CLCs to reach more than 10,000 communes by year 2010.  At the provincial level, networking of DOET, CEC and Teacher Training College in respective province is pilot-tested to support CLCs at the village level. The Revised Education Law (2005) stipulates that MOET will issue and provide learners who complete the equivalency courses of lower secondary education programme, diplomas of lower secondary education (UNESCO 2009).


The National EFA Action Plan 2003-15 identifies the following as challenges for non-formal education: improving the quality and coverage of literacy, post literacy and complementary programmes; expanding CLCs and CECs coverage, especially in remote and mountainous areas; improving the quality of learning and post literacy materials; and formulation of a comprehensive NFE strategy for sector development. The issues to be addressed are:

Access

  • Literacy and complementary programmes reach only a small proportion of out of school youth adults with low educational skills.
  • Enrolment in literacy, complementary and continuing education programmes is higher in urban areas compared to remote and mountainous areas. This uneven distribution contributes to a widening gap in basic learning opportunities.
  • Gender disparity persists in NFE and girls and women are least likely to participate.
  • The provision of CLCs and CECs is limited overall and does not extend to those areas with lowest education levels.


Quality and relevance

  • The quality of literacy and continuing education programmes is low and not adapted to adult learning needs .
  • There is an acute shortage of facilities, libraries and post literacy materials to reinforce basic education skills
  • NFE teachers and trainers lack experience in adult learning techniques and have low professional training opportunities.


Management

  • Investment in NFE is not sufficient to support the development of the subsector.
  • A coherent strategy is needed to guide sector development and provide conditions for additional public and non-public investment and service expansion in areas where low educational skills are prevalent.
  • Local managers lack capacity to manage, develop and coordinate NFE programmes (UNESCO 2009).