Speaking at the discussion in the hall, delegate Chamaléa Thi Thuy, member of the Provincial Party Committee, Head of the Provincial Party Committee's Mass Mobilization Committee, and the National Assembly Delegation of Ninh Thuan province agreed with the necessity of developing the Law on Teachers, which aims to institutionalize the Party's viewpoints and policies on teachers, and promptly supplement new and specific policies to build and develop the teaching staff. However, to perfect the Law on Teachers, delegate Chamaléa Thi Thuy suggested considering and adding the following points:
Firstly, about the concept of “Teachers”: The name of the draft Law is the Law on Teachers, but the concept of “Teachers” has not been specifically expressed in Article 4 on the interpretation of terms; delegate Chamaléa Thi Thuy suggested that the concept of teachers should be clearly defined in the law to ensure consistency, help everyone understand the law in the same way, avoid different understandings of the same word “teacher”, increase transparency, and minimize the possibility of disputes about the meaning of the law; so that when talking about teachers, we can immediately imagine who is called a teacher, and what are the general characteristics to be called a teacher.
Delegate Chamaléa Thi Thuy, member of the Provincial Party Committee, Head of the Provincial Party Committee's Mass Mobilization Commission, National Assembly Delegation of Ninh Thuan province, spoke at the discussion in the hall.
Second, regarding the professional activities of teachers: Clause 1, Article 7 stipulates: “The professional activities of teachers are special activities, with professionalism and creativity; the products are the qualities and abilities of learners; helping learners develop comprehensively through teaching, organizing, guiding, advising on learning, training and setting an example for learners”. The above provisions do not cover all the activities of “teachers”. The professional activities of “teachers” need to be considered in the overall process of a “teacher” in his/her work. It includes the process of teaching, guiding, imparting knowledge, skills and ethical values to learners; in addition, it also includes the process of collaborating with colleagues, participating in the management activities of a “teacher” (participating in classroom management, participating in meetings of the subject group, etc.). In addition, it is also necessary to review the scientific and practical basis of the content of "having products that are the qualities and abilities of learners". Because if regulated like that, the activities of teachers must be responsible for ensuring the quality of the product which is "the qualities and abilities of learners", but in reality, this is very difficult. Because, "the qualities and abilities of learners" will be created by many factors, which in general include 3 main factors: Family, School and society. In which, the main decisive role in creating the qualities and abilities of learners is the foundation of family education of learners, the spiritual and material investment of learners' families. Schools contribute but are not the decisive factor in creating the product which is the qualities and abilities of learners. Therefore, delegate Chamaléa Thi Thuy proposed to review and adjust the content of Clause 1, Article 7 above.
Third, regarding what teachers are not allowed to do: At point c, clause 2, Article 11 stipulates that it is not allowed to “Force students to participate in extra classes in any form”. According to delegate Chamaléa Thi Thuy, this provision is necessary, however, this content has been stipulated in clause 5, Article 22 of the Law on Education (Forcing students to take extra classes for money). In addition, it is necessary to have a comprehensive and thorough view of this issue in order to regulate it specifically and appropriately. Because in reality, extra teaching is a real need of teachers and extra classes are also a real need of students, especially in urban areas and areas with developed economic conditions, the more children are invested in their studies by their families. Not only students who do not study well have to take extra classes, but students with good learning ability still have a great need for extra classes, in order to improve beyond the basic knowledge in class, especially those who wish to take exams to enter specialized schools, take exams for excellent students at all levels and take exams to enter top universities... the need to find good teachers to take extra classes is real. Therefore, if we think that increasing salaries and policies for teachers to solve the problem of extra teaching is still subjective, not really suitable for real life.
Therefore, in this Law, delegate Chamaléa Thi Thuy proposed to clarify the forms of coercion (For example: coercion by words, actions, causing mental pressure, creating fear, using disciplinary measures, discrimination...) to avoid re-regulating the content that has been stipulated in other legal documents and thoroughly resolve the negative situation in extra teaching and learning.
Fourth, on the regime and policies for teachers: Delegate Chamaléa Thi Thuy agreed with the policy that education must always be considered a national policy in every stage of the country's development, so it is necessary to pay attention to the regime and policies, and to honor the team working in education. In recent times, a number of policies on tuition support and study cost support for pedagogical students have been very effective, attracting many excellent students to take the entrance exam for the pedagogical industry, the quality of input for the pedagogical industry is increasing, the level of competition for the pedagogical industry is also very "fierce" as we have seen in the recent admission seasons, the time of "rats running in the same cage, then entering pedagogical industry" is over. The input for the pedagogical industry has been getting better and better, the problem here is the output. What policies should be in place so that teachers can find jobs after graduation, make a living from their profession, and pursue their passion for their profession, thus attracting more and more talented people?
However, to implement the policies and regimes set out in the draft Law and the draft Decree regulating the salary, allowance, support and attraction policies for teachers, it is necessary to base on whether the budget resources can be implemented or not, there must be a thorough assessment of the policy impact, and at the same time, if the policy has a higher priority, it should also be placed in a harmonious correlation with the intellectual teams, other labor forces of society, who also receive salaries from the state budget (for example, in the recent questioning session on the Health sector, we also heard the Industry Commander speak about the difficulties of the Health sector, especially the difficulties of Public Health. This team studies very hard, expensively, and has to work in a bad environment because they are sick, are patients... so this team also needs to be concerned about the regime and policies...). Therefore, according to delegate Chamaléa Thi Thuy, the draft Law needs to be reviewed, and should be regulated to pay attention to the teaching staff working in remote areas, ethnic minority and mountainous areas, border areas, islands, areas with especially difficult socio-economic conditions; preschool teachers; teachers for the disabled.
Spring Binh
Source: http://baoninhthuan.com.vn/news/150435p1c24/doan-dbqh-tinh-ninh-thuan-tham-gia-thao-luan-ve-du-thao-luat-nha-giao.htm
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