He reiterated that people have been taken as the centre, subject, resources and momentum of national development, noting that the 13th National Party Congress identified human resources development as one of the three breakthroughs that need to be made in the time ahead.

In education and training, focus should be placed on such areas as digital technology, digital economy, green economy, circular economy, knowledge-based economy, climate change response and environmental protection, the leader said.

PM Pham Minh Chinh presented Vietnam National University, Hanoi with 5,000 trees with the hope that the educational institution will have a green and clean campus.

PM Pham Minh Chinh presented Vietnam National University, Hanoi with 5,000 trees with the hope that the educational institution will have a green and clean campus. Photo: VNA

Lauding its contributions to national construction and defence, the Government leader urged the university to carry forward its achievements and turn itself into a centre of training and scientific research well known in the region and the world.

Training and scientific research should go in tandem, he stressed, asking the university to improve the quality of its lecturers and researchers. He also encouraged students to pursue basic sciences, help develop human resources serving socio-economic development in regions, especially remote, sea and island areas with personnel training. He asked the institution to increase investments in human resources development to serve research on semiconductor integrated circuitry, and pay more attention to cooperation with domestic and foreign businesses. The PM also suggested building an innovation centre at the university.

Visiting the FPT University, established by FPT Corporation, Chinh noted that FPT has been the pioneer in digital transformation in Vietnam, and asked it to invest more in personnel training.

The leader used the occasion to asked the Ministry of Education and Training to step up State management over education-training.

He agreed with the corporation’s proposal to establish a resources connection centre, and affirmed that the State will adopt policies in this regard.

FPT should take information-technology as its development foundation, saying software design and development, particularly chip production, is the right way that matches the corporation's strategy, global trends and domestic situation.

The leader used the occasion to asked the Ministry of Education and Training to step up State management over education-training, especially high-quality personnel training, and assigned tasks to other relevant ministries and the People’s Committee of Hanoi.

Over two years since the start of the pandemic, the global learning crisis has expanded to become an unprecedented crisis threatening education budgets, increasing learning poverty, widening inequality, and undermining sustainable development.

 4th-grade students at Nam Thanh Cong Primary School in Hanoi. Photo: Internet

According to UNESCO, over 1.6 billion children, and their learning outcomes, were affected by school closures. Learning outcomes, which were already lagging pre-pandemic, have become unacceptably poor.

We are calling for urgent action in Asia and the Pacific to transform education and renew the region’s commitments to building resilient, inclusive, and equitable education systems that lead to effective and relevant learning outcomes.

We need to leverage the role of education in the green and digital transformation, and in promoting global citizenship, human rights, peace, and tolerance. It is time to make high-quality education a right, not a privilege, for all, especially girls. We must ensure high-quality education reaches all in the most marginalized positions, including people with disabilities, children, and young people living in poor, conflict-affected, and disaster-prone parts of the world.

To achieve this, we must start to make long-term investments in education. Such investments have transformed many countries into well-functioning, democratic, equitable, and competitive societies. One example is Finland whose teachers are a key factor in the national education system’s success. Finnish teachers are highly educated, skilled, motivated, and given professional autonomy. All teachers have a master’s degree that includes pedagogical training connected to practice, and their education is research-based.

This is not to say one size fits all – but to inspire and encourage a reimagination of education on a global scale.

Rethinking teacher policies is necessary to transform education. Teacher policies must focus on attracting the best candidates to the profession and supporting their motivation and professionalization. It is also essential to strengthen gender equality and female leadership in the education sector. We want to highlight the crucial role of female teachers in inspiring and enabling girls’ participation in education.

The first step is to develop teacher pre-service education systems comprehensively. Research-based and practice-oriented university-level teacher education is important. Countries should also aim to support teachers’ long-term motivation and offer them continuous professional development throughout their careers. Continuous and tailored school-based professional development is essential to equip teachers with the skills to support life-long learning for their students.

One country making progress in this area is Vietnam, which has raised the quality and attractiveness of its teacher education by making it a university-level education. This has also made the country’s student learning outcomes better.

Second, countries in Asia and the Pacific should do away with traditional, more authoritarian, and rigid models of teaching and learning, and instead, develop a different approach and skillset for teachers. Effective pedagogical practices are at the heart of improving learning outcomes. So, schools and teachers must contextualize and adapt teaching and learning to meet their students’ needs, with methods increasingly focused on helping students to become self-directed learners. Learning is for life, active citizenship, and critical thinking, among others – not only for passing exams. In today’s world, competencies such as media literacy are becoming increasingly relevant. This also requires simplified curricula that support flexibility and a focus on 21st-century skills.

Third, teaching and learning need to adapt to new and innovative learning environments, including ramping up the use of digital technology. The pandemic has made it clear that flexible education systems are more resilient. The ability for students to study without physically needing to be at school has become necessary, not only as a response to the pandemic but also to ensure education continues in times of conflict and crisis. In Singapore, the government has already announced that it plans to enhance learning and teaching with technology based on the country’s experiences during the coronavirus pandemic.

But making full use of technology, including the promise of personalized learning technology in education requires flexible curricula and skilled teachers who are supported to be creative, and who have the competencies and resources necessary to focus on addressing the needs of individual learners. Again, investing in skills is crucial to ensure that teachers can use technology-enabled learning analytics to facilitate the continuous assessment of student learning.

Finally, equitable, inclusive, and quality education requires governments to look at the whole education system. This involves maintaining investments not only in learning but also in student well-being. It is essential that students can access nutritious school meals daily, and adequate health, hygiene, water, and sanitation facilities. There is now global momentum building towards recognizing the importance of investing in school meals. Ten Asian countries, including China, Japan, Pakistan, and the Philippines are among the more than 60 countries worldwide to have committed to joining the Global School Meals Coalition. We encourage more countries to follow suit and invest in human development.

The time has come to build forward, better, and greener. Investing in teachers, developing different approaches to teaching and learning, embracing the use of technology, and taking a whole-of-system approach can help to tackle the unprecedented education crisis unfolding before our eyes. Let’s use the power of holistic education as an engine in doing so.