Our Charter

A Draft of the VNTU Charter by Cô Thoc Nau has been adopted by the AGM session on October 1, 2020. A shorter Vietnamese version is available, upon request.

Global Federation of Vietnamese Teachers Unions Charter (original text by Cô Thoc Nau)

“Core Values of Global Federation of Vietnamese Teachers’ Unions are founded on the definitions and key goals of Education.

Education is the most important foundation in the career of training and training the personality of children to become useful people for the future society. These are talented people with perfect virtues, not only needed for personal development, but also for the progress of the whole society.

Education is the process of facilitating the learning of, or acquiring knowledge, skills, values, beliefs and habits. Educational methods include teaching, training, and storytelling. oriented, discussion and research. Continuing education takes place under the guidance of teachers, but learners can also educate themselves. Education can take place in a formal or informal setting, and any experience that influences a person’s way of thinking, feeling or acting can be considered education. The methodology of  teaching is called pedagogy.

Formal education is often formally divided into preschool or kindergarten, primary, secondary, and then college, university or apprenticeships. The right to education has been recognized by a number of governments and the United Nations. In most areas, education is compulsory up to a certain age. There is a movement to reform education, and especially evidence-based education with global initiatives aimed at achieving Sustainable Development Goal 4 (SDG4), promoting quality education for all.

Education is considered as the driving force for sustainable development, national construction and peace. Children and young people with certain skills such as reading, writing, or counting are more likely to have a better future than their counterparts who lack these skills. The changing world and globalization require the world’s population to quickly adapt and learn to work with newer technologies.

The incidence of extreme poverty, insurgency, community conflict and other factors have significantly reduced progress in many developing countries. Children from poor households are more likely to drop out of school than children from rich households. The disparity between urban and rural areas remains high. In West Asia and North Africa, ongoing armed conflicts have resulted in an increase in out-of-school (OOSC) children. Sub-Saharan Africa has made the greatest progress in primary school enrollment among all developing regions – from 52% in 1990, up to 78% in 2012, but a large disparity remains.

Education is a discipline that encompasses every other discipline, and is a noble mission. The education profession places many responsibilities on teachers, and these responsibilities require corresponding rights. Teachers should have the right to freely exercise all civil and professional rights.

Recognizing children’s individual development as the goal of education, teachers must respect students’ freedom of thought and encourage students to develop independent  and critical thinking.

VNTU has developed the following items to be included in its Charter:

Article 1. The essential task of teachers is to respect the individuality of children, discover and develop abilities, take care of the educational and training process, always towards the formation of moral and ethical sense in future people and citizens lives, by educatiing children and youth in a spirit of democracy, peace and friendship between people.

Article 2. Teachers’ rights are not dependent on sex, race, color, and regardless of beliefs and personal stereotypes, provided they do not impose their beliefs and prejudices on their children. Teachers are not penalized as their education complies with the provisions of Article 1.

Article 3. Teachers have the right to make arrangements for measures to protect them against arbitrary decisions that affect their terms of service and careers. Specifically, safeguards should be in place against arbitrary decisions about hiring, apprenticeship, appointment, promotion, or disciplinary action.

Article 4. With regard to educational curriculum and practice, the pedagogical and professional freedoms of teachers must be respected, initiatives should be encouraged, especially in the choice of methods. teaching and textbooks, as well as in the study of pedagogical and professional issues, through teacher representatives.

Article 5. Teachers must have the freedom to participate in professional organizations and these organizations must have the right to represent teachers in all circumstances.

Article 6. All teachers shall have the right to academic and professional training to the highest possible standards, including the educational requirements for admission to the university level. Social and financial circumstances should not become a barrier to prevent a student from studying to become a teacher.

Article 7. Teachers should be given opportunities to continue their professional development. They have the right to participate in supplementary courses with necessary financial support, including providing special conditions for them to visit and exchange abroad to help them have practical knowledge. about their own lives at home as well as abroad.

Article 8. Teachers are paid a salary consistent with the importance of the social and educational functions they undertake, so that they can devote fully to the profession without having to worry about finances. For teachers with equal qualifications and working years, it is necessary to apply the principle of fair pay, equal work, the same salary, regardless.

Article 9. Teachers are entitled to paid leave for the entire school vacation, to receive paid sick leave and to a full allowance, including allowances for widows, children and dependents.

Article 10. Teachers have the right to be in suitable conditions, with the necessary equipment and to class sizes small enough for effective instruction.

Article 11: School equipment should not depend on the social status of students as well as the type of school, but only on the purpose or needs of education. Schools should be provided with suitable accommodation to enable qualified staff to handle specialized services such as medical and dental care, and providing school meals. and physical education. The school also needs to have laboratories, seminar rooms and libraries.

Article 12. Schools should contribute to personality development. A humanitarian principle, consistent with the dignity of both students and teachers, is to eliminate oppression and violence.

Article 13. Children with behavior deviations should be taught in special classes in order to adjust as soon as possible so that they can enter the normal classroom and lead a normal life. Children with physical disabilities who cannot participate in normal school activities need to be educated in special schools, using methods that are appropriate for their characteristics and disability.

Article 14. It is necessary to support educational research in educational institutions, where experimentation of the method can be conducted under appropriate conditions, in order to accelerate progress in theory and practice. about education. An informational service is required to publish research results.

Article 15. Through their elected representatives, teachers should have the opportunity to formulate policies to improve the governance of their schools and their professional practice.”

What Members Say About This

We are now proposing the original text of this Charter during our training sessions to Vietnamese-speaking participants to collect more ideas for improvement of the text in the process.

Anita H., Vietnam Hoc Institute

Not only must we include Education for All on our Agenda, we must also include Ethics in the context of the Vietnamese culture. Our Globethics.net training program “Culture and Ethics in Vietnam Context” aims to help learners understand Ethics in their own culture.

Globethics.net Academy

The right to a quality education is, I believe, the perfect path to bridge the gap between different cultures and to reconcile various civilizations. Without such a right, the values of liberty, justice and equality will have no meaning. Ignorance is by far the biggest danger and threat to humankind.

Brainy Quotes

I am glad that the younger generation of Vietnamese diaspora is active in promoting values-based education to teachers in Vietnam. Thank you and keep going…

Viet Nho N.

The proposed text is excellent. However, we think Vietnamese teachers at home tend to have shorter text with more focus on practical ethical issues. At the October 1, 2020 AGM, the VNTU delegates in Vietnam had opted for a short version of 10 articles for the Vietnamese Chapter.

Dan P.