PROPOSAL FOR A MODEL CORE CURRICULUM FOR THE FIRST TWO UNDERGRADUATE YEARS IN V INSTITUTIONS OF HIGHER EDUCATION IN VIETNAM Thesis for the Degree of: Ph. D; MICHIGAN GTATE UNIVERSITY NGWEN VAN THEN 3‘ 1971 ,i‘v L133: 2' Mmhwa 6: 2E“ Universé’zy ' WW MSU LIBRARIES MICHIGAN STATE UNIVERSITY TEACHING RESOURCES LIBRARY 133 ERICKSON HALL EAST LANSING. MICHIGAN 48824 RETURNING MATERIALS: PIace in book drop to remove this checkout from your record. FINES wiII be charged if book is returned after the date stamped beIow. ABSTRACT PROPOSAL FOR A MODEL CORE CURRICULUM FOR THE FIRST TWO UNDERGRADUATE YEARS IN INSTITUTIONS OF HIGHER EDUCATION IN VIETNAM BY Nguyén VAn Thfiy The purpose of this study is to propose a model core curriculum for the first two years of undergraduate education in institutions of higher education in Vietnam. The model core curriculum is planned to provide students with the following: (1) preparation for citizenship under national standards of undergraduate education, and (2) basic and general studies common to all who pursue higher education as well as pre-professional preparation. It also intends to maintain the Optimum distribution of re- sources within the university to insure effective balances of instructional programs and other educational services. The study involves the following processes: (1) direct documentary analyses of the status of higher edu- cation and its current undergraduate curriculum, (2) assessment of a future undergraduate education that would meet the needs of the students and the nation, and (3) design of the proposed model core curriculum. Nguyén van Thuy The analyses of a survey of Vietnamese educators' attitude and opinion toward the improvement and change in the college curriculum show that: (l) the findings appear to support a new curriculum in higher education: basic sciences should be the foundation of the student's knowl- edge; mathematical sciences should support the studies in basic sciences; and courses in humanities and arts, in agricultural sciences, and in professional fields are relevant to the undergraduate curriculum; (2) the present college curriculum does not meet the needs of students; hence, courses in humanities and social sciences are be- lieved relevant to an individual's participation and cooperation in the community activities; (3) the improved college curriculum should be designed for the student's interest and learning as well; basic and general knowl- edge is deemed fundamental for further vocational or pro- fessional preparation; and (4) courses that will be conducive to a change in the student's attitudes and to the development of his critical thinking abilities are found, in order of importance, in vocational studies, humanities, and professional studies. It appears that the future undergraduate education in Vietnam would present these criteria: (1) to provide the student with sufficient basic knowledge to make him conscious of himself and the environment in which he lives, (2) to promote and develOp the student's skills of Nguyén Van Thfiy communication, thus making human interactions and relation- ships almost limitless, (3) to provide the student with a total view of his college experience which would help develop his broad competencies in and readiness for self- education and self-improvement, (4) to provide the stu- dent with full mastery in his professional preparation, and (5) to emphasize learning in basic sciences, social sciences, and humanities. These five criteria serve as a guide in the selection and clarification of objectives in planning the proposed model core curriculum which includes the follow- ing components: general core requirements, college or divisional specialization or major concentration require- ments, and concentration electives or free electives. The evaluation of the core curriculum indicates that the requirements for the first two years of undergraduate programs are equal to, or greater than, the requirements for the propaedeutic and second years together, of the present university four-year curriculum. The recommendations for implementing the proposed core curriculum are: (l) a careful consideration of the proposed core curriculum at the level of the state uni- versities and community junior colleges, (2) a clarifi- cation of curriculum objectives which stress the student's learning, (3) an academic reorganization in the present university governance, and (4) a reorganization of the Nguyén Van Thfiy Vietnamese public higher educational system. Recommen- dations for further research and survey to be conducted beyond this study are expected, too. Higher education in Vietnam is confronted with the need for personal improvement and change. Its cur- riculum is relevant to the national progress when its graduates, as citizens, are aware of their reSponsibili— ties, rights, and obligations towards themselves and their fellow men as well. Its duty is to build up relationships, foster inter-group, national and inter- national understanding and emotional integration. PROPOSAL FOR A MODEL CORE CURRICULUM FOR THE FIRST TWO UNDERGRADUATE YEARS IN INSTITUTIONS OF HIGHER EDUCATION IN VIETNAM BY Nguyén Van Thuy Lic. Es-Sc., DES. Sc., M.S. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1971 Kfnh téng BA 226: MA d5 hy-sinh vd day—d5 chfing can Thfiy-Huy-Hién Loan-Phung-ang Qu&n—Nga ii ACKNOWLEDGMENTS I am indebted to many peOple who have directly and indirectly encouraged and supported me in the work and research required to complete this dissertation. Professor Vandel C. Johnson, Chairman, Department of Administration and Higher Education, has been encourag— ing and helpful in guiding me throughout my doctoral pro- gram. Professor David K. Heenan, Associate Director, Institute for International Studies in Education, has pro- vided invaluable assistance and guidance through each stage of this study. Professor Russell J. Kleis, of the Department of Administration and Higher Education, is appreciated for his helpfulness and ever—ready words of encouragement throughout this study. Professors John and Ruth H. Useem, of the Depart— ment of Sociology and the Institute for International Studies in Education, have shown their deep concern and interest for my program of study. Their kind guidance and introduction to the domain of knowledge in educational sociology is appreciated. iii To all of them, I would like to express my deepest gratitude for having served as my academic advisers while my academic program, research, and dissertation were being completed. My sincere and special thanks are due to His Excellency Dr. 95 Ba Khé, Vice Minister of Education and Vice Rector of the University of Saigon, for his kindness, support, both moral and material, and the thorough gui- dance that lead to the completion of this study. I am indebted to Mrs. Gladys O. Philpott and Miss Phan My Linh. Their assistance contributed greatly to the completion of this research and dissertation. Without their help, this dissertation might not have been achieved. Samuel A. Moore, II, and Mr. Jack Down, I To Dr. am most appreciative for their invaluable assistance in preparing the draft and for their comprehensive commen- taries. Dr. Sippanondha warm thanks are extended to: Ketudat, Director, University Development Commission, Office of National Education Council, Bangkok, Thailand; Dr. Chieng-hou Huang, Dean, National Taiwan Normal Uni- versity, Taipei, Taiwan; and Dr. Lé Thanh Minh Chéu, Rector, University of Hue, Hue, Vietnam, for providing the researcher with helpful references. I also wish to acknowledge my gratitude to Dr. Teunison C. Clark, Jr., Dr. Alvis O. Hardie, Dr. Charles B. iv and Mr. John L. Hafen- Green, Dr. Eleanore K. Green, richter of the United States Mission to Vietnam, Agency for International Development, Education Division, Saigon, for their assistance and interest in carrying out this research and dissertation. Finally, I wish to take this opportunity to express my gratitude for the help that has been given me during the past years by all of my former teachers--in elementary school, secondary school, college and university. Chapter I. II. TABLE OF CONTENTS THE PROBLEM . . . . Introduction . . The Need for This Study . . The Problem for Investigation The Statement of the Problem. The Purpose of the Study . . The Objectives of the Study . Selection and Clarification of Objectives . . . Selection and Planning of Educational Experiences . . Organization of Experiences Evaluation . . . . The Assumptions . . The Procedures . . The Instruments Employed The Sources of Data. . . Definition of Terms. An Overview of the Study THE REVIEW OF THE LITERATURE . General Studies . . Descriptive Studies. . Thailand. . . . Republic of China (Taiwan). Republic of Korea. . The Pacific Region of the United States. . . The Mid-West Region of the United States. . . . The East Coast Region of the United States. . . . vi ll 12 12 13 15 15 l6 l7 17 20 21 22 26 36 38 39 45 46 62 65 68 71 72 Chapter Page Specialized Studies . . . . . . . . 78 A Proposed Two-Year College Program for Elementary Teacher Education in Vietnam, 1967. . . . . . . . 78 An Evaluation of Core Curriculum in the College of Home Economics, Michigan State University, 1964. . . . . . 82 Studies Related to This Problem . . . . 84 General Reports and Surveys. . . . . 84 Proposals for the Preparatory Center at the University of Saigon (1969). . . 96 Summary of the Chapter . . . . . . . 102 III. THE STATUS OF HIGHER EDUCATION IN VIETNAM . 103 The Background of Education in Vietnam. . 103 The Traditional Education . . . . . 105 The Mandarin Education . . . . . . 108 The French Colonial Education . . . . 113 The Present Education. . . . . . . 119 The Development of Higher Education. . . 128 The Period 1900-1917 . . . . . . . 129 The Period 1917-1930 . . . . . . . 132 The Period 1930-1945 . . . . . . . 137 The Period 1945-1957 . . . . . . . 140 The Period 1957-Today. . . . . . . 144 Organization and Governance in Public Universities in Vietnam . . . . . 159 The Undergraduate Curriculum in Public Universities in Vietnam . . . . . . 167 The Undergraduate Curriculum in the University of Saigon . . . . . 167 The Undergraduate Curriculum in the 1 University of Cantho . . . . . 18 . . 186 Summary of the Chapter . . . . . vii Chapter IV. THE MODEL CORE CURRICULUM . . . . . . Current Tendency in Higher Education. . The Two-Year College Core Curriculum . The National Community Junior Colleges system 0 O O O O O O O O O Attitudes of Vietnamese Educators Toward the Improvement of Higher Education . Identifying Information . . . . . Opinion Information. . . . . . . Essential Characteristics of a PrOposed Undergraduate Education in Vietnam. . Financing Higher Education . . . . Student's Failure at the End of the Freshman Year . . . . . . . . Characteristics of an Undergraduate Education . . . . . . . . . The Core Curriculum . . . . . . . The Objectives of the Core Curriculum. The Pattern of the Core Curriculum. . Evaluation of the Core Curriculum . . Summary of the Chapter . . . . . . Summary . . . . . . . . . . The Purpose of the Study . . . . . The Method Used in the Study. . . . The Model Core Curriculum. . . . . Recommendations. . . . . . . . . Recommendations for Implementing the Proposed Model Core Curriculum . . Recommendations for Further Research . ConClUSion o a o o o o o O O O BIBLIOGRAPHY, . . . . . , , . . . . . viii Page 188 188 189 191 193 193 196 203 204 204 209 216 216 217 221 227 228 228 228 228 229 232 232 236 237 239 Appendix A. An Essay Reviewing the Role of the Uni- versity of Cantho in the Vietnamese Society [in Vietnamese with English Translation] . . . . . . . . . . 253 B. Survey Check List [in Vietnamese with English Translation] . . . . . . . 260 C. Course Description as Listed as Basic Requirements for the Degree of Bachelor of Science in Various Fields in the Faculty of Science, Chieng Mai University. . . . . . . . . . . 272 D. President's Order for Establishing a National System of Community Junior Colleges in Vietnam. . . . . . . . 279 E. Faculty of Sciences, University of Cantho . 281 F. Faculty of Agriculture, University of Cantho O O O O O O O O I O O O 2 8 3 G. Faculty of Law and Social Sciences, University of Cantho . . . . . . . 285 H. Faculty of Letters, University of Cantho . 287 I. Faculty of Pedagogy, University of Cantho . 289 J. Description of Courses in Basic and General Studies (BGS) in the Core Curriculum. . . . . . . . . . . 291 ix Table 1.1 2.1 2.2 2.3 2.4 2.5A 2.5B 2.6A 2.68 2.7 2.8 LIST OF TABLES A Curriculum Model . . . . . . . . . Continuums Suggestive of Possible Curricular Emphases. . . . . . . . . . . . First-Year Liberal Arts Curriculum (All University Requirements), Thammasat University . . . . . . . . . . . First-Year Liberal Arts Curriculum as Applies in Various Faculties at Thammasat University . . . . . . . . . . . Comparison of Courses in Three Faculties at Thammasat University. . . . . . . . Common First-, Second-, and Third-Year Curriculum in the Faculty of Agriculture, Khon Kaen University. . . . . . . . Fourth-Year Curriculum in Agriculture (Areas of Major Concentration), Faculty of Agri- culture, Khon Kean University. . . . . Common First-, Second-, and Third-Year Curriculum in Education, Faculty of Education, Khon Kaen University . . . . Fourth-Year Curriculum in Education, Faculty of Education, Khon Kaen University . . . Basic Requirements for the 8.8. Degree in Four Different Majors, Faculty of Science, Chieng Mai University . . . . . . . Repartition of the General Program Required for All Agriculture Students in the Faculty of Agriculture, Chieng Mai Uni- versity . . . . . .= . . . . . . Page 23 44 48 49 50 52 52 54 54 56 S7 Table 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 3.1 3.2 3.3 Special Programs, Faculty of Science, Chieng Mai University . . . . . . Common First- and Second-Year Curriculum in Engineering, Faculty of Engineering, Prince of Songkla University. . . . Comparison of the Requirements for Under- graduate Students in Three Universities: National Chengchi University, National Taiwan Normal University, Tunghai University. . . . . . . . . . Course Requirements in Several Colleges of the National Taiwan Normal University. Common General Study Requirements for All Freshmen and Sophomores at Hanyang University. . . . . . . . . . Comparison of the Requirements for Associ- ate Degree in Arts and Associate Degree in General Education at Black Hawk College. . . . . . . . . . . Fields of Concentration in Career Areas in the Undergraduate Curriculum at Simmons Callege O O O O O O O O O O 0 Minimum Requirements for Bachelor Degree at Simmons College . . . . . . . Comparison of Two Mechanical Engineering Curriculums in Saigon Mechanical Engi- neering School . . . . . . . . First Year Curriculum of the College of Agriculture in Saigon . . . . . . Suggested Requirements for Preparatory Center Programs at the University of saigon O O O O O O O O I O 0 National Education Budget . . . . . Student Enrollment in the University of Hanoj- (1917) o o o o o o o o o Enrollment in the University of Saigon . xi 9 Page 59 61 63 64 68 73 75 76 94 97 100 125 136 146 Table 3.4 3.5 3.6 3.7 3.8 3.9 4.1A 4.1B 4.1C 4.1D 4.2A 4.2B 4.3 4.4 4.5 Page Enrollment in the University of Hue . . . 148 Enrollment in the University of Cantho . . 150 Requirements for Bachelor Degree in the University of Saigon . . . . . . 171 General and Professional Requirements to All Students in the Faculty of Pedagogy in Saigon . . . . . . . . . . . 175 First-Year Program in the Faculty of Pharmacy, University of Saigon . . . . 178 Enrollment and Result of Examination in the Freshman Year at Different Faculties of the University of Saigon . . . . . 179 Sample Distribution According to Age Groups . . . . . . . . . . . . 194 Sample Distribution According to Edu- cational Background. . . . . . . . 194 Sample Distribution According to Degree Earned . . . . . . . . . . . . 195 Sample Distribution According to Fields of Specialties . . . . . . . . . . 195 Basic Requirements for Undergraduate Edu- cation as Recommended by Interviewees. . 197 Basic Requirements for Undergraduate Edu— cation as Conceived by Two Groups of Interviewees According to Their Edu- cational Background. . . . . . . . 197 Basic Requirements for Undergraduate Edu— cation as Conceived by Interviewees in Different Fields of Specialties. . . . 199 Courses Deemed as Should Be Included Into the Undergraduate Curriculum. . . . . 200 Courses Deemed as Should be Included in the Current Undergraduate Curriculum in Allowing Student Change in Additudes and Critical Thinking Abilities . . . . . 