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Vietnan: Shortage of teachers for children with disabilities

Vietnan/Noviembre de 2017/Fuente: Vietnan.net

Resumen: Dinh Thi Thu Huong, profesor de la escuela Nguyen Dinh Chieu, dijo: «Además de las clases regulares, también proporcionamos otras clases, como habilidades para la vida y movilidad para estudiantes con discapacidad visual, entre otros. Normarly para la materia de movilidad, un maestro se centrará en un estudiante, pero tenemos que enseñar a 20 estudiantes a la vez «. «Actualmente una clase dura solo una hora. Creo que sería mejor si los niños estudiaran a tiempo completo. Espero que haya más maestros para estudiantes con impedimentos visuales «, dijo Ta Thi Thu Huyen, padre de un alumno. A pesar de haber sido capacitados con cursos de capacitación en educación especial, la mayoría de los maestros reconocen que existen grandes brechas entre las teorías y la realidad para cada estudiante. Pham Thi Kim Nga, director de la escuela Nguyen Dinh Chieu de Hanoi, dijo: «Los profesores deben equiparse con conocimientos sobre la psicología de los estudiantes con discapacidad visual. También se les exige que conozcan Braille «.» Esperamos que en el futuro haya más cursos de capacitación para maestros «, agregó.

Dinh Thi Thu Huong, a teacher at Nguyen Dinh Chieu School said:”Besides regular classes, we also provide other classes such as living skills and mobility for visually impairedI students, among others. Normarly for the mobility subject, one teacher will focus on one student, but we have to teach 20 students at a time.”

“Currently a class lasts only one hour. I think it would be better if the children studied full-time. I hope there will more teachers for visually impaired student,” Ta Thi Thu Huyen, a pupil’s parent said.

Despite being trained with special education training courses, most of the teachers acknowledge that there are huge gaps between theories and reality for each student.

Pham Thi Kim Nga, Headmaster of Nguyen Dinh Chieu School, Hanoi said:”The teachers have to equip themselves with knowledge about the psychology of visually impaired students. They are also required to know Braille.” “We hope in the future there will be more training courses for teachers,” she added.

Vietnam has only two departments of the Hanoi National University of Education and the Ho Chi Minh University of Education that provide special education training programmes, though they have very limited training quotas.

Deputy Director of Special Education Centre under the Vietnam Institute of Educational Sciences Nguyen Thi Kim Hoa said:”In some advanced countries, they have many specialists and effective models to learn from, however, it’s very difficult to apply in Vietnam. To help disabled children integrate into society, it’s necessary to have stronger involvement of the community, and family.”

To date, Vietnam has only about 3,000 specially trained teachers for visually impaired children. A lack of human resources in the field has hamstrung the nation’s efforts to help 75 percent of disabled people integrate into society by 2020./.

Fuente: http://english.vietnamnet.vn/fms/education/190853/shortage-of-teachers-for-children-with-disabilities.html

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Important lessons for antiwar movement makers…

By: Bill Ayer

The Antiwar Movement Then and Now

Howard Machtinger
Vietnam Full Disclosure

A broad-based antiwar movement which challenges white and male supremacy and stands in support of oppressed people around the globe, from the Rohingya to the Palestinians, is an important part of a larger movement for social change; one that can navigate racial, class, gender, generational, ideological, spiritual and strategic and tactical differences is required.

 

It is offered—not in expectation of agreement—but to provoke a serious discussion about the current state of antiwar politics.

Burns and Novick in their PBS documentary: The Vietnam War could not ignore the antiwar movement, but exhibit little interest in its dynamics, except in its supposed hostility to American GIs. Since my interest still lies in how to build a more effective antiwar movement, I want to focus on the lessons learned and not learned by the Vietnam antiwar movement as a prelude to exploring how we might move forward to confront the multiple wars and threats of war that beset our world.

Of course, there was not one unified antiwar movement, but a conglomeration of tendencies featuring contending critiques, strategies and tactics. What follows is an attempt at a succinct, dispassionate description of those tendencies, which no doubt risks over-simplification. I will look at three general perspectives. I will begin with a critique of tendencies with which I was associated.

The first set of tendencies included the anti-imperialists, militants, and Marxist-Leninists. Members of these overlapping, but distinct groupings, all grasped the depth of the problem that the war in Vietnam exposed. The war was not a mistake or an aberration from the general direction of US global policy. Its goal was to dominate the world and, in this particular case, to gain a strategic foothold in mainland Asia. These movement tendencies recognized the need to do more and to widen the scope of protest. They also placed great importance in connecting to and humanizing the Vietnamese enemy, not merely viewing them as victims, but recognizing and honoring their capacity to resist.

