| National Literacy Goals |
| YEAR |
2005 |
2010 |
2015 |
| Total adult literacy
rate (%) |
... |
98.0 |
... |
| Female adult literacy
rate (%) |
... |
... |
... |
| Male adult literacy
rate (%) |
... |
... |
... |
|
|
| Definition of a Literate Person |
|
A person who is literate has to achieve the literacy skills equivalent
to grade 3 out of 5 grades of primary education and to be able to apply
these skills in his/her day life.
|
| Name of National Literacy Agency |
|
1) National Committee for Literacy
2) Continuing Education Department
| "Literacy Facts and Figures" of Viet Nam |
|
|
| Structure of National Literacy Agency |
 |
| number of NGOs working in the
field of literacy |
7 (1997) |
| number of literacy classes in
most recent year |
... |
| number of classroom hours designated
to achieve basic literacy |
250 |
|
| National Policies and Strategies |
|
| National Policies on
Literacy / Non-formal Education in Latest Policy Document on Education
|
| a. |
The national education policy considers manpower
as a decisive factor in socio-economic growth. The investment for
man's education is the investment for development. |
| b. |
Carry out simultaneously the aspects of Education
for All.
| - |
Pre-school Education (PSE). |
| - |
Universalization of Primary Education (UPE). |
| - |
Universalization of Lower Secondary Education
(ULSE). |
| - |
Eradication of illiteracy (EOL) and |
| - |
Continuing Education for Development (CED). |
|
| c. |
Ensure that the EFA aspects serve socio-economic
development. |
| d. |
Create a convenient learning environment provide
access to written materials and mass media for all, and gradually
build a learning society. |
| e. |
Increase the investment of the Government, the responsibility
of the governmental agencies, and at the same time, involve the
participation of mass organisations (Women's Union, Youth's League,
Farmer's Association, Confederation of Labour etc) and individuals.
|
|
|
| Current Literacy / Non-formal
Education Objectives /Strategies |
| a. |
Increase investment of manpower and material resources
into provinces facing many difficulties. |
| b. |
Promote involvement of all social forces during the
national literacy campaign. |
| c. |
Diversify learning forms. |
| d. |
Take teacher training into account. |
| e. |
Give preferential treatment to teaching in disadvantaged
areas. |
| f. |
Strengthen monitoring supervision and evaluation mechanisms of
literacy work.
|
|
|
| Lessons Learned from
Past Literacy Programmes and Activities |
| a. |
The eradication of illiteracy should be institutionalised
as a national policy and become a target of socio-economic development
of the whole nation as well as of each locality. |
| b. |
Literacy programmes should be integrated with socio-economic
development programmes aimed at achieving certain rights for the
people. |
| c. |
Appropriate strategy for literacy: a massive literacy
campaign was launched at each important historic event (right after
the independence in 1945; the Liberation of the Northern part of
the country in 1954; the Liberation of the Southern part of Vietnam
in 1975, etc.). |
| d. |
Taking into account the raising of awareness about
literacy and the provision of support services for learners especially
for disadvantaged groups (women and girls, ethnic groups, street
children, disabled etc.). |
| e. |
All resources should be mobilised for literacy.
|
|
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