201 xii Table Page 4.6 Enrollment and Result of Examination in the Freshman Year at Different Faculties of the University of Cantho . . . . . . 205 4.7 Requirements for the Proposed Core Curriculum. . . . . . . . . . . 220 4.8 Curriculum in Vietnamese Senior High Schools. . . . . . . . . . . . 221 xiii LIST OF FIGURES Figure Page 2.1 Major Fields of Students in the Faculty of Science, Chieng Mai University . . . 58 2.2 Organization of the University of Saigon Including the Preparatory Center . . . 101 3.1 Organization of Public Education and Types of Examinations (Up to High School Graduation) in French Controlled Vietnam. 120 3.2 Student Enrollment in the University of Hue and University of Cantho. . . . . 151 3.3 Organization of the University of Saigon . 160 3.4 Organization of the University of Cantho . 161 3.5 Organization of the University of Hue . . 162 4.1 National Education Budget . . . . . . 206 4.2 Student Enrollment and Passing Candidates in the First-Year Examination, Academic Year 1969-1970, University of Saigon . . 207 4.3 Student Enrollment and Passing Candidates in the First—Year Examination, Academic Year 1969-1970, University of Cantho . . 208 4.4 Possible Access to Different Programs in Higher Education in Vietnam Beyond the First Two Undergraduate Years' Core Curriculum. . . . . . . . . . . 218 xiv RV CHAPTER I THE PROBLEM Introduction Higher education provides a methodical and orderly help to a person--hence, to a population--to grow and to develop the potentiality of learning, understanding, mastering, and adapting to the environment in which that person is living. In fact, a college or university cannot stand by itself as a social agent with responsibilities for both the citizen's material and his moral life in a country. It must, on the contrary, be a means by which all levels of manpower and resources can appropriately cooperate and contribute to national advancement. But it must first insure the fulfillment of the "minimum require- ments of manpower trained in modern skills to make possible sustained economic growth and modernization and to provide gradually improving" social programs and services.1 . 1Clifton R. Wharton, Jr., The U.S. Graduate Train- ln of Asian Agricultural Economists INew York: The CounC11 of Economic and Agricultural Affairs, Inc., 1959), P- 13. See also Guy Hunter, Higher Education and Develgp- ment in South East Asia, Vol. III, Part 1 (Paris: UNESCO and International Association of Universities, 1967): Among a multitude of meanings of "higher education" and/or "college education" the following is found perti- nent to this study: Higher education serves a different function for each of the two large groups into which the students attend- ing [colleges and universities] are divided. For the majority of students in college, higher education is the capstone of secondary education and the end of formal schooling; the baccalaureate degrees received by the members of this group represent the completion of formal education for citizenship in the world's I. . .] democracy as well as for life generally. For those who continue their formal education which is more and more required by our complex society, higher education has two functions: preparation for citizen- ship and life generally, and the provision of a foun- dation for professional and/or graduate training in one of the professions or major areas of organized enterprise. To this definition which stresses the function of higher education, Dressel adds: Higher education prepares the student to lead a more satisfying and productive life as a citizen, and provides concurrently, if not simultaneously, a back- ground of foundation for a vocation or further Robert M. Hutchins, "The College and the Needs of Society," Journal of General Education, III (April, 1949), l75ff. 2Lucille Allen, John J. Geise, and Ben Euwema, "The Nature and Functions of Higher Education," College and Uni— ver81ty, XXEYL No. l (1959), 29ff, see also: John S. Bru- bacher, Bases for Policy in Higher Education (New York: McCraw-Hill Book Company, 1965), p. 1; John S. Brubacher, The Theory of Higher Education," Journal of Higher Edu- gation, XLI, No. 2 (1970), 103ff; Oliver C. CarmichaeIT Higher Education: Some Problems and PrOSpects," Journal of Hi her Education, XXII (1951), 145ff; W. H. Cowley, and Donald T. WiIliams, "The Meaning of Higher Education," Educational Forum, XXXIII, No. 4 (1969), 497ff; Paul L. Dressel, The Meaning of a College Education,” Journal of Eggher Education, XXXIX, No. 9 (1968), 48lff. .~|. §\.> \ I H: RIVA professional or graduate training. These two functions of higher education are not clearly separable. Nor is higher education entirely separable from preceding levels of higher education. Indeed, it should not be, rather, it should be a continuation, sequential rather than repetitious in nature. It is therefore necessary that the student's higher education experience differ in nature, as well as in content, from his earlier education. Higher education undertakes to serve the needs of both the individual and the nation. It provides the stu- dent with: (l) the acquisition of knowledge and its use; (2) the mastery of skills of communication; (3) the aware— ness of his own values and commitments; (4) the ability to cooperate and to collaborate with others; (5) the concern of responsibility regarding contemporary events, issues, and problems; and (6) sufficient experiences and compe- tencies relevant to his further development as an indi- vidual and to the fulfillment of his obligations as a reSponsible citizen in a democratic society.4 Conse- quently, higher education certainly not only contributes to the social changing order but also to its development and modernization.5 —____ . 3Paul L. Dressel, The Endergraduate Curriculum in Higher Educatign (New York: The Center for Applied Research 1n Education, Inc., 1963), p. 70. 4Dressel, "The Meaning of College Education," pp. 484ff. 5Paul L. Dressel, "The Impact of Higher Education on Student Attitudes, Values, and Critical Thinking Abili- ties," Educational Record, XLVI (1965), 248ff; Mervin B. Freedman, The Impact of College, New Dimensions in Higher Education No. 4 (Washington, D.C.: Government Printing Social reconstruction and national development require basic and essential elements (the people) and fundamental factors (customs and moral values), but the changing processes should be enlightened by modern think- ing and educational concepts as well as science and tech— nology. The university can provide opportunities for such an approach. For developing countries, the demands of the society are of paramount importance: Whereas the rapid changes in technology are gradually leading the universities of the most advanced countries to give up highly specialized types of training in favour of more "polyvalent" types of general training, the universities of the developing countries are giving up general education in order to adopt curricula which provide the specialized types of training required by the technological development of the country. The trend is reversed, but the conditions are very differ- ent. Moreover, the concept of "general education" is directed to different ends and that of "specialization" refers to different levels.6 But, even the university is capable of promoting a cause— and-effect relationship between its programs and the national development, and inter alia, higher education in the developing countries still promotes a body of knowledge ——_‘ Office, 1960); Alex Inkeles, "The Modernization of Man," in Modernization, The Dynamics of Growth, ed. by Myron Whiner (New York: Basic Books, Inc., 1966); Clark Kerr, The University in a Progressive Society," The Pacific gpgctator, VII, No. 3 (1957), 268ff; Edward Shils, Modernization and Higher Education," in Modernization, The Dynamics of Growth, ed. by Myron Weiner (New York: Basic Books, Inc., 1966). 6Henri Janne, The University and the Needs of Contemporary Society, Papers of the International Associ— ation of Un1vers1t1es, No. 10 (Paris: UNESCO, 1970), p0 540 which the graduates have not really learned how to use. Thus, the principal concern of the college should be the universe in its physical, chemical and biological aspects and human society in its historical, philo- sophical, and functional aspects.7 This anticipated socio-educational concept makes higher education more contributive to the nation's progress and prosperity. The concern for curriculum in modern higher education is both real and understandable. Given the task of providing both "for transmission of knowledge and for production of new ideas for public use,"8 every university curriculum must meet the challenge of the age,9 to prepare young men and women to eXpect and to welcome change and yet maintain the roots of family and community upon which a strong society must rest. Moreover, the college curriculum must foresee further social changes with its consequences and national development as its outcome. If, on the contrary, the university curriculum merely follows the changing order in the society, it would be an accumulation of information, a program responding to —._¥ 7Allen, Geise, and Euwema, op. cit., p. 32. 8Kerr, "The University in a Progressive Society," p. 275. 9Wilfred R. Smith and Sharon Mac Laren, "Challenges to the Future Curriculum," in Educational Issues in a Changing Society, ed. by A. Kerber and Wilfred R. Smith (Detroit: Wayne State University Press, 1968). PP. 460ff. a ready-made social system with its own values crystal- lized in its processes and attitudes. On this basis, the curriculum in Vietnamese uni- versities, and especially the undergraduate curriculum, cannot be considered as an isolated issue. It must, first of all, be related to (l) the student, and to (2) society. Such a curriculum must be broad, varied, and practical, in addition to its present "literary"lo character, so that the student's chances of being well-educated are enhanced. The Need for This Study Surveys of higher education in Vietnam reveal that the present university curriculum does not help strengthen the country's talent pool. The Report of Wisconsin State University, Stevens Point, describes the circumstances as follows: It is hard to know and perhaps irrelevant to consider the extent to which the wide gap between the economic needs of Vietnam and its programs in the universities is due to the nation's preoccupation with war, the shortage of resources, the relative newness of its institutions, or to the academic customs that have been inherited by the country. Whatever its root causes, all Faculties except Medicine, Dentistry and Pedagogy have graduated less than 5% of their total enrollment. The survey team interprets this as an indication of a waste of manpower, traceable in part to present university policies and programs. Rigid standards applied in the form of exami- nations have the effect of controlling the numbers of students entering occupations for which there is 10 A . 95 B6 Khe, "The Community Junior College Con- cept: A Study of Its Relevance to Postwar Reconstruction in Vietnam" (unpublished Ph D dissertation Unive ' . . r81t of Southern California, 1970), p. 62. ' Y U y \nln ¥I nv~.\ a surplus such as lawyers, pharmacists, and architects. The same rationale also dictates a reduction in the number of students in occupations badly needed by the country, for instance, medicine and dentistry. Not only is the country deprived of the services of more leaders and experts under such a system, but the catastrophy to individuals is immeasurable.ll Outside of Vietnam, a similar situation is reported: The basic problem of most of the underdeveloped countries is not a poverty of natural resources but the underdevelopment of their human resources; hence, their first task must be to build up their human capital. To put it in more human terms, that means improving the education, skills, and hopefulness, and thus the mental and physical health of their men, women, and children.12 At the individual level, that critical situation is described, once again in terms of Vietnam, as follows: If a student enters one faculty and fails after two or three years, he has utterly wasted his time. To get a degree in a different faculty, he must start over again. There's no possibility for a certificate for his two years' work and he's little better off than a holder of Bac II, a high school graduate.13 When entering an institution of higher education, the Vietnamese student anticipates a continuing extension of his high school learning for completion and fulfillment l . . . . . . Wiscon51n State Un1ver31ty, Stevens Po1nt, Public gpiversities of the Republic of Vietnam (Saigon: USAID7 Wiscon31n State University, Stevens Po1nt, Foundation, Inc., 1967), p. 14. "Education for Development," 12Frederick Harbison, 3 (1963), 140. §gientific American, CCIX, No. 3 .A I . Nguyén LUu Vien, "Democracy of the Mind," An nterv1ew with South Vietnam's Minister of Education, W. xxx, No. 9 (1970), 111. of knowledge, thinking abilities, and values. However, since the present university curriculum does not meet his anticipated needs, the problem of continuing to educate Vietnamese at the university level remains critical. The needs of a growing population; the exigency of a pro- 15” gressing society facing up to post-war reconstruction; the requisites of an economy with effective factors influ- encing the course of agricultural develOpment;l6 the impact of science and technology, mechanization, and automation on the Vietnamese's life--all are certain to effect every phase and level of Vietnam's higher education at the present time as well as during the years ahead. But, "little has been done for Vietnamese youth," as remarks a Vietnamese educator: There are many conditions which frustrate them. It is hard to find a seat in public schools. Too many national examinations create obstacles to their ad- vancement. . . . The lucky students who overcome the hurdles of the "Baccalauréat" cannot always find a place in higher education, which is highly selective. The literary courses in the university do not prepare 14A population of 22,500,000 is projected for 1978, compared to 16,259,334 in 1968, 16,543,000 in 1969, and 17,333,000 in 1970, with over 2,000,000 of university age [National Institute of Statistics, Vietnam Statistical Yearbook 1970, Vol. XVI (Saigon: Directorate General of Plann1ng, 1970), pp. 106f]. 15Joint Development Group, The Post-War Develop- nent of the Re ublic of Vietnam: Policies and_Programs, Vol. II (Saigon7New York: Post-War Planning Group and orporation, 1969). Development and Resources C 1 I c 1 6Clifton R. Wharton, Jr., Research on Agri- A? tural Develo ment in South East Asia (New York: The Srlcultural Development CounCil, Inc., 1965). I I II- .2 II I. .C ITC 0.3. U «(Iv «Iv ..u.~0\~.~s..u.... \....R\xs,.u \.I/~\~b Ni them for life and the university sometimes fail up to 90 percent of its enrollment. . . . Such frus- trations create restless youth.17 Many scholars are suggesting that the university curriculum must be reorganized to meet the educational needs in our changing order.18 These suggestions, still relevant to this study, must be considered in the light of the actual situation in Vietnam. Current programs of instruction in higher edu- cation have little pertinence to a country at war. The university remains a privilege of an urban society rather than a nation-wide service. Its outcomes do not provide for both urban and rural communities with communication. 