Too often, however, the connection remained abstract or turned romantic. Che’s invocation of “2, 3 many Vietnams” not only decontextualized Vietnamese resistance, but led people to ignore or downplay the incredible price paid for this resistance. In the 1980’s an uncritical anti-imperialism led to support for leaders who proved to be problematic such as Cayetano Carpio in El Salvador, Daniel Ortega in Nicaragua, and Robert Mugabe in Zimbabwe. One version of anti-imperialism meant support for any leader hostile to the US; including people like Saddam Hussein or Bashar al-Assad. For them, the enemy of our enemy by definition became a friend. Anti-imperialists did not always acknowledge other negative forces operating in the world aside from US imperialism.

The romanticization of the Vietnamese resistance also led militants to overstate the revolutionary possibilities in 1960s and 70s America. Some resorted to violent methods that proved ineffective, isolating, and divisive for the movement as a whole. Though violence as a strategy, not as spontaneous outbursts, constituted a small part of the antiwar movement, it too often became the ‘issue’ and functioned to divert attention from the monumentally greater violence of imperial war.

The parts of this tendency that identified with global Communism–a relatively small, but influential sector–had little understanding of that movement, weak grasp of the Sino-Soviet split, and were often ignorant of differences within Vietnamese Communism. Sometimes the result was a dumbed-down and sanitized Maoism. Their version of democratic centralism was rarely democratic. And they were often drawn into obscure sectarian struggles.

The pacifist left tendency brought a solid grasp of the profound penetration of militarism in the US economy, its politics and culture. It offered a valuable overall critique of war and militarism. A. J. Muste and Dave Dellinger played unifying roles in an often-fractious movement. And militant pacifists like Dellinger forged a creative model of militant nonviolence that effectively expressed the depth of opposition to the war.

But other pacifists enjoyed the role of the ‘good’ protestor as opposed to other less acceptable protestors, thereby dividing the movement and enabling an establishment critique, providing fodder for false equivalences between imperial violence and resistance to it. Pacifists could and did adopt a purer than thou attitude. It should have been possible to legitimize one’s own form of protest without delegitimizing other forms. Most significantly, the pacifist tendency was overwhelmingly white and middle class with insufficient connection to the powerful movements of people of color that had staked out clear and resonant positions against the war. This was not simply a question of coalition building, but of creating consistent, enduring relationships of trust.

Another tendency consisting largely of dissident and liberal Democrats saw the war as a losing proposition damaging US credibility, draining treasure, destroying morale and national unity, not to mention increasing battlefield casualties. This is in part the perspective of the Burns/Novick effort. This tendency brought to light the war’s corrosive effect on democratic institutions: the expanding imperial Presidency, the impotence and irrelevance of Congress, and the repression of protest. Innovative forms of working ‘the system’ were created, that while often frustrating, pointed the way to a possible political revitalization. These movements led to some Congressional scrutiny of the war, LBJ’s abdication, McGovern’s nomination as the Democratic candidate in 1972 and Nixon’s impeachment; generally forcing politicians to openly deal with the war.

But it proved unable to prevent Nixon’s election–allowing him to pose as a strange sort of stealth peace candidate—and didn’t achieve majority support in the Congress until very late in the war. It did not develop adequate means of holding politicians accountable. It both expanded the scope of mainstream politics and was simultaneously hemmed in by the establishment.

Parts of this tendency also posed as a preferred, less radical alternative to the politics of the street. Finally its overly pragmatic strategy implied that the war was a correctible mistake, not requiring a fundamental overhaul of the national security state and its imperial goals.

There are important parts of the movement that I have obviously so far ignored. The antiwar movement was a boost to the development of new creative and feisty women’s and queer liberation movements both by providing spaces for activism and then circumscribing these spaces because of the limits of iantiwar leaders’ consciousness of gender issues. So women and LGBTQ people were energized and then marginalized which simultaneously divided the movement and resulted in new organizational forms, including significant antiwar organization and action as well as a critique of military and movement macho.

