Vietnam has made significant progress in revising and strengthening the policy framework for teachers through the first Law on Teachers.
Valerie Djioze-Gallet, representing the UNESCO Headquarters Teacher Development Section, made the statement at the "National Consultation Workshop on Policy and Legislation Framework for Teachers: International Experiences and Recommendations for Vietnam in the Context of Globalization" held in Hanoi this week.
An overview of the workshop. Photos: UNESCO Vietnam |
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"UNESCO applauds the Vietnamese government's leading agenda to strengthen its policies and legislation for teachers and stands ready to work with the UNESCO Hanoi office to provide further technical assistance to help the country address its challenges, such as data- and evidence-based decision-making on teachers, their shortage and professional development," said Valerie Djioze-Gallet.
UNESCO experts provided participants with an overview of the roles that teachers have today. According to UNESCO’s Report from the International Commission on the Futures of Education launched in 2021 entitled Reimagining Our Futures Together: A New Social Contract for Education States, in a new social contract for education, teachers must be at the center and their profession revalued and reimagined as a collaborative endeavor which sparks new knowledge to bring about educational and social transformation.
Participants were also introduced to the UNESCO Teacher Policy Development Guide, a practical tool to guide the development or review of national teacher policies. The guide aims to address different dimensions of teacher issues and their interrelationships, facilitating an evidence-based national teacher policy that is integrated into national education sector plans or policies in line with overall national development strategies.
Experts are engaging in the dialogue with international experts. |
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The workshop also highlighted practical issues facing teachers globally and in specific countries, as discussed in the Global Report on Teachers launched by UNESCO and the International Task Force on Teachers for Education 2030 in 2024.
Each panel discussion was followed by a lively debate on the relevance of international experiences for Vietnam's teacher policy development and legislation, with concrete recommendations on relevant teacher policies and legislation for the country to meet national needs and respond to global trends and foresight.
Introducing the draft Law on Teachers and calling for input, Vu Minh Duc, Director General of the Department of Teachers and Educational Administrators, said that the draft Law on Teachers has been thoroughly developed through research and extensive consultation to ensure that it motivates and empowers all teachers to be qualified, committed, responsible and competent in the profession, no matter where they are.
"We value such dialogue with national and international participants in the workshop," Duc emphasized.
The attendees are very interested in the discussion. |
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As Vietnam continues its efforts to draft its first law on teachers, the hybrid National Consultation Workshop on Policy and Legislation Framework for Teachers: International Experiences and Recommendations for Vietnam in the Context of Globalization brought together more than 150 high-level policymakers, legislators, educators, teachers, practitioners, representatives of the education sector trade union, international organizations, UN agencies, INGOs, and Vietnamese NGOs. Experts from UNESCO Hanoi, UNESCO Headquarters/Secretariat for the International Teacher Task Force, and the Teacher Education Center under Shanghai Normal University (UNESCO Category II Center) also participated and provided technical support to the workshop.
At present, the Law on Teachers was submitted by the Vietnamese government for review and initial opinion at the 8th session of the 15th National Assembly held in October and November 2024, and is expected to be submitted for approval at the 9th session (to be convened in June 2025). The Law on Teachers, if passed, is believed to pave the way for an enabling environment for teachers to maximize their potential and effectively contribute to the renewal of national education in this rapidly changing country.