17Khé, 0p. cit., pp. 184ff. ' 18TrSn Quangyflé, Phfic-trinh cfia Phéi-doan Vién- truong'Dai-hoc v3 T6-chdc-Dai-hoc My-quSc, qua cu6c ESng- du quan-saf 6.77.10 ash 20.11.1967 TReport of the Dele- gation of Universities Rectors on Higher Education in the United States, following their observation tour from October 7 through November 20, l967](Saigon: University of Saigon, l967)[in Vietnamese]; Burdette W. Eagon, Egoposal for the Preparatory Center at the University Q§_Saigon (Saigon: USAID, 1969); Charles J. Falk, Higher Education in Vietnam, Field Study No. 5, Provisional Report (Saigon: USOM Vietnam, 1956); Pham Hoang H6, Ehuc-trinh cua Vién-truéng Bai-hoc CSntho vé tSLchfic‘ Bai-hoc MY-qufic, qpa cu$c c6ng-du quan-sét tfi 7.10 dén 29:11.1967 [Report of the Rector of the University of Cantho on American Higher Education, following the obser- vation tour from October 7 to November 20, 1967] (Cantho, Vietnam: Rectorate of the University of Cantho, 1967) [in Vietnamese]; Khé, op. cit.; Myrne R. Riley, Report on ghe School of Mechanical Engineering, National Technical Center, Saigon,§outh Vietnam (Saigon: USAID/University of Missouri, Rolla, 1971); Wisconsin State University, Op. Cit. N I IWJ NI i V. I! 10 Thus, cities and villages can never be considered as socio-economic-educational complements in the nation. Cursory surveys of current university curriculums show the needs for reviewing the courses, their quality, and costs. In any community of scholars, curriculum and instruction are the plan and means of action for making the institution's objectives more apparent.19 Since the traditional organization of the Vietnamese universities neither encourages the growth of an organic View of the institution nor facilitates ready communication from one area of knowledge to another, it is understood that the compartmentalization might arise from (1) an institutional need, or (2) a tendency to fragmentation aggravated by an additional divisive influence within the institution.20 But, in either case, the concern for curriculum and in- struction should be reflected in the institutional planning. However, most, if not all, faculty has rigid acceptance of the separation of power and inde- pendence in building a distinctive curriculum. Hence, the absence of a total View is certain, and as a result 19Paul L. Dressel, College and University Curriculum (Berkeley, Calif.: McCutchan Publishing Co., 1968) p p. 153. 20Edward L. Litchfield, "The University: A Congeries or an Organic Whole?" AAUP Bulletin, XLV, No. 3 (1959), 354; Edward L. Litchfield,“Organization in Large American Universities: The Faculties," Journal of Higher Education, XXX, No. 7 (1959), 376. ll departmental units are developed at the expense of others, and duplications of expensive programs are not few within a university, or even within a faculty or school. The Problem for Investigation The idea of a changing university curriculum in Vietnam which was initiated by Falk became a reality only 21 Presently, university leaders are in recent years. carefully reconsidering Falk's ideas, focusing their interest on the development of a common program or "common trunk" in sciences, humanities, and social sciences. There are indications that the common program is a solution emerging in response to these crucial issues in higher education: (1) rapid growth of enrollment, (2) shortage of teaching staff, and (3) inadequate sources of university income for maintaining efficient teaching and learning with the available physical facilities, educational materials, and equipment. This common program would offer two years of undergraduate education with a basic structure provid- ing for the broadening and strengthening of the student's basic knowledge, guidance and preparation for further vocational and professional studies, and the insuring of the student's interest during his first two years of college education. Stimulated by the fears and hopes accompanying the increasing pace of education, this program -—._._L 21Falk, 0p. cit. 12 finds its greatest manifestation and backing in the intro- duction of the community junior college concept. The Statement of the Problem The present study is stimulated by three factors: Vietnamese faculties rarely focus on a unified undergraduate curriculum. It involves many un— correlated, if not conflicting, interests, and this situation is not easily changed. The existing university curriculum is designed primarily to educate those people who intend to pursue a specific career rather than to prepare the general citizenry for active participation in society and the community. College teaching and student learning processes do not create purposeful expectations which result in educational and social concepts focused on a three-fold relationship, Individual-Community- Society. The Purpose of the Study Accepting the present situation in Vietnamese higher education, the purpose of this study is to design a model core curriculum for the first two undergraduate Years of college education which would meet the needs of .____ 2 2Khé, 0p. cit. 13 students and nation, provide general education programs 11 who pursue higher education, and maintain common to a he university optimum distribution of resources within t ive and balanced inst the ructional programs to insure effect er educational services. ent of this core curri h this study attempts to and oth culum raises The developm three fundamental questions whic answer. They are: gram for the first two under— 1. How does the pro years fit into the functional framework graduate of higher education? Will it provide for more latitude in instruction and courses? mmodation might the core 2. What effective acco given the realities of the curriculum have, governance and academic conditions of university leadership? ive role of the first two 3. Assuming the distinct graduate curriculum, what would be years of under a rational design for a core curriculum which is ection of either the r of the present not merely a refl extended secondary school curriculum 0 university curriculum? 3 of the Stqu The Objective his study, the To attain the major purpose of t he investigation are two-fold. Objectives of t 14 The first objective is primarily to evaluate the current undergraduate curriculum, using two of the three 23 as perspectives of evaluation suggested by Dressel distinctive aspects of higher education. The evaluation focuses on the environment and the process, since at the present time it is impracticable to deal with the third perspective--the end results. Judging the worth of the current curriculum first necessitates consideration of its breadth, depth, continuity and sequence, flexibility, and integrated learning and teaching. The evaluation then concentrates on the characteristics of the environment in which undergraduate education develops. This study of the environment considers the "instructional and library facilities, extracurricular cultural programs, residence halls, student activities centers, and the climate of 24 fl learning generated by these facilities. The second objective, which deals with four steps suggested by Dressel, is to plan and develop a curricu- lum. 23Dressel, College and University Curriculum, p0 178. 24Ibid., pp. l79ff. . 25Ibid., pp. 30ff; Dressel, The Undergraduate 92§r1¢U1um in Higher Education, pp. 22ff. 4 1!. fl lit u v.1! filth AIIIV 1P. $.u‘ \ n; V~\\ 15 Selection and Clarificatigp §§:Objectivg§ hat students all the experiences t of an institution of (1) The objectives of have under the auspices and direction higher education may derive from these sources: perpetuation and improvement of society, the needs for the (3) authoritative statem ents, (2) the needs of individuals, and (4) a philosophy of education.26 However, since it is in Vietnam that both political control and 7 recognized 00 much authority over education," "bureaucracy exercise t leted in defining the the third and fourth sources are de curriculum objectives. Selection and Plannin of Egpcational EXperiencgg a1 eXperiences sugges e revealed by Dressel. The education ted as relevant to the core curriculum are thos ___- mprovemengi Allyn and Bacon, 26Ronald C. Doll, Cprriculum I (Boston: Decision-Makingand Process Inc., 1964), p. 180. 27Guy H. Fox and Charles A. Joiner, "Perceptions 0f the Vietnamese Public Administration System," Adminis- tration Science Quarterly, VIII, No. 4 (1964), 469; Robert Devreux, South Vietnam's New Constitutional Structure," Wisconsin State Uni— imbrough and Asian Survey, VIII (1968), 467ff; and Educational versity Report, op. cit., p. 77; Ralph B. K Engene A. Todd, Bureaucratic Organization . (1967), 220ff; Change," Educational Leadershi , . A- Ross Thomas, "Innovation Within a Bureaucratic Edu— cation System," Part 1, Journal of Educational Adminigf £332.93. VI, No. 2 (1963)“? ll6ff. 28Paul L. Dressel, et al., Evaluation in Hi her Education (Boston: Houghton Mifflin Company. 1961). P- 14; Dressel, EB? Undergraduate Curriculum in Highgg r-Vt\ 16 The selection of these experiences is made in light of the university professor's reaction to change29 and the actual method of teaching and the learning process at the university level which is criticized as a "cite, "30 record, and recite method," and as "a feat of memory. Organization of Experiences The organization of courses in the core curriculum respects the logical order in the learning process that stresses both inductive and deductive forms. In applying such an organization of experiences, it is necessary to observe three criteria identified by Dressel. They are: continuity, sequence, and integration. Continuity in the organization of courses provides logical relations of learn- ing experiences, with the earlier ones being prerequisites for later ones. Sequence naturally involves the connection between preceding and succeeding experiences. Finally, integration in the organization of experiences allows students the opportunity to build from their learning —__~ Egucation, p. 30; Dressel, College and University Cur- riculum, p. 33. 29Jack M. Patt, "The Language Dilemma in Viet- namese Education," Journal of Higher Education, XXXX, No. 5 (1969), 386. , . 30Edgar N. Pike, "Public and Private Education 1“ Vietnam," Asian Culture, II, No. 2 (1960), 113. . 1Dressel, The Undergraduate Curriculum in Higher Education, pp. 31ff; Dressel, College and Un1ver51ty Cur- 5.1%. pp. 34ff. ATV h1- G - A\U 17 experiences, which are structured according to a con- tinuous and sequential design, their own pattern of organization of courses. To this extent, the primary pur— pose of integration is for the students to fully develop those skills necessary to acquire and accumulate as many learning experiences as they need. Evaluation In this study, evaluation specifically involves judging the worth of the objectives of educational experiences in the core curriculum. The judgment pre- supposes the following elements: (1) educational roles, (2) curriculum and student motivation, and (3) adminis- trative structure and functions. The final phase of this exercise focuses on these components: (1) the internal organization and control, (2) the costs of higher edu- cation and their distribution, and (3) the leadership in higher education. The Assumptions For the purpose of this study, the following assumptions are made in the light of the structure and functions of the undergraduate education, the curriculum and instruction in higher education, the organizational structure and administration of the university, and the future of the first two-year undergraduate curriculum. 18 It is assumed: That "teaching of knowledge, long-preserved or newly discovered, should not be restricted to any one group or class, but should be made freely 32 available to all who can make good use of it." That the structure of undergraduate education should insure its role "both in relation to the . which it follows and in secondary school . . relation to graduate education and vocational activity which it precedes and for which it pre- pares." That the function of undergraduate education is to prepare and to introduce the student to "unify— ing ideas, concepts, principles, and methods; primary rather than secondary sources; a critical, sophisticated, and value-conscious approach to issues and problems." " A Statement 32John A. Hannah, "We Believe . . . by John A. Hannah, President of Michigan State University, in Michigan State University Catalog 1968 (East Lansing, M1ch.: Michigan State Univers1ty Registrar's Office, 1968), p0 ix. 33Dressel, The Undergraduate Curriculum in Higher Egucation, p. 72. 34Ibid., p. 70. ‘I Au.\\\\v \ A...5I\ \n\ s.~ \..... xv. RI: 19 That "curriculum and instruction [in higher edu- cation] are two major dimensions stimulating the . and the pur- learning process in students, pose of curriculum and instruction is to induce change, demonstrated in more mature behavior, intellectual development, and personal compe- tence."35 That the organization and administration of the university should be concerned "with creating, maintaining, stimulating, and unifying the energies within an educational institution toward 36 ll realization of the predetermined objectives. That the reorganization of the Vietnamese uni- versities should make them "more responsive to the economic, social, political and cultural needs "37 of the country which supports them. 35Clyde E. Blocker, Robert H. Plummer, and Richard C. Richardson, Jr., The Two-Year College: A §9§ial Sypthesis (Englewood Cliffs, N.J.: Prentice-Hall, Inc'l 1965), p. 202; Dressel, College and University Qflrriculum, p. 155. 3 Stephen J. Knezevich, Administration of Public Harper and Row, Publishers, 1962), Education (New YOrk: p. 171. 37 pp. l4ff. Wisconsin State University Report, op. cit., p. 269. 20 That the proposed model core curriculum for the first two undergraduate years would be worthy of consideration by any one of the four types of two-year colleges proposed for the future in Vietnam-~public community junior colleges, pri- vate junior colleges, technical institutes, and university extension centers.38 The Procedures This study follows these four steps: To analyze the status of higher education in Vietnam and its historical development, which explains the necessity of an evaluation of curriculum. To analyze the present undergraduate curriculum in Vietnamese public institutions of higher edu- cation, with special reference to the universities selected for study: the University of Saigon and the University of Cantho. (Since duplication of programs is recognized within the state universi- 39 the undergraduate curriculum of the ties, University of Hue will not be included in the analysis.) 38Blocker, Plummer, and Richardson, 0p. cit., 39'F‘alk, o . cit., pp. 62f; Wisconsin State Uni- Versity Report, op. c1t., pp. l4ff. .56 TV 5 21 To assess the essential characteristics of future 3. undergraduate.education in Vietnam, focusing on its fundamenta1Ielements to determine if it was conceived to meet the needs of students and nation. 4. To present a model core curriculum for the first two undergraduate years as it would necessarily function and effectively deal with the realities in Vietnam. Thus, no hypothesis is tested for this study, due to its descriptive and exploratory nature, and no cause- and-effect relationships are eXpected to be discovered at the present time. Hence, no real experimental inquiry will be undertaken. The.Instruments Employed The study utilizes the technique referred to as direct documentary analysis,40 with its known advantages and limitations. This technique requires fundamental in- struments and data such as university catalogs, college bulletins, and syllabi that provide information about the current curriculum offerings. 40Wa1ter R. Borg, Educational Research (New York: David McKay Company, Inc., 1963), p. 256; DGObOld B- Van Dalen and William J. Meyer, Understanding Educational ed.; New York: Research: An Introduction (enl. IGV- McGraw-Hill Book Company, Inc., 1966). PP. leff. Pv AV A 22 The technique requires additional instrument setting as a norm upon which the analyses must be based. This norm is borrowed from Dressel's curriculum model (Table 1.1). The format of the study and reference notation follows those recommended by Turabian,41 as advised by the Michigan State University School for Advanced Graduate Studies. The Sources of Data The sources of data for the study consist of uni- versity catalogs, college bulletins, school or department syllabi, and other official publications, such as the Secondary Education Curriculum 1970 published by the Ministry of Education. Catalogs of the National Institute of Adminis- tration, the National Agricultural Center, and the National Technical Center--all located in Saigon-~are referred to as supplementary references. Since such an approach to the development of a model core curriculum involves many procedures and cri- teria, further qualitative information is collected from the following sources. First, inquiry into specific areas 41Kate L. Turabian, Student's Guide for Writing lelege Papers (2nd ed. rev.; Chicago: The University of Chicago Press, 1969); Kate L. Turabian, A Manual for Epiters of Term Papers, Theses, and Dissertations (3rd ed.; Chicago: The University of Chicago Press, 1967). 23 TABLE 1.l.