The level and sophistication of GI and veteran resistance was unprecedented. Dewey Canyon III in Washington DC in 1971, when veterans threw away their medals, brought the issue of the war’s immorality and pointlessness home and helped transform the public face of the antiwar movement from that of cowardly, spaced out hippies and unrealistic pacifists. Often left buried in the dustbin of history are efforts like the coffee house movement where civilians and soldiers collaborated in spreading the antiwar message. It would certainly be worthwhile to further explore what was learned about civilian/soldier relationships from this experience.

After the war, the antiwar movement lost steam and direction in a sense succumbing to the fantasy that the end of the war allowed a return to normalcy without further consequence. We did not succeed in helping Americans come to terms with military defeat—to understand it as something positive for the American spirit.

Vietnam was more isolated in the 1980s than during the American war as it invaded Cambodia to overthrow the genocidal Khmer Rouge regime and then fought off a Chinese invasion. The Cold War framing of Southeast Asian conflict as part of a Soviet plot was reasserted by the US with little opposition from the remnants of the antiwar movement; the Maoist fringe, in line with Chinese policy, even supported the Khmer Rouge. There were brief upsurges of activity in response to Reagan’s Central America wars and before both Gulf wars, especially W’s 2003 war. Today there exists a barely perceptible antiwar movement. Its impotence allowed Donald Trump to play a bogus antiwar card during the 2016 campaign.

As antiwar activists we have allowed the myth—of which Burns/Novick partake—of the deep antagonism between the civilian antiwar movement and soldiers to penetrate American consciousness, including that of younger antiwar activists. I have met numerous young activists who take for granted that the antiwar movement typically spat at returning soldiers. We can credit Jerry Lembcke for Burns and Novick not further propounding that particular myth. They favor ’baby killers’. In any large, sprawling social movement almost any perspective can be found. Though I knew a few people who felt like targeting soldiers was legitimate; this was a quite marginal perspective in the antiwar movement. The same mythology led many of those opposed to the Gulf wars to so reassure the public that the movement was pro-soldier that they lost sight of the central task of any effective antiwar movement: projecting and humanizing the direct victims of the war in Iraq. It was a form of surrender to the prevailing Islamaphobia.

As a movement, we have failed to adequately challenge the deleterious effects of imperial war on democratic institutions. ‘Forever war’ means permanent limitations on freedom and the right to protest and continuing intrusions on privacy. We haven’t been able to convincingly demonstrate to Americans the connection between successive wars; how the Iraq war increased sectarianism and chaos in the entire region, catalyzing the growth of groups like ISIS; how we are imprisoned by the terrible logic of war in which the next war is seen as a justifiable and necessary response to the failure of the previous one.

Given this history, how might a more effective antiwar movement be constituted? First of all, we must acknowledge, embrace even, that maybe none of us in this room will be in leadership of this reconstitution. If we are together, we can offer perspective, some cautions, a necessary connection to past efforts. Multiracial forces already in motion will lead the new activist peace/antiwar movement. For instance, the M4BL highlights the militarization and racism of our criminal ‘justice’ system while connecting to global struggles of people of color. The immigration and refugee movements—with important experience in navigating cultural difference—has drawn attention to the connections between war, state violence, and population movement and alerted us to the role of racism and Islamaphobia in mobilizing and justifying aggressive wars. Environmental activists lead us to revalue the leadership of indigenous people as in Standing Rock; organizations like 350.org explicate the relationship between environmental degradation and wars and potential wars over natural resources, as well as leading to increased global migration. The new women’s and LGBTQ movements have led the way in expanding our consciousness of sexual violence in war and in the military. And even as the nature of war has changed, the voices of GIs and veterans remain vital. A new antiwar movement must be constituted and led by those forces which will both broaden and deepen the movement making evident the intersectionality of movements against oppression, white supremacy and militarism.

We are living in a treacherous moment for our and other species. The impact of climate change imposes a fateful due date. The prevalence of nuclear weapons along with authoritarian leaders eager to demonstrate their macho add to the immediate peril.

So a broad-based antiwar movement which challenges white and male supremacy and stands in support of oppressed people around the globe, from the Rohingya to the Palestinians, is an important part of a larger movement for social change; one that can navigate racial, class, gender, generational, ideological, spiritual and strategic and tactical differences is required. Absolute agreement is not required; rather a Zen-like mastery of the art of coordination, mutuality and solidarity is the order of the day. We don’t need one big organization but we do need accountable organizations with accountable leadership. Our movement must not be so ‘correct’ that it does not allow for experimentation and a diversity of tactics. The movement must strive for power as it creates an open and welcoming environment where, rather than being stigmatized or shamed for inevitable mistakes, activists can learn from them and grow with the movement. And we must make our case to ordinary people while still engaging in anti-racist and anti-sexist initiatives. The other side is driven by a mean-spirited white male nationalism that we must directly take on.

There is a lot we have to do. We must work in establishment politics and reinvigorate democratic forms, fighting for meaningful reform; and at the same time (not necessarily the same people) be on the streets, loud and passionate. We must be militant, but smart and strategic about our militancy; keep the engine rev-ed but prevent it from veering off the tracks. Be moral and not moralistic, nor purer or more radical than thou. Connections are local and global, virtual and personal. Be forthright and sure-footed, but humble about our importance and correctness. Nothing less is required.

My comments leave many questions unexplained and unanswered. My simple goal is not completeness or agreement but to both initiate and add to a discussion that will lead to more effective action. We sorely need some.

The Full Disclosure campaign is a Veterans for Peace effort to speak truth to power and keep alive the antiwar perspective on the American war in Viet Nam — which is now approaching a series of 50th anniversary events. It represents a clear alternative to the Pentagon’s current efforts to sanitize and mythologize the Vietnam war and to thereby legitimize further unnecessary and destructive wars.

Source:

https://billayers.org/2017/10/

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Vietnam promueve inversión extranjera en educación

Vietnam/12 noviembre 2017/Fuente: Vietnamplus

Vietnam necesita publicar más documentos de instrucción más detallados para los inversores extranjeros interesados en colocar su capital en la educación, debido a que la esfera abarca numerosos sectores como la formación en línea a distancia.

La directora de asuntos legales y relaciones gubernamentales de Apollo English en Vietnam, Nguyen Kim Dung, hizo hincapié en la importancia de esa tarear al intercambiar con la Agencia Vietnamita de Noticias  sobre las políticas de promoción de inversiones extranjeras en la educación del país indochino.

Durante la entrevista, realizada al margen de la Cumbre Empresarial de Vietnam (CEV), destacó que durante los últimos años, el gobierno vietnamita ha implementado muchas políticas de promoción de la inversión y cooperación extranjera en la educación.

La cita continuó ayer en la ciudad central de Da Nang con foros sobre agricultura inteligente, servicios financieros, salud y educación, sistema infraestructural, turismo, zonas económicas especiales, actividades de emprendimiento y creatividad.
La CEV, que forma parte de la Semana de alto nivel del Foro de Cooperación Económica Asia-Pacífico (APEC), constituyó una excelente ocasión para que hombres de negocios internacionales exploren las oportunidades de inversión en el país indochino. –VNA
VNA-ECO

Fuente: https://es.vietnamplus.vn/vietnam-promueve-inversion-extranjera-en-educacion/79999.vnp

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Vietnam y Australia intercambian experiencias en administración universitaria

Asia/Vietnam/28 Octubre 2017/Fuente: Vietnam plus

Expertos australianos compartieron hoy en un foro con planificadores de políticas y rectores de las universidades de Vietnam experiencias en la administración y gestión universitarias conforme a las normas globales.

El evento, centrado en los temas de clasificación y administración universitarias, fue auspiciado por la Embajada y la Universidad de Deakin del país oceánico en coordinación con el Instituto vietnamita de Ciencia Educativa (ICEV).

La clasificación y gestión de las escuelas universitarias se han convertido últimamente en un punto de gran prioridad en la educación superior en Vietnam, confirmó el director del ICEV, Tran Cong Phong.

Al intervenir en el acto, el embajador australiano en Vietnam, Craig Chittick, enfatizó la importancia de la cooperación y la competitividad en el desarrollo educativo, sobre todo en lo referente al otorgamiento de becas a excelentes estudiantes y la financiación para los estudios científicos.

Asimismo, el director para el desarrollo internacional de la Universidad de Deakin, John Molony, hizo un análisis sobre el sistema de clasificación de las universidades en el mundo, el proceso de establecimiento de los requisitos y la aplicación de los mismos a las actividades de los centros educativos en el país indochino.

Fuente: https://es.vietnamplus.vn/vietnam-y-australia-intercambian-experiencias-en-administracion-universitaria/79424.vnp

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En Vietnam: Se insta al ministerio a mejorar la calidad de los profesores en educación terciaria

Muchos profesores no llevan a cabo investigaciones científicas, no tienen artículos publicados en revistas científicas y tienen conocimientos limitados de idiomas.