--A curriculum model.a be taken in depart- ment of major Per Cent of Degree Curriculum Requirements Arts and Science Technical and Cbmponent (Based on 120 Majors Professional Semester Credits) A. University- Basic courses in Composition, wide Core 25 Social Science, Science, Humanities B. General Concentration in Requirement Foreign Languages, the disciplines in Arts & Mathematics, Addi- upon which field Science 30 tional breadth is based. C. College or Common require- Divisional- Divisional require- ment for all wide Speciali- ments to buttress specialties in— zation Core 10 majors cluded in a college D. Major or Departmental core Common require- Concentration required of all ment within each Common majors in a of the several Requirement 15 department Specialties in- cluded in a college E. Major or Concentration Elective within Electives within Electives 10 major field specialty F. Free Electives 10 Preferably not to Preferably not to be taken in pro- fessional or technical college aThe percentages presented in this model are arbitrary, but analysis of a number of undergraduate curriculums indicates that they are reasonable. Physical education and other nonacademic requirements are ignored in setting up this model. Source: Paul L. Dressel, The Undergraduate Curriculum in Higher Education (Washington, D.C.: The Center for Applied Research in Education, Inc., 1963), Chapter V, Table l, p. 81. ()_ 24 of concern is made by means of cautious individual inter- views. Akin to informal conversation, these interviews focus on three fundamental issues in undergraduate edu- cation: the student's learning, faculty teaching, and the outcomes of the actual undergraduate curriculum. An article published in-gat-Nhén (The Attained Man), the monthly bulletin-news of the University of Cantho (Appen— dix A), is used as an outline of the discussion t0pic. The outcomes of the current undergraduate edu— cation are evaluated in terms of these questions: 1. With how much ease or difficulty does the graduate of the university use the knowledge acquired under the present system of undergraduate edu- cation? 2. When pursuing his undergraduate work at the uni- versity, what types of knowledge did the graduate consider most relevant to his future career? Following the interview, a survey check-list of opinions regarding undergraduate education in Vietnam is given to the interviewee (Appendix B). This survey check- list, exploratory in purpose, is comprised of two parts, identifying information, and opinion. It is written in Vietnamese and English to better convey ideas between the interviewer and the interviewee. Part 2 of the survey check-list is designed to explore: (1) what should be the basic learning required of an individual who wishes to 25 become an active agent in the community development, and (2) what should be taught in the first two years of under- graduate education in Vietnam. It proposes to find the answer to the first of the three questions which this study attempts to solve. Second, information is also gathered from reports of meetings of the task force planning two-year general basic studies curriculum at the University of Saigon. The first meeting for the planning and development of a "common trunk" program was held on January 20, 1971. The writer did not attend this session or the subsequent session on February 3, 1971. Upon agreement between the University of Saigon, the University of Cantho, and USAID/ Higher Education Division in Saigon, attendance at the committee's meetings started on March 29, 1971. Meetings were held weekly until the ninth session on May 11, 1971. They were then adjourned to facilitate additional data collecting. At the University of Cantho, an attempt was made during the University Council meeting on April 22, 1971, to establish a committee for a systematic revision of the undergraduate curriculum. The committee's first meeting on curriculum was held June 10, 1971, to discuss course revision and the credit system. 26 Definition of Terms The principal concern of this dissertation is the communication of concepts and ideas in higher education. The terminology concerning higher education in Vietnam, particularly that related to community college education, is well-defined elsewhere.42 However, those terms which specifically concern curriculum, instruction and learning, and evaluation in higher education should be defined--and translated-~for the purpose of this study. Higher Education/College Education (Giéo-duc IDai-hpc).--Higher education or college education can be regarded as education at the third level of formal school- ing, higher than primary and secondary education--being, respectively, the first and second levels--and provided by an institution of higher learning, whether it is an independent institution (e.g., the National Institute of Administration) or a constituent part of a large or small university in Vietnam (e.g., the Faculty of Science, the Faculty of Medicine). Undergraduate Education/Graduate Education (6160- gpc So-cgp Bai-hchGiéo-duc Cao-cgp'Dai-hgc).--Under- graduate education denotes education given during the first four years at an institution of higher learning and leading toward the degree of cfi-nhén or its equivalents-- ‘ 42Khé, 0p. cit., pp. 16ff. gal ‘A 9‘ :1: \II ‘rb4 “Iv. \ .N v. . <11»! (I: A: ~- '4: 27 the "licence" or the bachelor's degree. Graduate edu- cation refers to that formal education available beyond the bachelor's degree and offered by the graduate school.43 Degree/Diploma (Cép-bang/Vén-bAng).-—Translations of the degree and diploma granted and issued by universi- ties in Vietnam often refer to French equivalent terms from a system of higher education which does not corres- pond to that in Canada and the United States. English dictionaries usually define a degree and a diploma as follows: degree. A rank given by a college or university to a student who has completed a required course of study." diploma. A certificate issued to a student by a school, college, or university, indicating the com- Pletion of a prescribed course of study."44 43John G. Darley, "The Graduate School as a Pro- fessional School," in Education for the Professions, ed. by Nelson B. Henry (Chicago: The University of Chicago Press, 1956), pp. l9lff; Dressel, Collegg_§nd University Curriculum, pp. l39ff; Raymond C. Gibson, The Challenge QfigLeadership in Higher Education (Dubuque, Iowa: wm. c, Brown Company Publishers, 19647, pp. 10f; Algo D. Hender- son, Policies and Practices in Higher Education (New York: Harper and Row, Publishers, 1960): pp. 167ff. lawebster's New World Dictionary of the American Language (College ed.; Cleveland, Ohio: The World Pub- lishing Company, 1964), PP- 337: 413- \J. a. 3 \AEQ \I: 28 These terms should be translated and understood through— out this dissertation as the following: degree = cgp-bang ("c5p" means "a rank"), and diploma = Vin-bang ("van" means "a written docu- ment"). In comparing the length of study required for each degree in the Vietnamese and American higher education systems, the following degrees granted by universities in Vietnam are the recommended equivalents to corresponding degrees awarded by colleges and universities in the United States. The recommendation and translation of terms im- plies no accreditation by institutions or associations of ' 4 5 higher education in either two countries. American degrees Vietnamese degrees Associate degree in General CSp-bang-Dai-hoc Can-ban Basic Studies Bachelor's degree (formerly CSp-bang Cfi-nhén translated as "Licence") Master's degree (formerly Cap-bang Tiéh-si eé-Tam-cgp translated as "Doctorate in Third Cycle") Doctor's degree (Ph.D.) Cap—béng Tiéh-si ngc-gia 45Hattie Jarmon, Ellsworth Gerritz, and William S. Patrick, A Study of the System of Higher Education and EBide to the Admission and Academic Placement of Vietnamese §tudents in Colleges and Universities in the United States (Washington, D.C.: American Association of Collegiate Registrars and Admissions Offices, 1970), PP. 126ff. A: . . fl «Wu..— lu U... .m u .ru. I?» -axm .3 . . ufl «I» J u ~ . . t \ 29 Prior to this study the reader may have found elsewhere the Vietnamese term "Van-bang" which is often translated as "Diploma"; it should be understood as "Cap-bang" when referred to as degree. University or College/Faculty or School (Vién Bai—hoc/PhSn-khoa'Dai-hpc).-—The meanings of these terms are well defined in the context of higher education in Vietnam.46 Moreover, these structural organizations are best understood if special attention is given to each particular institution of higher education with its own type of governance and enrollment size. Basically, it should be understood that, A College [or Faculty] in a university should not be just an administrative convenience made up of a congeries of unrelated, quasi—independent schools, department, and curriculum; rather, it should result from a grouping of faculty members and of fields of study which have some common e1ements.47 University College (Dgifhoc C5n-bén).--In this study, unless otherwise noted, "University College” is the term confined to a newly introduced organization within the Vietnamese university. In the University College, during the first two undergraduate years, pre- dominance is given to liberal arts and general education 46Khé, op. cit., pp. l7ff. 7Dresse1: The Undergraduate Curriculum in Higher Eggcation, p. 75. 30 studies, the foundation upon which well-conceived pro— fessional and preprofessional curricula are based.48 Graduate School (Bai-hgc Cao-cép).--The Graduate School provides opportunities for further studies, re- search, and professional training to students who earn the "licence" or bachelor's degree from an accredited institution of higher learning. The graduate program is not, however, merely an extension of work beyond the under- graduate level. More rigorous academic standards are applied and a greater degree of independence in the pur- suit of knowledge is required. Special emphasis is placed on the cultivation of scholarly attitudes and behavior, the formation of managerial leadership, and the methods of research and instruction. University Department (Ban Chuyén-khoa).--In the context of this study, the term "university department" connotes a basic academic component of the university "responsible for all teaching, research, and extension work apprOpriate to the subject matter of the department,"49 48Oliver C. Carmichael, "Higher Education: Some Problems and Prospects," Journal of Higher Education, XXII (1951), l45ff. 49H. W. Hannah, Resources Book for Rural Uni- yersities in the DevelopingCountries 7Urbana, 111.: University of Illinois Press, 1966). p. 53; Dressel, QQllege and University Curriculum, pp. llOff. 31 and having the authority to propose the selection or promotion of faculty members, to suggest changes in con— ditions affecting the student's status, and to involve itself in curriculum revision and evaluation.50 This definition does not refer to the current status of the departmental organization within a public university in Vietnam. Hence, A department in a [university] should not be simply an administrative unit offering a wide array of un- related courses. Rather, it should embrace a single discipline or field of study and offer a single major to undergraduate students with a large proportion of the courses being a common requirement for all majors in the department.51 Discipline (Nganh h9c).——"Discipline" used in this dissertation denotes a field or an area of study, i.e., sociology, mathematics, etc.52 50Ibid., pp. 401ff; Kay J. Andersen, "The Ambi- valent Department," Educational Record, XLIX (Spring, 1968), leff. 51Dressel, The Undergraduate Curriculum in Higher Egucation, p. 75. 52Ibid.; Dressel, College and University Cur- riculmm, p. 111; James W. Brown and James W. Thorton, Jr., College Teaching: Perspectives and Guidelines (New York: McGraw-Hill Book Company, Inc., 1963i, pp. 108f; William H. Garner, "A Systematic Approach to the Establishment of an Office of Institutional Research in a Small University: An Exploratory Study" (unpublished Ph.D. dissertation, Michigan State University, 1970), p. 21; Bernard T. Rattigan, "A Critical Study of the General Education Movement" (unpublished Ph.D. dissertation, The Catholic University of America, 1952). p- 89. V- H q 4- (I) f) (’5 'l 32 Curriculum (Chuong-trinh-hoc).--Theoretically, curriculum could be defined as follows: . a structured series of intended learning out- comes. Curriculum prescribes (or at least anticipates) the results of instruction. It does not prescribe the means, i.e., the activities, materials, or even the instructional content, to be used in achieving the results. In specifying outcomes to be sought, cur- riculum is concerned with ends, but at the level of attainable learning products, not at the more remote level at which these ends are justified. In other words, curriculum indicates what is to be learned, not ypy_it should be learned.53 However, throughout this study, "Curriculum" means the entire instructional offering of a college or university. The word is also equated with "course of study," meaning the pattern of sub- jects proposed for students who pursue a stated specialization. The word "course" will be used to connote a unit of instruction in a particular subject.54 Core Curriculum (ChuOng:trinh-hoc Cén-ban).--The term "core curriculum" connotes a concept of curriculum, with the crucial point of definition being the idea of core. A "core" is in one instance defined as . . . a continuous, carefully planned series of experiences which are based on significant personal and social problems and which involve learnings of common concern to all youth.55 . 53Mauritz Johnson, Jr., "Definitions and Models 1n Curriculum.Theory," Educational Theory, XVII (1967), 130. 54Brown and Thorton, op. cit., p. 85. 55301113 L. Caswell, et al., The American High Sshool, Eighth Yearbook of the John Dewey Society (New York: Harper and Brothers, 1946), p. 143. 33 But that definition of core is not completely satisfying, as it may be variously interpreted: With one group of educators the word "core" is used synonymously with minimum essentials. It means those courses or that subject matter to which every- one should be exposed at a particular grade level. To a second and rather large group it means giving one teacher the responsibility to teach two or more of the commonly accepted areas of knowledge. To this group core is largely an administrative device to insure greater concern for the growth and development of the [student]. A third group, small in number, views core as a means of helping [students] gain experience in areas of living which provide wholesome growth opportunities at their stage of develOpment. To this group core is the kernel around which experience revolves; it be- comes the raison d'étre for the subject matter to be selected, the skill to be developed, the understand- ings to be acguired. To this group core is a method of learning.5 Then, used as referring to an outcome, The core . . . refers to that part of the curriculum which takes as its major job the development of per- sonal and social responsibility and competency needed by all youth to serve the needs of a democratic society.57 The latter definition is endorsed by other concepts of the core.58 Of these, Faunce's words are noteworthy: 56Jos S. Butterveck, "Core Curriculum--The Ideal," §ghool and Society, LXXVI (1952), 213. 57J. Paul Leonard, DevelOping the Secondary §ghool Curriculum (rev. ed.; New York: Rinehart and Co., 1953), PP. 396ff. 58J. H. Bailey, "Introducing a Limited Core Curriculum," Industrial Arts and Vocational Education, XLV (November, 1956), 289; Edward A. Krug, Curriculum Planning (rev. ed.; New York: Harper and Brothers, Pub- lishers, 1957), p. 108; Harold H. Shively, "The Core Curriculum in Higher Education for Business," qurnal of Eigher Education, XXXVII (1966), 89. 34 The Core program . . . refers to the total organi- zational activities of that part of the school cur- riculum devoted to the determination of the personal and social competencies needed by all, and the pro- cedures, materials, and facilities by which the school assures the adequacy of the learning experiences essential to the development of these competencies. . . . The core curriculum [then] refers to a pattern of the experience curriculum organized into a closely integrated and interrelated whole, in which one division, the core program, is devoted to the develop- ment of the common competencies needed by all, and the other division emphasizes the development of special competencies based upon recognition of indi- vidual differences in interests, aptitudes and capacities; the entire curriculum utilizing con- sistently the same basic principles of learning, learning methods, and problem organization.59 The emphasis on the learning aspect of the core curriculum makes it more relevant to this study, since the core curriculum is considered as "a way of organizing some of the important common learnings,"60 as "the heart of the program [with] the indispensable fundamentals from which every other . . . subject draws sustenance,"61 and as "a problem-centered or problem-solving conception of education which is in keeping with the demands that a democratic, highly specialized, industrialized, urbanized, inter-dependent society exacts of its people."62 . ngoland C. Faunce and Nelson L. Bossing, Develo - lng the Core Curriculum (2nd ed.; Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1958), pp. 57f. 0Vernon B. Anderson, Principles and Procedures of Curriculum Improvement (New York: The Ronald Press Co., 1956), p. 316. 61Shively, 0p. cit. 62Otto Hollaway, "Sc0pe, Trends, and Problems of Core Curriculum Work in Alabama,“ Educational Administration and Supervision, XLV, No. 3 (1959), 153. 35 For the purpose of this dissertation, "core cur- riculum" refers to common general instructional offer- ings embracing the major fields of knowledge that are re- quired of all undergraduates, whether or not they "move to a level of relatively broad specialization in the sciences, social sciences, humanities, or arts and then into pro- fessional or technical courses built upon these."63 Credit (Tin-chi).--For the purpose of the essen- tial function of a Vietnamese institution of higher edu- cation accrediting and certifying people for degrees, a credit hour is defined as follows: a credit hour value is assigned to each course, [and] . . . refers to as a reasonable value to place on a given number of clock hours spent in the classroom, laboratory, or lecture hall, [during the week and throughout the term].64 TermZSemester Calendar (Hoc-kyZHoc lich ban nién).--In conformance with the university governance and organization in Vietnam, and unless otherwise indicated, the "term“ is defined within a semester calendar as a Period of schooling lasting for sixteen weeks. The “semester calendar" generally consists of two regular terms, running from the middle of September to 63Dressel, The Undergraduate Curriculum in Higher Education, p. 67. 64H. W. Hannah, op. cit., p. 210. 36 early June, plus a summer session of ten weeks. The academic calendar pattern is then 16-16-10. Hour or Class Hour (Gib hoc).--In this study both "hour" and "class hour," shall refer to an amount of time of fifty minutes, a period of student activity in the classroom, laboratory, or lecture hall. Hence, a semester hour is the unit of credit in any course and represents the satisfactory completion, with all required preparation, of one class period per week and for a period of sixteen weeks, or the equivalent. Semester credits can be converted to quarter credits by multiplying by one and a half (i.e., four semester credits are equivalent to six quarter credits). Quarter credits are converted to semester credits by multiplying by two- thirds (i.e., nine quarter credits are equivalent to six semester credits). An Overview of the Study To achieve the purpose of the study in terms of the stated objectives and in the light of the problem stated above requires the following additional develop- ment. In Chapter II, review of the literature will help to Place the problem in historical perspective and ex- plore the relationship of the proposed model core cur- riculum to previously completed studies of the under- graduate curriculum. Special attention is given to 37 descriptive studies focusing on the undergraduate cur- riculum and the teaching-learning processes and concepts in colleges and universities in develOping countries, since they give guidance in formulating a model core curriculum. In Chapter III are presented: (1) the background of education in Vietnam; (2) the status of higher edu- cation through its historical development, organization, and administration; and (3) the analysis of the present undergraduate curriculum that will lead to a conceived undergraduate education for the welfare of the student and the nation. In Chapter IV, after consideration of the actual situation of higher education in Vietnam, a model core curriculum is presented. In Chapter V, recommendations for implementing the core curriculum will be considered in light of the findings from previous chapters. CHAPTER II THE REVIEW OF THE LITERATURE In this review, major emphasis is given to the concept of undergraduate education, the general trends in developing an undergraduate curriculum, and the context of current programs of instruction at the undergraduate level. The general plan of the chapter observes the following topical sequence: 1. Studies which generally concern that teaching and learning pertinent to the foundation of an undergraduate curriculum. 2. Descriptive studies which explain the educational concepts and the teaching-learning process in developing countries. 3. Studies related to specific disciplines, either for the purpose of an evaluation or for assistance in establishing the undergraduate curriculum or a part thereof--the core curriculum. 38 39 4. Studies and surveys pertaining to higher education in Vietnam. This chapter 1J3 not limited in its use of quo- tations or its use of the writings of others. It intends, indeed, to draw from highly valuable writings by authori- tative persons in the field of college and university curriculum and to point out by use of various university catalogs or college bulletins the facts of curriculum practices and the ideas, concepts, and aSpects of the undergraduate curriculum. General Studies Within the last decade, numerous valuable works concerning the college undergraduate curriculum have been published; among these writings, two were found particu- larly relevant to this dissertation.1 In The Undergraduate Curriculum in Higher Edu- cation (1963),2 Dressel's recommendations regarding the —_ 1Paul L. Dressel and Frances H. DeLisle, Under- gpaduate Curriculum Trends (Washington, D.C.: American Council on Education, 1969); G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum (Chicago: Rand McNally and Company, 19647; Lewis B. Mayhew, The Collegdate Curriculum (Atlanta, Ga.: Southern Regional Education Board, 1966); Lewis B. Mayhew, Con- Eemporary College Students and the Curriculum, SREB_Re- search Monograph, No. 1 (Atlanta, Ga.: Southern Regional Education Board, 1969); Willis Rudy, The Evolving Liberal Arts Curriculum: A Historical Review of Basic Themes {gew York: Teachers' College, Columbia University Press, 60). 2Dressel, The Undergraduate Curriculum in Higher Education. 40 basic considerations in curriculum planning remain the foundation for any attempt such as this study. These recommendations include: the definition of purpose, functions, and objectives of higher education and the identification of stages in the develOpment of the cur- riculum. They discern four distinctive types of under- graduate curricula, namely: (1) liberal education of nonpreparatory nature, (2) undergraduate education pur- sued as preparation for graduate study, (3) preprofessional undergraduate education, and (4) undergraduate occupational education. To a large extent, these types of curricula have influenced the nature of the proposed model core curriculum. Moreover, Dressel's curriculum model (Table 1.1) is noteworthy for further reasons. The relevancy of Dressel's work to this dissertation is apparent upon examination of the author's explicit ideas as expressed under principles for curriculum planning. These principles are of great assistance to Vietnamese higher education in the search for its identity.3 A further statement from Dressel which was mean— ingful and important to this dissertation concerned "The Education of College and University Professors." Obser- vations and facts of higher education in Vietnam would Prompt remarks similar to these: M 31bid.. pp. 83ff. 41 The majority of those receiVing the [university] degree have given no systematic attention to their role as college teachers. There exists the blithe assumption that a person who really knows a field is perforce a good teacher. The assumption is readily refuted by the many examples of recognized scholars who are painfully disorganized and incoherent in the classroom. Knowledge is neces- sary but not sufficient. The new [college teacher] seldom has any conception of the nature of the learning process and probably has not had his attention directed to the fact that there are many different ways of carrying on instruction.4 Thus, the need for an understanding of the essen- tial nature of higher education and for attention to the instruction and learning process would be a basic and rather general concern of all faculty members as they were involved in curriculum planning and development.5 In College and University Curriculum (1968),6 Dressel dealt with contemporary issues and problems in curriculum in higher education, focusing on major factors currently influencing colleges and universities, factors which were sine qua non true everywhere: (1) the social and economic pressures, (2) the increasing of knowledge, (3) the changes in students, (4) the changes in faculty orientation, and (5) the changes in character of the 4Ibid., pp. 93ff. 5Twyla M. Shear, "An Evaluation of the Core Curriculum in the College of Home Economics" (unpublished Ed.D. thesis, Michigan State University, 1964). p. 150. 6Dressel, College and University Curriculum. 42 institution. Among Dressel's remarks, the following relates directly to this study: The dissatisfaction of those interested in curriculum re-examination and reform is not that there is no change but that the change too often is merely the addition of new courses or the repacking of old materials. . . . Faculties often resist curriculum examination and change, although many institutions, as a result of the intensive faculty effort, have made major changes in the program. Special attention 155 also given to Dressel's ideas regarding instruction and the curriculum. Instruction should not consist of merely an impartation of the in- structor's wisdom and its absorption by the students. Rather, its functions are noted as follows: (1] To motivate the student. [2] To clarify to the student what new knowledge, behavior, and reactions are eXpected of him. [3] To provide extensive and meaningful materials for the students. [4] To give the student satisfaction by showing him his progress. [5] To organize the work so that its sequential, cumulative aspect is readily apparent to the student and so that current learning is related to past and future study. [6] To provide the student with high standards of performance and with means for judging his per— formance in relation to these standards. These are the premises of an approach to cur- riculum development suggested by Dressel. The approach introduced four continuums, five essential elements, and ten facilitating agents. The four continuums are: (l) the individual student contrasting to the discipline; (2) the practical —___1 71bid., p. 1. 81bid., p. 156. 43 conception of education contrasting to the "ivory tower"; (3) the flexible and adaptable programs contrasting to rigid, uniformly imposed patterns; and (4) the integration, coherence, and unity contrasting to compartmentalization, inconsistency, and discord (Table 2.1). The essential elements required in planning a curriculum are: (1) liberal and vocational education; (2) breadth and depth; (3) continuity and sequence; (4) conception of learning and teaching; and (5) continuing planning and evaluation. Facilitating agents included: (1) requirements; (2) organization of learning and teaching; (3) noncourse (5) calendars; (6) evaluation; experiences; (4) schedules; (7) student load and faculty load; (8) selection, orien— tation, and evaluation of students; (9) selection, orien- tation, and evaluation of faculty; and (10) administrative organization. Finally, Dressel listed the following twelve empirical elements essential to a balanced undergraduate program: 1. The student should have sustained contact with at least two different disciplines or areas of study. 2. The student should have an opportunity to explore the historical, philosophical, and cultural back- grounds and implications of the disciplines studied. 3. The student should confront several current problems to which the disciplines he is studying have direct relevance. 4. The student should confront a distinctively different culture and value system. _.._...._.~o 44 TABLE 2.1.--Continuums suggestive of possible curricular emphases. 1. Individual student Disciplines Personal develOpment Mastery of content Behavioral orientation Structure and methodology of disciplines Affective concerns Scholarly objectivity 2. Problems, policies, Abstractions, ideas, theories actions Competencies Verbal facility Present and future Past oriented oriented 3. Flexibility, autonomy Rigidity, conformity Adaptation to indi- Prescribed program and vidual's needs and standards based on de— interests mands of disciplines and/ or "average" student or ideal scholar Democratic Authoritarian 4. Integration, coherence, Compartmentalization, in- and unity in and from consistency, and discord learning experiences in learning experiences Source: Paul L. Dressel, College and University Curriculum (Berkeley, Calif.: McCutchan Publishing Company, 1968), Chapter 2, Figure l, p. 16. 45 5. The student should be introduced early to inde- pendent study and continue this increasing sc0pe throughout his four years. 6. The student should have a practical experience which has a significant relationship to the disciplines which he has chosen to emphasize. The student should have team experiences in learning and problem-solving. The student should have the experience of living and working in a community of educated people, an experience which provides a model for the kind of living pattern which we hope to encourage by higher education. The student should have continuing experiences in studying and discussing current events. The student should have continuing eXperiences in organizing and presenting ideas in speech and writing. 11. The student should have a continuing relationship with one or more faculty members who know him well and are interested in his long-term development as a person. The individual should have continuing experiences with a broad evaluation program which is future- oriented and provides a detailed information Shout his progress toward the desired competencies. 10. 12. Descriptive Studies The purpose of this part of the review of related literature was to point out, from the undergraduate cur- riculum as described in the catalogs of colleges or uni- versities in several countries selected for this study, the range and frequency of prevailing undergraduate curricular practices. Major trends in the requirements either for the common and general studies or for the degree were then determined. The countries selected were: Korea, Taiwan (Republic of China), and Thailand. Catalogs of institutions in the United States randomly chosen for 91bid., pp. 219ff. HIV 4 Pk :~\ 46 this study were representative of geographic regions the East the Mid-West, and the Pacific, with emphasis on the institutions of the Mid-West since this part of the United States is known as favorable to the establishment of the two-year colleges.lo Thailandll Thammasat University.--This public university functioned with six faculties: Faculty of Laws, Faculty of Commerce and Accountancy, Faculty of Political Sc1ence, Faculty of Economics, Faculty of Social Administration, and Faculty of Liberal Arts. The university offered pro- grams of both undergraduate and graduate education in these various faculties. The university requirements concerning the under- graduate education as prescribed by the institution 5 ordinance were as follows: The undergraduate course leading to a bachelor degree is a four-year course. A student is required to spend his first two semesters of the first year in the university at the Faculty of Liberal Arts. 12 loBlocker, Plummer, and Richardson, op. cit., p. 25. llWarm thanks are extended to Dr. Sippanondha Ketudat of the University Development Commission, Office of National Education Council, Thailand, for providing very helpful references. 12Thammasat University, Bangkok, Thailand, Eglletin 1969-1970. pp. l4ff. 'f‘ I“) 47 Hence a first-year liberal arts curriculum was established for all university requirements as indicated by Table 2.2. This curriculum was built on six subjects: Thai, English, General Science, Humanities, Social Science, and depart- mental requirements for the major. The total required semester credit hours ranged from 38 to 52, but flexi- bility was observed as reported in Table 2.3. General trends in designing common courses—~or common groups of courses-—extended to the SOphomore and even the junior year in different faculties were also noticed (Table 2.4), although the administrative organization of the university was rearranged in 1949 into separate faculties, each being responsible for a particular field of study and each offer- ing courses of study in its specialized field.l3 Khon Kaen University.