Asia/Vietnam/english.vietnamnet.vn/
El Centro de Acreditación de Calidad Educativa, que evaluó 20 universidades de primer nivel en 2016, descubrió que las escuelas carecían de profesores y que muchos de ellos no estaban suficientemente capacitados.  Según las leyes actuales, los profesores universitarios deben tener una maestría. Sin embargo, el 16 por ciento de los profesores de las escuelas solo tenían una licenciatura.

Nguyen Hai Thap, subdirector del Departamento de Maestros y Gerentes Educativos, dijo que los profesores son buenos en el conocimiento profesional, pero tienen problemas en la investigación científica y la utilización de TI. Según Thap, el problema es que no hay estándares para los profesores universitarios, aunque sí hay estándares para los maestros de escuela general.

Muchos profesores no llevan a cabo investigaciones científicas, no tienen artículos publicados en revistas científicas y tienen conocimientos limitados de idiomas.

«MOET (Ministerio de Educación y Capacitación) no tiene estándares para los profesores universitarios. Algunas escuelas establecen estándares particulares para sus profesores, pero la mayoría de las demás no. Así que no sabemos lo que tenemos que esforzarnos para mejorar al personal de conferencias «, dijo.

Mientras tanto, la Universidad Da Nang ha establecido objetivos muy claros para su plan de desarrollo del personal. Los conferencistas menores de 45 años deben planear cursos de capacitación para sí mismos para obtener el doctorado luego de cinco años.

Los profesores recién contratados deben tener una maestría antes de cumplir 30 años y tener un doctorado antes de los 38 años. Se requiere que los jóvenes profesores asistan a cursos de capacitación en el extranjero, excepto en algunos campos específicos.

La universidad ha declarado que de ahora en adelante, solo elegirá candidatos que terminen la escuela con excelentes calificaciones, altos logros en investigación científica y buenas habilidades en inglés.

De 1.459 profesores de la Universidad de Da Nang, el 26,94 por ciento tiene un doctorado y el 63 por ciento tiene una maestría, mientras que el 50 por ciento puede dar conferencias en idiomas extranjeros.

El ministro de Educación y Formación, Phung Xuan Nha, en una conferencia que discutió las soluciones para mejorar la calidad de la educación terciaria en enero, dijo que el 19 por ciento de los docentes con un doctorado era una proporción muy baja. «Si podemos aumentar el número, esto tendrá un impacto en la calidad de la educación universitaria. Y esto es lo que tienen que hacer los rectores «, dijo Nha.

Thap también enfatizó la necesidad de aumentar el número de profesores con un doctorado, paso a paso. «Nuestro objetivo es que uno debe tener un doctorado para ser un profesor universitario», dijo.

Al final del año académico 2016-2017, Vietnam tenía 235 universidades y academias (170 escuelas estatales, 60 escuelas privadas y «fundadas en las personas» y 5 escuelas de propiedad extranjera), 37 institutos de investigación asignados para formar doctores, 33 escuelas secundarias pedagógicas y dos escuelas intermedias pedagógicas (formación de dos años).  Hay 58 universidades, 57 escuelas secundarias y 40 escuelas intermedias que producen profesores.

Fuente: http://english.vietnamnet.vn/fms/education/188827/ministry-urged-to-improve-quality-of-lecturers-in-tertiary-education.html
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Preocupación en Vietnam por preservar lenguas de minorías étnicas

Vietnam/23 octubre 2017/Fuente: Prensa Latina

Aunque una veintena de ciudades y provincias imparten cursos de idiomas de las minorías étnicas vietnamitas y crece su presencia en los programas escolares, expertos estimaron hoy que son necesarias otras acciones para preservarlos.
Un seminario celebrado por el Frente de la Patria (VFF, la mayor organización de masas del país) evaluó diversas acciones para propiciar el proceso de enseñanza-aprendizaje de las lenguas de los 54 grupos étnicos existentes en la nación indochina.

La vicepresidenta del VFF, Ha Thi Khiet, hizo notar que la mitad de ellos poseen grafías propias e instó a propiciar la enseñanza oral y escrita de esos idiomas hasta en las zonas más apartadas para salvaguardar el rico patrimonio cultural de Vietnam.