--This small public uni- versity was opened at Khon Kaen city in 1964 "to meet the most urgent needs of the fifteen provinces which consti- The university tute the Northeast of the country. . places due emphasis on sound scholarship, good citizen- ship, and the responsibility of the individual to the community and the country."14 The institution Operated with four faculties: Agriculture, Education, Engineering, l31bid., p. 4. 14Khon Kaen University, Khon Kaen, Thailand, Qétalog 1970-1971, pp. llff. 48 beral arts curriculum (all university rev TABLE 2.2.--Firstpyear li Thammasat University. quirements), Credit Subjects Hours 8 Eirst Semesteg‘ EngliSh O O Q 0 O Q Q 0 O O l O 0 Thai I O I I O O O O O 0 O C 2 General Science: Compulsory: Physical Science . . . . . . . . 3 Elective: Man, Physiological and Psychological Bases . 2 or General Mathematics. . . . . . . . 3 Humanities: Compulsory: Comparative Religion. . . . . . . . 3 Elective: Arts Appreciation or Music Appreciation . . 2 Social Science: Eastern Civilization. . . . . . . . 3 Compulsory: Elective: Development of Economic, Thought, and Institution . . . . . . . . . . . 2 or Social Psychology . . . . . . . . Major: Department Requirements . . . . . . . . . - Second Semeste£_ English II . . . . . . . . . . . . . . . . 8 fluiII. . . . . . . . . . . . . . . . . 2 General Science: Compulsory: The Living Organisms and DeveloPment of Biological Sciences . . . . . . . . 3 Elective: Development of Science. . . . . . . . 2 or Calculus . . . . . . . . 3 Humanities: Compulsory: Man and the Universe: Problem in Philosophy . . . . . . . . . . . 3 Elective: Logic or Interpretation of Man in Great Masterpieces of World Literature . . . . 2 Social Science: Compulsory: Western Civilization. . . . . . . . 3 Elective: Development of Political Thought and Institution . . . . . . . . . . . 2 or Social Evolution. . . . . . . . . 2 Major: Department Requirements . . . . . . . . . - t Hours: 38-52 Total Semester Credi cialize in mathematics, statistics, nd calculus in the Note: Students who wish to spe l mathematics a and psychology must take genera second semester. t Bulletin 1969-1970, p. 125ff. Source: Thammasat Universi 49 .Lomwa .aa .oanImomH caumassm uumua>uco unmeasuce "wousom OmImv QVIHv nv mVva ac HVIQV mVImm mmImm "manor uaomuu umumwewm Houoe m H m N N I m I mucosauwsvwm ucmsuumawo "none: I I I m I MIN I m .....w>auuwam m n n m m m m m ...>uom~aaeou ”oocmflum Haaoom N N ' | l- - ' N avoonm>Huume m m n I m m m m ...>u0mHDQEOU "mwfluficmfisx I I m MIm I I m mIm .....0>fiuow~m m m n I m I I m ...>uomH3QEOU "wocwuum Houwcwo M m M N N N N N ooooooonuoo.ooo.oooanoo.HH Hack. @ m m m m m m m o.o....o.aooouo...o..HH CmfiHmcm nwumeww pcooww m m I I N I m I mucmewuazuwm ucwfiuuoamo "uoflo: N I m m I I I m .....o>wuuwam m n m m m m m m ...>uomHJQEOU ”wucwfium Hmfiuow I I I I N m I m .....w>wuuw~m n m m m m m m m ...>uomH3mEOU ”wmfiuacmfidx I m n m m m m mIm .....m>wuumam I I I I I I I m ...>uomasmeou "mocwaom Hmuocwu n m M N N N N N uon...oooo-uoao-oc-oonoooH H29 m m m m w m m m o.ocoaoacooovaaoaOooo-H gmfiaocm uwumwsmm umufim hoodoaounund Suwaocuson xuo: macaumem :oHumuumflcHeo4 wand «dawned u >OOHOwoom Hawoom HocofiumcuoucH change mucmuc5000< o a sun IIII moweocoom IIII can ooumesou w scum) m wuoonnsm coduauumacasdd Huduom mo suasomm mocoaom Hmowuwaom mo xuasuom v a; no auasumm mo huasoom uo >u~somm .huwmuw>eca uommEEch um mwfiuasuaw msofluo> c“ omaaamm mm Edasoauusu muum Ill" Hmuonwa uuthumuumII.m.m mamdfi 50 new 2.4.--C~arison ei' courses in three iacultiss at Tha-ssat University. Paculty of Political Science (Department oi Government) Paculty of Economics (Department 0! Economics) Paculty of Social Administration (Department of Social Hort) Second Year Courses Subjects Cr-Hr Subjects Cr-ur Subiects Cr-ur English ill . 6 English iii a English iii 4 English XV 6 English JV 0 English iV 4 Principles of Economics 1 J Principles of Economics 1 4 Introduction to Economics J Principles of Economics 2 J PrinCiplss of Economics 2 4 Principles of Social and Economic Development J introduction to Political Science J introduction to Political Science J Social Psychology J Seeiology and Anthropology 2 Social Psychology J Economic Geography 2 General Psychology 4 introduction to Anthropology J Statistics J Elementary Statistics 1 J SOCial Problems and Social Measures J Elements of Laws J Elementary Statistics 2 J SOCial Security and Public Mellare 4 Administrative Lav J Calculus and Analytical General Principles of Law J Comparative Government J Geometry l J Criminology and Penalogy J Demography 2 Calculus and Analytical Government of Thailand J Constitutional Law J Geometry 2 J Field Observation Total Semester Credit Hours: IT Total Semester Credit Hours: 47 Total Semester Credit hours: 4? Third Year Courses Subjects Cr-ur Sublects Cr-ur Sublects Cr-Hr English V J English V 4 English V 4 English V! 3 English Vl 4 English V! 4 History 0! Political Thought J Ptlcv and Distribution Theory J Community Organisation and Development l 4 Political Parties and Election J income and Employment Theory J Papulation and Manpower J Principles of Civil and Accounllnq for EconOMists J Labour welfare 2 Commercial Lav J Nancy and Bonklnq J PrinCIples 0! Administration 2 Lam on the Organisation of COVcrnmrnt in Theory and PrinCiplcs of Civil and the Courts of Justice 2 Prnclivv 2 CommerCial Lav J Law on Criminal Procedure 2 Lconomic and Seeial Statistics I Penal Code 4 Criminal Code Lav J HothcmailCll Logic I HodiCino Iniornation 0 Criminology 2 Linvar Algebra J SOCldl Survey and Research 4 international Lee J Social Case Hort J Geopolitics 2 Satial iase huit 2 2 Research Methodology 2 Social Group Mort l J Field Practice 2 12 Total Semester Credit Hours: JT Total Semester Credit Hours: IT Total Semester Credit Hours: 91 Fourth Year Courses Sublects Cr-Hr Sublects Cr-Hr §g§Jgg£g £5;fl; Wlish Vll J English V” 0 English Vii J English Vll J English Vlil 0 English Vlll J Public Administration 1 J History of Economic Thought J Seeial welfare Administration J Administrative Procedure 2 Agricultural Economics J Public Relations J. Local Government J The Economy of Thailand J Panily and Child welfare 4 Comparative Government 2 J Economic Development J Community Organization and Public finance 3 Public Finance J UnveJOpment 2 2 Criminal investigation and international Economics J Seeial Group Mort 2 2. Medical Jurisprudence 2 Elementary Mathematical Economics J Medical Social work 4. international Politics J Economics (elective): 6 School Social Mort (elective) 4 Private international Law and Lithcr Proqf‘l PCP‘VAS1S' 10‘ ‘OCJ‘l . international Criminal Law 2 a. Current Economic Problems GrouP Hort S ‘ One elective subject: J Seminar, or Directed individual tudY 9 History of Political Thought b. Pield Research Field work 2 3 international Organisations '1'1d "°'k 3 a... Communica-ion and industrial Social Mort 0 Public Relations Sogisl Group work with Minority o Communit Development '°“P' Labour Administration Rehabilitation 3 Comparative Constitutional "°b“‘°” ‘36 "‘°1. Lav lvtal Semester Credit Hours: 53 Total Semester Credit flours: 27 Total Semester Credit hoursi TI .4 hours a week for 5 weeks. 800 I C0: D1 hour a week for 6 weeks. IDIEIIIIL_!DAIIIILIP.1Illliln_llhl:l119n PP. 69. '7'... 111-13- c2 days a vest. dsloct placement lo seeks. 51 and Science-Arts, the fourth being a non-degree-granting faculty at the present time. Its size of enrollment was 1,200 students in 1970. Its agriculture and education curricula were worthy of consideration. The Faculty of Agriculture consisted of six departments: Agricultural Economics, Agricultural Exten- sion, Animal Science, Plant Protection, Plant Science, and Soil Science. Agriculture students were required, during their first three years, to: . . . follow a common curriculum which include[s] 118 credit points of course work and 6 credit points of field work. At the fourth year level, students must select one major area of concentration from among the following fields of study: Animal Science, Plant Science, and Soil Science. A minimum of 161 credit points of course work [is] required for graduation.15 Tables 2.5A and 2.58 indicated a course distribution that derived from a total overview of the academic governance and faculty participation in curriculum planning. Both required courses and courses in major concentration were offered by the Faculty of Agriculture, Faculty of Edu- cation, and Faculty of Science-Arts. This type of organi- zation and administration would certainly contribute to the effectiveness of the institution and its components—- department and faculty--in terms of sharing both the responsibility and institutional resources (teaching staff and university budget)- 15Ibid., p. 22. 52 TAILS 2.5A.--Ccmmen first-. second-, and third-year curriculum. in the faculty of Agriculture, lhon Assn University. first Year” Second Yearb Third Yearb 22212251 Cr-flr Sub acts Cr-hr Sub acts c;—!; 0101 English 4 S201 English 6 8301 English 2 8101 Mathematics 6 A201 Agricultural Mechani- A304 Agricultural Economics J 8102 inorganic Chemistry 4 zation 4 5302 Biochemistry 6 8103 Organic Chemistry 4 8202 Analytical Chemistry 2 AJOS Plant Pathology J 4104 Sotany 4 5203 Physics 1 6 A306 Entomology J 8105 zoology 4 5204 Economics J A307 Principles of Agricultural T104 fundamental Psychology 3 S205 Microbiology 4 Experimentation J 3107 Physical Education a Hygiene 2 A202 Principles of Animal AJOS Rural Sociology 2 A102 Agricultural Orientation Production J A109 Principles of Nutrition J And Practica 4 A20l GenetiCs 4 AJlO Poultry Production J A20) PrinCiplea of Plant AJll field Crop Production J Production J Ale horticulture i J A204 Sail Science 4 AJlJ farm Management 1 J __ A205 Heads and Need Control _2 A114 Agricultural Extension _; Total Semester Credits: 17 Total Semester Credits: 41 Total Semester Credits: 40 .Courses were offered by three (Scultiesi Agriculture (A). Education (T), and Science-Arts (S). bStudents were required to do two weeks of field work during the vacations. loan“ WYW: PP- 23-20- TADLB 2.Sl.--fourth-year curriculum in agricultureI (areas of major concentration), faculty of Agriculture, Khan Kean University. fourth-year students may major in any of the following three fields: Plant Science, Animal Science, or Soil Science. Students must complete at least 14 credits of compulsory courses in their major field and at least 10 credits of elective courses including seminars. in addition, students are also required to do two weeks of field work in order to complete the requirements for the degree. Compulsory Courses Elective Courses Animal Science Major Credits Credits A410 Livestock Diseases and sanitation 3 2‘01 Survsvtns 2 A411 Animal Nutrition J £402 field irrigation and Drainage A412 leaf Production J T201 Educational Psychology A404 Anatomy and Physiology of domestic Animals J T202 Method of Teaching Agriculture A409 Livestock Sraeding and improvements J T20) Evaluation in Education A413 Dairy Production J A406 Pasture and forage Crop l A410 Soil Genesis and formation A411 Seminar A421 industrial Crap Production pi.ng Science ”.10; A422 fiber Crop Production A42J Marketing A424 fish Culture A425 Marketing Livestock Products A426 Biometric and Research Methods A427 farm Management 2 A424 Rural DevelOpment A429 Agrarian Laws A401 Crop Ecology A404 food Crop ProdUCtlon A407 Seed Technology A402 Crap Physiology and Nutrition A40J Plant Ireeding and improvement A405 Pomology A4J7 Seminar A4JO Swine Production A421 Agricultural Meteorology £231 scggnc. n.1gg A4J2 Meat Products A4JJ Crop Products A415 Soil Chemistry A434 Audio-Visual Aids A414 Soil Physics A4JS Silk Production A417 Soil Siology A414 floriculturs and Ornamental Plants A414 Soil fertility A439 Vent-bl- Croe- A4l9 Soil Survey and Classification A420 Soil Conservation A4)? Seminar hunt-taut» UJUUKONKJUNNWUHHNUUUUUUUU P‘UUHUUH Wm WVW- 49:15-17- 53 A similar trend in curriculum practice was ob— served in the curriculum in Education (Tables 2.6A, 2.63). Special mention was made of the fourth—year curriculum (Table 2.63) because concentration in the area of the students' majors in this senior year could be helpful to the graduates, since they then were practicing their future role in the classroom and aware of their ability to teach one of the four majors as listed in the curriculum. Chieng Mai University,--Chieng Mai University was opened in 1965 as a state-financed institution, "divided into six faculties; each faculty mutually offer[ed] the courses of study for the program leading to B.A. or 8.8. degree."16 These faculties were: Faculty of Agriculture, Faculty of Education, Faculty of Humanities, Faculty of Science, Faculty of Medicine, and Faculty of Social Science. The curriculum of different faculties as described in the university catalog presented the following charac- teristics: First, there was a tendency toward setting a common program which consisted of basic requirements in all of the six faculties. This common program was planned to be extended through the first two years of the under- graduate education, sometimes through the senior year. The most significant of that type of program referred to l6Chieng Mai University, Chieng Mai, Thailand, general Catalog 1969-1970, p. 2. 54 run tun-0.0a nut-v. “coda an thud-nu corneal». ll mutton, faculty of mutton. ”on non Unlvcrllty. flrn& You: “could nu 1'th You ”1"“ Ct-ilr Mm“ w tub act. 9;: ‘thl m: l 2 7201 Thu 3 2 1‘30) Spacer: 1 no: final 2 2 1’20) Thu d 2 TN! mil». 5 3 TWO 'hyucnl Nuance TZOl tnqluh ) 2 ”01 lottoauctlon to Actual” lo i lb I 1’20) anluh Q 2 Malay-anal ”whole" 3 1101 £091th 1 J 72.0 Phyucal Education 1001 0:11:10th of 7102 man-u 2 2 kuvnuu 1. b 25 l lutnactlonol “la 2 7150 Sunny 0! ml unnm. 1 ”0! An Approcuuon 2 ‘MM My school Currlcvlu 2 'thl muc Automaton 2 1250 nulooo'hy of Muccuon 2 5150 ulmtitlc lethal. 2 7101 ntml Mulch lety 3 520l Gomul Phyuc- 2. s It 6 1150 Tuchlng “coal-on no; sudym Mthods 1 5201 canon: cum-try z 4 ' school Scloncu a T102 Got-oral "mun a L I a $20] rnnuplu oi halo” l ”51 hag-rung 8102 Canal thy-1c. la 6 lb 6 1251 untocy or m; caucuses l School Inch-ulc- a mo Inuoeucuon to Phllouophy 3 1252 School and Soclocr 2 1’30) ham-none all 2101 lntroducuon to Psychology ) 1201 lnuoducnon tn (valance: la unculon 3 5101 Canal Chas-1n l a Mucouoml Psychology 3 - An. or Coocuuum 6-9 __ 1250 "maples o! mlCI _2 - [lacuna 3-4 foul San-tux snout: 41 final scan-cu Crocus: J! foul taut“ Call“: 1140 Sauna: Dior. nor. Unlvoruq Nllcun 1970-197 . up. “46. Tau 1.68.—-rourm-you cannula m duuuon. faculty of Eduuuon, [hon loan onlvonny. W 7000 Student touhmq I «in. sun Gooloqy (or reach.“ 2 cedu- IOOl annual Mum 2 cnflu - no. or M30: Comnzrulon 34 culu- - llocuvn I-ll culu- Mm of lager Concuuouo- “out”. la 60le Juan“ lcc Chm-u 7350 ms coma-mt uni hllclco 2 a. $101 clocuomcu l 3 cf. ”01 Gun-la Chouuy ) Cl. "51 mm Clvllluuon a no: llacuoalc- 2 J 3302 much. an. 1352 Cont-yon" mun um:- I no) thy-1c: of qun I lawman“ l 1'”) null Iocloloqy a 8304 “on Royal“ 3 ”0) Mile“ Mun J 1334 ht“ Geography 1 nos (buc- J ”00 Smut: Quinn 3 ”50 laglc a ”06 loans“ J ”07 mung-.3 mm 1 “out!“ la hula-local Haula- SJOO no“: ml: My 3 Mel CI. “cl Inn-l brain" on! no: tau-us- lot huh-u a lath-out" mung" ) use “Mane. In tho m Ochoa) 2 no: hum. I no: pun napalm «0 1'00 I‘M-“unwr- of Ichol mu- 2 ”02 nuns-nu: mum. I MIMI”, ) tlSl haul ”In Uncut“ 3 ”0) Inn-nun my“. I I ”0) “cl nlcrobloloyy J N” Ila-u of mulch-l “at 2 ”0‘ hen-“cu hotly“. I I ”00 Mc- ) nos haunted ugly“. I J 8305 Mutual Creamy ) 3:06 but” 0! 8106 Gaul helm ) “mu. 3 ”07 3.1-out: '1.