En representación del Ministerio de Educación, Tran Van Thuy apuntó que siguiendo un criterio de presencia de las etnias, en la actualidad sus lenguas se imparten en 782 escuelas, pero reconoció que el número de maestros solo satisface el cinco por ciento de la demanda.

El profesor Nguyen Huu Hoanh, de la Academia de Ciencias Sociales, recalcó que la protección de la diversidad cultural y lingüística es una tarea urgente en el contexto de la industrialización, la modernización y la integración internacional.

Numerosos delegados expusieron la necesidad de una mayor coordinación entre ministerios, organismos y agencias especializadas para garantizar la defensa y preservación de los valores culturales de las etnias.

Entre los grupos étnicos del país, los viet son mayoritarios (87 por ciento en una población de alrededor de 94 millones de personas), seguidos por los Tay, los Thai, los Muong, los Hoa y los Khmer, con alrededor de un millón de miembros cada uno.

Entre los restantes, algunos apenas llegan a unos cientos de integrantes.

Fue solo a partir de la independencia de la parte norte de Vietnam (2 de septiembre en 1945, contra Francia) cuando las minorías pudieron ser tomadas en cuenta en el gran proyecto de unidad nacional.

Pero debieron transcurrir tres décadas de guerra frente al invasor estadounidense antes de poder completar la verdadera integración de todas las etnias bajo la bandera nacional.

Tras la liberación y reunificación del país, las instituciones científicas confeccionaron un primer mapa de la composición de los grupos étnicos, cuyas peculiaridades se muestran en el muy concurrido y útil Museo Etnológico en Hanoi.

Fuente: http://prensa-latina.cu/index.php?o=rn&id=124919&SEO=preocupacion-en-vietnam-por-preservar-lenguas-de-minorias-etnicas

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Vietnam prioritises education to reduce social inequality

Vietnan/Octubre de 2017/Fuente: Vietnan.net

Resumen: El Embajador Pham Thi Kim Anh, Representante Permanente Adjunto de la misión de Vietnam ante las Naciones Unidas, destacó el papel desempeñado por la educación en la reducción de la desigualdad social mientras hablaba en la 72ª sesión del Comité de Asuntos Sociales, Humanitarios y Culturales de la ONU en Nueva York el 3 de octubre. La educación ayuda a los grupos desfavorecidos como las mujeres, las niñas y las oportunidades de acceso de los discapacitados a tener una vida mejor, ya que la educación les proporciona conocimientos, destrezas y confianza, dijo. Vietnam ha priorizado la educación, dijo Kim Anh, agregando que el país ha inyectado el 20 por ciento de su presupuesto estatal en la educación, junto con la elaboración de muchos incentivos para los estudiantes pobres y de minorías étnicas. Al mismo tiempo, Vietnam ha fortalecido la cooperación internacional en educación, señaló. Kim Anh dijo que la desigualdad social se está desarrollando entre los países y dentro de cada país, en términos de ingresos, género, empleo y acceso a la educación, la salud y el agua dulce. Por lo tanto, abordar la desigualdad social se ha convertido en una tarea urgente para todas las regiones, los países y toda la comunidad internacional, dijo.

Education helps disadvantaged groups like women, girls and the disabled access opportunities to have a better life as education equips them with knowledge, skills and confidence, she said.

Vietnam has prioritised education, Kim Anh said, adding that the country has injected 20 percent of its State budget into education, along with devising many incentives for poor and ethnic minority students.

At the same time, Vietnam has strengthened international cooperation in education, she noted.

Kim Anh said social inequality is developing between countries and within each country, in terms of income, gender, employment and access to education, health care and fresh water.

Therefore, tackling social inequality has become an urgent task for all regions, countries and the entire international community, she said.

In his opening remarks, on October 2, Liu Zhenmin, Under-Secretary-General for Economic and Social Affairs of the UN, highlighted challenges to the materialisation of Sustainable Development Goals,

including economic crises, sluggish growth, natural disasters, climate change, inequality, unemployment and population aging.

Given this, he suggested prioritising disadvantaged groups, increasing social sponsorship and heeding statistics to tackle inequality.

Liu described maintaining peace and preventing conflicts as a prerequisite for sustainable development.

Following the opening ceremony, the delegates discussed social development, stressing the need to build an inclusive society with the participation of all groups and people of all social strata.

They also shared experience in reducing poverty and easing difficulties for disadvantaged groups.

Fuente: http://english.vietnamnet.vn/fms/government/187678/vietnam-prioritises-education-to-reduce-social-inequality.html

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