“ male" 1 “w W. n- “4'- 55 the basic requirements for the Bachelor's degree in the Faculty of Science (Table 2.7) and the general program in Agriculture required for all students in the Faculty of Agriculture (Table 2.8). Basic requirements were also 17 the Faculty found common to the Faculty of Education, of Humanities,18 and the Faculty of Social Science.19 Second, some faculties provided special first two-year programs beside their own programs leading to their prOper fields. The Faculty of Science offered such a program in Pre-Medical Science which opened five accesses to the Faculty of Medicine: Pre-Dentistry, Pre-Medical Technology, Pre-Medicine, Pre-Nursing, and Pre-Pharmacy (Figure 2.1). Details of these programs (Table 2.9) indi- cated that flexibility, continuity, and sequence in the curriculum were strictly observed (Appendix C). Finally, it is noted that all students who earned an associate degree in pre-professional curriculum were admitted to the appropriate department in the Faculty of Medicine as third- year students. The length of the program required for the degree, including the pre-professional curriculum, was: six years in Dentistry (Doctor of Dental Surgery, D.D.S.), Medicine (Doctor of Medicine, M.D.), and Medical Science (Doctor of Medical Science, D.M.Sc.); five years in Pharmacy (Bachelor of Science in Pharmacy); and four years 171bid., p. 16. 18Ibid., p. 29. lgIbid., p. 98. 56 .me .omumm .0H .m Azuo= memos tam m>fiumcum 0:3 mucwosum uoflme mowum .mm .onma monumu xuwmuo>acn was mcwacu paw cm mouocmu :\: Eonums ou mmwaamc "mousom seems .mcowumfluomwo mmusoo How U xaucwamm womb m e a e a a a s a s a 1 NH «mm Ham «OH HOH NH mom Ham moa Hoe NH ~mm.amm moH.HoH NH mom Ham NOH Hoa amuamcm «a mom.ao~.~oa.aoa am mo~.mom\no~ no NH mom.voa.moa oom.mo~.voa.moa NH mom.voa.moa NH mo~.¢oa.moa moHuMEuaumz ma mom.mom.ooa.moa ma memtmom.ooa.moa no ma oo~.mo~.ooa.moa m noOH.mOH ma oom.mom.ooa.moa ma mom.aom.~oa.aoa moamsaa m mam ma mom.ao~ m noH 0H moH.moH.Hoa oa MOH.NOH.HOH moa.~ofl.aoa ma ~o~.Ho~.~oa.HoH suumusmno v mos v moaxmoa n «HH\HHH.moa oa NHH.HHH.moa smoaoflm .uu v.02 mmuoou .uu m.oz wmusou .oz v.02 omuooo .uo «.02 omuoou oauwa uomnnnm moamanm mowumamnumz muumwsmno mmoHowm mcoanu .mocmwum mo hyaoomm .mHOnmE pamquMfln HSOM cw .auflmum>fica an: omummv .m.m on» now mucmsuuwzwmu vammmll.n.m mqmda 57 TABLE 2.8.--Repartition of the general program required for all agriculture students in the Faculty of Agriculture, Chieng Mai University. Basic First Second Third Fourth Subjects . Requirement Year Year Year Year 1. English 18 6 6 6 2. Social Science 6 3 3 3. Humanities 3 3 4. Chemistry: a. General Chemistry 8 8 b. Organic Chemistry 4 4 5. Mathematics 6 6 6. General Biology 4 4 7. Botany 3 3 8. Zoology 3 3 9. General Agriculture 4 4 10 Agricultural Mechanics 2 2 ll. Microbiology 4 4 4 12. Genetics 4 4 13. Physics 6 6 14. Principles of Horticulture 3 3 15. Introduction to Soil Science 3 3 l6. Principles of Animal Husbandry 3 3 l7. Principles of Agri- cultural Extension 2 2 18. Entomology 4 4 19. Plant Pathology 4 4 20. Farm Machinery 3 3 21. Surveying 3 3 22. Principles of Agronomy 3 3 23. Important Crops of Thailand 3 3 24. Soil Fertility 3 3 25. Animal Feeds and Feeding 3 3 26. Principles of Experimentation 3 3 27. Agricultural Economics 3 3 28. Farm Management 3 3 29. Major subjects - 3 17 30. Seminars 2 2 31 . Electives __" _ _ __ _6_ Total Semester Credits: 123 36 38 38 37 * Source: Chieng Mai University Catalgg 196941970, pp. 6-10. £58 .m .a .oama moauuso auaauo>acs «as manage "oousom suaauo>uca was accuse .uueoaom no suasuoa «nu an aucousum no «anode nonozuu.a.~ mmaon HGO¥ nowuxcm mowuaauzudz hmoHoow auuneaugu macaowm no «nuance: «0 suaauoa _ “new . ado» IJH’. _ no“ sea non» gun: seaflooo auuaaauau amoaowm Maegan — Smeaoqruoa llé _ hocfludna ocuuusz onwowcoz avowvo: auumwucoo _ your so no no no» non a h > um um um . _a a on ca auauaaoauuz mojwoo suuuM-ugu soowoam «nosozaom _ avoaoczooe _ _ moniudnm mcwousz echowuo: Haowvox huuuwucoo -oua -Jwa -Mua -owa -uua unaware moauaaunuax seaflooo suuuuauau sooaowa :unumwum _ _ . «museum «coavOZIoum oocowom undo —-:: . «vacuum uo hunauom 59 The TAIL! 2.0.s-lpeclel progre-e,. feculty of Sclence, Chieng He: Unlverelty. eee ere offered ln the reculty of Science. A etudent euet enroll in any of the epeclel proqxeee vhlch couteee o! etudy end elnlmun requireeente to: the epeclel lpeclel proqr o! reeldence in the reculty. loving provlelone: et leeet two yeere reculree progreee ere preecrlbed below. All etedente in the pre-eedlcel eclencee et the reculty o! Science will coeply vlth the fol PRE‘DENTISTIY new 92215.93!- '__:_.L___-—i - “mm H,____.____——coM sun!" W W Biology 103 4 eee. hre Iloloqy lll J ecu. hre Biology 222 5 eee. hre Biology 311 4 eee. hre Cheeletry lol 4 eee. hre Iloloqy 112 J eon. hre Biology 22J 4 eee. hre Chenletry 202 4 Ion. hre Inqlleh lOl J eel. hre Cheeletry l02 4 een. hte Cheeletry 201 4 eem. hre Chenletry 200 J eee. hte letheuetlce 101 J I... hre Inqlleh l02 J eee. hre Enqlleh 291 J eee. hre lnqlleh 292 J eee. hre Phyelce lOl eee. hre letheeetlce 102 J ecu. hre Phyeice 201 4 eee. hre Phyelce 202 4 eee. hre re choloqy l0J J eee. hre Phyelce l02 4 Ice. hre Soc:oloqy 1:5 2 III. hre lethoeetlce 204 J eee. hre otell eel. hre Totel: 20 eee. hre motel: 22 00-. hre TuLel: 2l eee. hre PIE-MEDICAL Trcnuoeocv freehlen Sophomore Plrgt Seeeeter Second Seneeter leet Seeeeter Second e Iloloqy 10) 4 eee. hre lloloqy lll J eon. hre Chceletry 201 4 eee. hre Che-letry 202 4 eee. hre Che-letry 101 4 eel. hre Che-letry 102 4 eon. hre Chenletry 20J 4 eee. hre Cheeletry 206 4 eel. hre Inglleh lOl J eel. hre Chemletry l0J 2 een. hre Bnqlleh 291 J eee. hre Enqlleh 2’2 J eee. hre Ietheeetlce l0l J eee. hre lnqlleh 102 J eee. hre Hethenetlce 201 J eee. hre Netheeetlce 204 J eee. hre Phyelce 101 4 eee. hte letheeetlce 102 J eee. hre Phyesce 20l 4 eee. hre 'hyelce 202 4 eee. hre sociology lls 2 eee. hre Phyelce l02 4 een. hre Peycholoqy l0) J eel. hre Totels 20 eee. hre Totelx 19 eee. hre Totel: 21 eee. hre Totel: l0 eee. hxe Par-nzolClul [geeheen boghoeore f te Second Seneeter first Seeeete: Second Ieeegter Iloloqy 103 4 eee. hre Iloloqy lll J eee. hre exoloqy 222 5 eee. hre Ilology ll? 4 eee. hre Che-letry l0l 4 eee. hre lloloqy lll J eee. hre Bloloqy 221 4 eee. hre Cheeletry 202 4 eee. hte lnqlleh lOl J III. hre Cheeletry l02 4 eon. hre Cheeletry 201 4 eee. hre Cheeletry 200 J eel. hre Ietheeetlce l0l J eee. hre Inqlleh 102 J eee. hre Enqlleh 201 J eel. hre Inqlleh 202 J eee. hre 'hyeloe 101 4 eee. hre netheeetlce 102 J eon. hre Netheeetlce 204 J eee. hre Phyelce 202 4 eee. n:- locloloey llS 2 eee. hre Phyelce 102 4 eee. hre Phyelce 201 4 eee. hre Totel: 20 eel. hre Totel: 20 eee. hre Totel: 2J eee. hre Totelx ll eee. he. FRI-NURSING rgeeheen Bo oeore ' Plggt Senegteg Second Seeeetet rlret teeeeteg e. g 3 Biology 103 4 eee. hxe eloloqy lll J eee. hre Anetoey 201 J eee. hre Ito-Cheeletry 202 J eee. hre Chenletty lll 4 eel. hre Cheeletry ll2 4 eee. hre Chenletry 20) 4 lee. hre lnqlleh 202 J eee. hre Inqlleh lOl J eee. hxe Inqlleh 102 J eee. hre lnqlleh 291 J eel. hte Nlcroblology 20l 4 eee. ht. Ietheeetlce lll J eel. hte lethe-etloe 204 J eon. hre Nurelng 201 l eel. hr lurelng 204 4 g... hr. lurelnq 101 l e... h:/ Phyelce 112 4 eon. hre Pereeltology JOl 2 eel. hre Petholoqy 201 2 g... hre Phyelce lll 4 eee. hre Peycholoqy 10) J 00!. hre Phyeloloqy 302 4 eee. hre 'eycholoqy 204 J e... n;. Ilectlve Electhe (loclel to.) J eel. hxe (Soc1el 8c.) J eee. hre Totel 22 eee. hre Totel: 20 one. hze Totel 22 eee. hre Totel: 19 e... hre Putz-mummy w W: W Second eel-enter Plug Senate: W Biology 103 4 eel. hre llology lll J eel. hte llology 222 S eel. hte Che-letry 202 4 nee. l3. Cheelet:y l0l 4 eee. hxe eloloqy lll J eel. hre Che-letry 201 4 eee. hre Che-letry 206 4 g... kg. Inqlleh lOl J eel. hre Cheeletry 102 4 nee. hxe Cheeletxy 20$ 4 eel. hre lhqlleh-202 J g... .3. Ietheletloe lOl J eee. hxe lnqlleh 102 J see. hre lnqlleh 291 J eel. hte Ietheeetloe 204 J 3.3, .3. 'h’elce lOl 4 eee. hre lathe-etlce l02 J eee. hze netheeetlce 201 J eel. hxe rhyelce 202 4 e... .1. llectlve Phyelce l02 4 lee. hre Phyelce 201 4 eel. hee Peycholoey l0J 3 g... are (Ineenltyl J eel. hre $0101 21 eel. hxe Totell 21 eel. hxe retell 21 Ill. hee Tbtelt 21 I... he. ‘eoe w: c lee ooutee deecelptlone. 60 in Medical Science (Bachelor of Science in Medical Science), Medical Technology (Bachelor of Science in Medical Technology), and Nursing (Bachelor of Science in Nursing).20 Prince of Songkla University.--The single Faculty of Engineering of this national university, which opened in 1967 with fifty students, aimed to improve the quality of education, rather than quantity--to produce not only more 21 engineers, but also better engineers for Thailand. Its four-year curriculum, leading to the degree of Bachelor of Engineering in Civil Engineering, Electrical Engineering, and Mechanical Engineering, consisted of two years of a common program required of all engineering students (Table 2.10) and of a third- and fourth-year pro- gram in one of the above specialized branches. Flexi- bility for the course organization was planned to develop broad understanding of principles and concepts and essen- tial knowledge in engineering that would help students in shifting their vocational studies to three other branches to be offered in the near future: Chemical Engineering, Mining and Metallurgyégg Engineering, and A“ t ' :fi ' ' I." '; )3, Production Engineering.22 93‘s 20Ibid., pp. 58ff. ‘giig 21Prince of Songkla University, Faculty of Eng;- neering, Syllabus 1969, p. l. 0* 221bid., p. 6. 61 .oaum .Qa .mwma monoaawmxwwamuo>wca oameOm no museum "mouoom «N "muaoouo noumoEom Houoe HN "mufioouo umumoEom Hence I m: H moHHom no 8223: NNN mu m mcH>o>u9m HoN mu m mUHconvox mcHuwochcm HNN mu m H moweoc>006umcb HmN mu m H mucoEousmooz m H noHCOuuoon Hem mo oco muHoouHu oHuuoon HNN mo N o woauooum mowumocwvcm venom mom mu m m ooHuuoum mowuooCHmcm uHmom mow mu m v 8355 SN mesa m m 83?; SN mEa v e noHuoEonuoz «on sun: v m mowuoeocuoz mom cums n . nmaHocn SN 9:3 m m 5395 SN 9:3 noumosom ucooow noumoEom umuHm woo» ocooow Hm unuHUouU noumoEmm Houoe HN "muaoouo noumeow Hmuoe Ml N mow3ouo mcwuomcaocm NHH mo Ml H mcHzoua ocHnmocHocm HHH mu N v wuauuoum ocwnoNCamcn venom vOH mo N N ouHuvouo ocHuoocHocm onmm NOH mu N n mowuonum ocwuoocHocm venom mOH mu N H ooHuooum vowuoocwmcm venom HOH mo v N 53298 NOH 55 H. H 33226 SH 55 m N 33.35 NOH mean m H 8853 HS {Ea e N moauosocuoz NOH can: v H moHuoEocuoz HOH sum: m N .8295 NOH 8:3 m H .3295 HS 9:3 H N moHuwcoEdm NOH Es: H H moHuHcoEdm HOH Ed: muwoouo momuoou muHoouo momuooo uouwofiom ccooom noumoEom umnwm new» umuwm .auwnuo>wcs oaxocow mo museum .mcwuoocwmcm no wquomm .mcaumochco ea EdHooHuuou ummxuocouwm one Juneau COEEOUII.OH.N mqmda 62 Republic of China (Taiwan) Catalogs of four universities were studied: National Taiwan Normal University, Taipei; 3 Tung Hai University, Tai Chung Province; 4 National Cheng Chi University, Taipei; 5 and National Chiao Tung, Hsin Chu Province. The undergraduate curriculum as described in these catalogs presented one common pattern with: (a) all university course requirements, (b) college course (c) departmental course requirements, and requirements, (d) elective courses (Table 2.11). In fact, general uni- versity requirements were distributed throughout the four years of undergraduate education but often concentrated on the freshman and sophomore years (Table 2.12). Another aspect of the undergraduate curriculum worthy of noting in this brief comparative analysis was its well-defined set of objectives. The following quotation was of great assistance in this study: 23National Taiwan Normal University, Taipei, Taiwan, General Information 1970-1971. (Sincere thanks are due to Dean Chien-hou Huang of the National Taiwan Normal University, Taipei, for this useful reference). 24Tung Hai University, Tai Chung, Taiwan, Catalog 1968-1970. 25National Cheng Chi University, Taipei, Taiwan, Bulletin 1967-1969. 26National Chiao Tung University, The College of Engineering, Hsin Chu, Taiwan, Bulletin 1968-1969. 613 “ma .mm>Huoon .mucofiwuHodom ucwEuuommo .mucoeouwamum omMNHOU mmHuHcmEd: onoq moocoHum Nousumz xuoumwz omocho chovoz amnHmcm omochu unmoocs m.comuuo» com .uo "mucwEUqumwm muamuo>Hca >uNmum>Ncn Honmcoa .mm .a .Q .HanIONmN monuoU NuHmuo>Hc3 co3Hoe Hmfiuoz HmcoHuoz “me .mmmnsoo ooucu no ozu >co uuonm .mo>Nuome .mucoEouHmwmm ucoEuummoa .mucoEwqumwm mmeHOU coHumosom HouHmmnm mwocwHom Honoumz ou coHuoouONucH moucmflum HoHuom ou coHuoououucH coHuduNumcou >naomoHHnm no moH u no nmlm .L m >uHco65: ou cohuuooouucH oHooq ocHnu wo %u0umH: compo: mHnmcoHumHom HocoHuocumucH Ucm coHuMNHcomuo HocoHumcumucH H N ocHromoh cH muHuooud N ochuooH uo moocuoz Houocoo m >00H0£u>mm v coHuoooom ou coHuUDUOHucH m nmaHmau m owwcHnu v ucmnocb m.comnuor com .nn .uu "mucwswqumwm muHmuw>HCD .onH-mmmH monumo NuHmnm>Hco Hmnmcse .a .momH-noaH monumo muHmnw>Hca Haomcmno HmcoHumz "wouDOm n .mmmuooo ozu ace uooHomo - .mo>Huume .mucmEouHSoom conH>HQ .mucoEoustom umoHHou moocoHum Houduoz ou coHuosoouucH mmocoHom HoHUOm ou coHuooUOHucH coHusuHumcou omocHnu m-n wuHa mo endemoHHna no n - moHnum no >uHcoES= ou coHuosoOuucH mchu mo muoumH: cumooz mnHowmd ucmunsu one HocoHumcnoucH cmHHmcm omochu H :20 CH: com “I voooo U "mucwEouaswwm NuHmuo>Hca .>uHmuo>Hca Naomcono accoNuoz >uflmuo>ac3 NoEuoz cmzHoB HmcoHuoz munnw>Hco Hcomcocu choHuoz .>uHmuo>Hc: Honmcse .wuHmuo>Hca HoEuoz cozHoH NocoNuoz "moNuHmuw>Hcs owns» cN mucoooum monsoouonwoco ecu mucmEouasqou onu uo comauoasounu.HH.N mqmdh £54 .uoacow Home .uoHonn Anny .hhlfih .mOJvo .NHImH .mm .thHIOFmN COHuMBNOMCH Houocou .ouaaocoom How. .coazooum “who “oousom .mwcncuoucu Huch one "momudoo omonu oxou o» oouNovou noowe mH m m pm I ”mo>Huoon ooum u0\oce ucoauuomoo NMH moH moH NHN ”AcoHuoosom Hoothcm mcaooauxov mucoeouwavom keno: Ho no mo ow NmImo "Hence uqun m umuum w nmuum m .umuum m m :oHuousom Hmonsna om m on n on m om a snoomoHHnm o» coHuodo0uucH .m mm o om v um v om o mcHnu mo NuoumHm choooz .N I I I I om N I I awnmcoNuoHom HocoNuec IuoucH use coHuou IHcoouo HocoNuecuoucH .N mIm ”momunoo ooune no 039 and on m on a us o on o o smoHocusma ucH o ueH o ucH o um o um o um 0 pm 0 NH mcHnuaoe cH moHuomua on o um v um o om N an N om N em 0 N ocHnomme No mooauoz Hmuwcoo on e um e mm e um v v coNuoooom ou coHuoooouucH on m up w no m on m m cmHHmcm um m an m um m we mIo m omocwnu um o no v om v we o v unmoona m.coquow cam .ua “mucosouaovom Houocou aufimuo>aco sumo» nu «Moo» no muoow uo ouoox nu omocHno umoHONm mowmxcm coNuoooom oouHsvom mo ucoeuuomoo mo unoauuemoo mo ucoauuomoo mo ucosuuomoo muaoouu Hooch mono coflueoaom mo ovoHHou oocowom mo oooNHou mo omoHHou .NUNouo>NcD Hoahoz coawoa HocONooz one uo oomoHNoo Houo>om ad mucoaouwovou omNSOOII.NH.N wands 65 The present curricula . . . were based upon the the curricula must ful- following principles. First, fill the requirements set up by the Ministry of Edu- cation. Second, they must be dynamic and creative and should follow the general trend of the present- day education. . . . Third, as present rapid changes in science and technology emphasize the value of basic knowledge, our undergraduate programs should aim at training of fundamentals. Fourth, since the curricula of the four departments are closely correlated, the courses are divided into two categories; the courses for the College requirement and the courses for the department requirement. Fifth, the method of group teaching is adopted whenever possible. Each curriculum consists of four-year program of general education emphasizing basic science and technology, humanities and social acience and a group of subjects in the area of one professional interest. The lower level comprises for the freshman and sopho- more years. The courses in the lower level are the same for all of the four departments and thus consti- tute the major part of the College requirements. The upper level comprises the courses of the junior and senior years. The curricula start to diverge in the But since there is considerable overlap junior year. among four departments, technical courses of common nature are made identical and constitute the remainder part of the College requirements. Because of the overlap of the four programs, a transfer from one department to another would not, in general, delay the graduation or present serious problems in ful- filling the different department requirements if the changes were made early enough. However, the program to which a student is eventually transferred must be completed in all respects.27 Republic of Korea Catalogs of Hanyang University and Ewha Womans University were randomly selected from other catalogs and bulletins of 122 public and private institutions of higher education in the country,28 excluding graduate schools, _‘¥ 27Ibid., pp. 61f. Ministry of Education, Korea, Statistic Yearbook QfieEducation 1968 (Seoul: Kwang Myong Printing Co., 1968), P. 402. 66 nurses' training schools, and miscellaneous schools. Both Hanyang University and Ewha WOmans University were private universities. Ewha University.--The academic regulations for undergraduate studies in this institution, as stated in the catalog, were as follows: A candidate is required to take a total of at least 160 semester hours credit of which not more than 80 hours are to be in her major field. If a graduation thesis is required, it may be counted as 8 credit hours of work. Forty-seven hours of General Requirement courses are needed. . . . In addition to the General Require- ment courses, one must take the Depggtmental Require- ments not exceeding 40 hours. These regulations were instituted within the following objectives of the undergraduate curriculum as stated by the university: The curriculum offers the undergraduate opportunity to cultivate the liberal arts and sciences through the general studies program to eXplore her cultural heritage; to discover and develop her capacity for intellectual adventure; and to establish habits of thought whereby she may utilize her knowledge in all facets of her future life. Although a student must decide her major field of work at the time of entrance examinations, for the first two years she must con- centrate on the required courses in the humanities, and social and natural sciences. For the last two years of study, each department provides the best means for the student to prepare for her professional career.30 29Ewha Womans University, Seoul, Korea, Bulletin ‘1968I p0 l4e 3OIbid., pp. 7f. 67 Such educational concepts were extended to the determi- nation of the aims of each department in nine colleges of the university. Hanyang University.--This university offered under- graduate programs that required four years of residence in all fields, except Medicine where the requirement was six years. All students admitted to Hanyang University were placed in the College of General Studies during their first two years: The College is not simply a preparatory stage but a component of all baccalaureate programs at Hanyang. The General Studies curriculum provides the wider social and cultural understanding increasingly neces- sary for successful participation as citizens in modern society and a broad base upon which a specialization can be built. While in the General Studies program, freshmen concurrently take a small number of special- ized courses offered by the departments of their major fields.3l Common general requirements that must be met by all uni- versity freshmen and sophomores were reported in Table 2.13. These requirements were distributed within the first two years in all nine colleges of the university in a flexi- ble manner depending upon the type of program chosen by 32 the student. Generally, it included: 31Hanyang University, Seoul, Korea, Bulletin 1970- 1971, p. 24. 3ZIbid., p. 20. 68 TABLE 2.13.——Common general study requirements for all freshmen and SOphomores at Hanyang University. Subjects Credits Korean 4 English 6-10 4-6 Second Foreign Language History of Civilization 3 Introduction to Philosophy 3 Introduction to Natural Sciences 3 Humanities: 1 course 3 Social Sciences: 1 course 3 Natural Sciences: 1 course 3 Physical Education 2-4 Military Training 2 4 Hanyang University Bulletin 1970-1971, pp. 36-39. Source: Freshman Sophomore Year Year University requirements: 30-48 cr. 10-14 or. College requirements: 2-24 cr. 32-36 cr. 50-54 cr. 42—50 cr. Total for standing: Total for junior standing: 70 cr. Ihe Pacific Region of the United States University of Hawaii (Manoa Campus, Honolulu).-- Conscious of the cultural and vocational needs, interests, and motivations of American students coming to colleges and universities, the University of Hawaii described its attempt to respond to these demands in undergraduate edu- cation in a two-fold purpose: 69 The primary purpose of each undergraduate curriculum is intellectual-~to educate students to think for themselves: to analyze, to apply appro- priate standards, to arrive at their own judgments. In the process, students should gain knowledge and sharpen their ability to communicate, both in stand- ard prose and in the symbolism of mathematics, logic and the arts. . . . Secondly, each undergraduate curriculum tries to lead the student to sufficient depth in a field of learning so that he can understand its central con- cepts, some of its methodology in examining problems, the standards of truth, value and relevance which it employs.33 From this standpoint, the university requirements for a Bachelor's degree focused on the objectives of liberal education as formulated in these terms: The liberal education objectives of undergraduate learning include an understanding of the fundamentals of major fields of knowledge which should be the common possession of educated men and women, whatever their specialized interest. This objective is not likely to be attained from a random arrangement of courses. Consequently, a program of liberal or general education is required of all students seek- ing a baccalaureate from the University. The general education "core" [italics mine], as it is frequently called, amounts to about a third of a four-year cur- riculum. It tries to assure for each student reason- able competence in organizing his thoughts in written and Spoken English—~and in understanding the expression of others--in mathematics, in the humanities, natural sciences and social sciences. The "core" need not be completed during the first two years, though general education courses are fre- y4concentrated in the freshman and sophomore quentl terms. Under this formulation, students were required to include these major fields in the core: 33University of Hawaii, Manoa Campus, Honolulu, Hawaii, Catalog 1970-1971, pp. 57f. 34Ibid., pp. 58f. 70 Each student must have competence in expository writing and oral communication appro- priate for study at an institution of higher learning. Requirements: English................... 3 credits Speech-Communication...... 3 credits Each student ought to demon- understand or appreciate Communications: Quantitative Reasoning: strate his ability to apply, the uses of mathematics, or its philosophical base. 3 credits Requirements: Mathematics............... Philosophy or Logic....... 3 credits The educational objective sought here is ards of value and beauty, to sharpen critical judgment by the study of literature and other creative arts, of philosophy and religion. Requirements: English or Literature..... PhilOSOphy or Religion.... American Studies or Interdisciplinary Studies 3 credits Sought here is a critical under- enomena and the methods of study. lect any three courses: Humanities: to develop stand 3 credits 3 credits Natural Sciences: standing of natural ph science used in their Requirements: Se Chemistry................. 3 credits Geography................. 3 credits Geosciences............... 3 credits Oceanography.............. 3 credits Physics................... 3 credits Biology................... 3 credits Botany...... ...... ........ 3 credits Genetics.................. 3 credits Microbiology.............. 3 credits Zoology................... 3 credits General Sciences.......... 3 credits 3 credits Information Sciences...... Social Sciences: The purposes of this requirement are: ll) to seek an understanding of the extent to which scientific method can be used in studying human be— havior and institutions and (2) to assist students in assessing their own behavior in society. Select any three courses: Requirements: American Studies.......... 3 credits Anthropology.............. 3 credits Botany.................... 3 credits Psychology................ 3 credits Sociology................. 3 credits Economics................. 3 credits General Engineering....... 3 credits Geography................. 3 credits 3 credits35 Political Science......... —— 35Ibid., pp. 59ff. 71 The Mid-West Region of the United States Black Hawk College (Moline, IllinoisL.—-This junior college district, founded in 1946, aimed to serve the needs of the peOple of its district and subscribed to these concepts: vides quality instruction to ts him in his desire to under- philosophy of life Black Hawk College pro the student. It assis stand himself and to search out a based on desirable values and ideals of character and service. It assists him toward an understanding of his cultural heritage and the cultural heritage of others so that he may become an informed and more tolerant individual in a democratic society. It assists him toward a knowledge of the physical and biological world and the content and methods of natural science. It assists him in developing his communication skills so that he can read efficiently, speak and write understandably, and thus communicate more effectively with his fellow man. It assists the student in his desire to achieve physical well-being and economic self—sufficiency. To help its students achieve these goals, the college Offered four types of curriculum: (1) the transfer program, (2) the general education program, (3) the occupation— oriented program, and (4) the community service program. These curricula would lead to either an Associate Degree (in Arts, or in Science, or in General Education) or a Bachelor Degree, depending upon the student's work and whether he satisfactorily completed his lower and/or Upper division work in undergraduate studies. The Associ- ate Degree curriculum was designed for the first two years 36Black Hawk College, Moline, Illinois, Catalog 1970-197;, p. 8. 72 of college education. The requirements for a two-year Associate Degree varied slightly within the three basic e curricula (Table 2.14). Hence, students iate Degrees: (1) Associate Degre might earn one of the following Assoc Associate Degree in Arts, (2) Associate Degree in Applied Arts, (3) Associate Degree in Science, (4) Associate Degree in Applied Science, (5) Associate Degree in General Education. The East Coast Region of the United States Simmons College (Boston, Massachusetts).--This women's college was a private and non-sectarian insti- tution. Its educational goals were revealed in this statement: Simmons College believes That its graduates should be committed to, and prepared for, a meaningful and significant career; whether this takes the form of a job, a vocation, or some other purposeful activity upon graduation, or whether it means continuation of the postgraduate study that becomes increasingly necessary for many areas of career preparation. That mere vocational training is not enough; that a Simmons graduate must relate her career preparation so as to make her employment to its broader context, lf, to enable her to find more satisfying in itse Opportunities for intellectual growth and professional advancement within her Chosen career, and to equip her to assume expanding responsibility and leadership in her field of endeavor. That a woman should be prepared for a career in ways that will not become automatically useless to her after marriage; and that her career preparation should not only fit her for advanced positions in the business and professional world, but enrich and en- hance her life outside the area of her career. And the Simmons graduate should be prepared not only to become employed immediately after leaving college or TABLE 2.14.--Comparison ———— Each student w in Arts Degree by the college 73 of the requirem Associate Degree in Genera Associate in Arts ho is awarded the Associate shall have completed: cuts for Associate Degree in Arts and 1 Education at Black Hawk College. Associate in General Education Each student who is awarded the Associate in General Education Degree by Black Hawk College shall have completed: The following specific courses which 1. The following specific courses which 1. may NOT be used to satisfy any other may NOT be used to satisfy any other requirement: . requirement: English lOl/lOl-A, 102/102-A English or Communications (a mini- Speech 101 mum of 6 semester hours) Health 102 Speech 101 Physical Education (1 required course Health 102 and l elective course--maximum 2 Physical Education (1 required semester/hrs.) course and l elective course-- maximum 2 semester/hrs.) 2. A major consisting of 15 semester hours in an area of study as identi- fied by a departmental classification. 3. A minimum of six semester hours from 2. A minimum of six semester hours for each of the three groups listed below each of the three groups listed which MAY be counted toward the major below including courses numbered and/or minor: BELOW 100: Group A Group B Group C Advanced Composition Accounting Anatomy and Physiology Applied Music Lessons Anthropology Astronomy Art Archeology Biology Beginning Reporting Business Law Botany Creative Writing Economics Chemistry Foreign Language History Geography Literature Political Science Geology Mass Communication Psychology Mathematics Modern Fiction Social Science Microbiology Music Appreciation Sociology Physics Music Fundamentals Zoologya Music Literature Music Theory Philosophy Speech Theatre 4. A minimum of 15 semester hours 3. A minimum of 10 semester hours in in courses numbered 200 or above. courses numbered 200 or above. 5. An examination covering the 4. An examination covering the Declaration of Independence, Declaration of Independence, the Constitution of the United States Constitution of the United States of America, Constitution of the of America, the Constitution of the State of Illinois, the proper use State of Illinois, the proper use and display of the American flag and display of the American flag and the Australian Ballot System. and the Australian Ballot System. All students not taking Political Students enrolled in Political Science 252 must take a special Science 252 will have an opportunity examination which is given each to take this examination during a semester. Students enrolled in regularly scheduled class period. Political Science 252 will have an All students not taking Political Opportunity to take this examination Science 252 must take a special during a regular scheduled class examination which is given each period. semester. 5. A minimum of 62 semester hours of A minimum of 62 semester hours of credit with a “C" (2.00) average or above for all college work attempted, and a ”C“ (2.00) average for all work completed at Black Hawk College. credit with a "C” (2.00) average or above for all college work attempted and including not more than 12 semester hours in courses numbered below 100. a . . . Not required for ABSOCiate in Arts Deg ree curriculum. 74 e-enter the labor market and family lessen, t that time in her 37 graduate school, but also to r after her responsibilities to home or to return to formal education a life, as increasing numbers of women are now doing. These guidelines formulated the structure of the ational programs in Simmons College which emphasized This undergraduate career educ career preparation for women. preparation provided both a broad education in the arts and sciences and a specialization in at least one field es (Table that related to the student's career objectiv 2.15). Hence, the undergraduate curriculum was designed with much flexibility that would enable the student to deve10p a program of study suited to her intellectual interests and career plans. Such a flexible curriculum would help students to elect their "courses from one or more fields of concentration or [to] take courses in one eas of the distribution requirements or more of the ar (humanities, science and mathematics, and social science and history)" (Table 2.16). It also focused on the fresh— which the college considered as "a year devoted g each student to become better man year, on the one hand to helpin acquainted with herself, her abilities, interests, and on the other hand the broadening and deepening of her intel— lectual interests."38 37Simmons College, Boston, Massachusetts, Catalogue 1969-1970, pp. 14ff. 381bid., p. 51. 75 cowumosom mowsocoom meow wocefiom nmowumsecumz so mofiosum amwoom ncmfiamcm mm mcowumowcsesoo muou Seam cw coHumuanwommm cues mcwcomms Hoocom mumucoewam muwumsmcumz mommacm auumflEocu zooHon mmflcsum Hmwoom 0cm auoumfim newcomw coceum cmflamcm mo mewsomoe aumccouem coaumoscm ca some uwoumu .mmnflm .ad ammwaumems mowumuwflo use ucmewwmcmz cowusufiumcH hmoHoccooa escapes moeumonuuo hmmuoce Hmowmmcm mcwmusz mwow>uom spacer cw mend umwumu coauauusz can mpoom mowumsocumz mowmmcm suumasmeo amoHOflm QUCGfiUw CH M02 waHMU use saaomoaaaa muoumwm smacmmm nocoum smaamcm meflosum cmofiuoea mewuacmesm cw ummumo osmonumu mmmaaou mcosamw ”meadow hmoaowuow ucmsaoam>mo pause noumomem muouomm cussm HmfluumspCH cosmomwm uwcfiao Hmuwmnox xnoz Ufiuuwsonommm use oocmcasu mmoaosoxmm mofieocoom ucchuu>OU oocwwom Hmaoom cw mend Mouumo mummwmc Hmucmecum>ou mwow>nom Hoesmcoo cowumuwansm mucmcwm coflumuumwcwenc ocaawuumm newumuumwcweoa mmow>umm Andean 0cm Hmuwmmom coflumuumwcweo< mmecflmsm coaum0flcsesoo new coaumuumwcfieod ca send Hemwmu ”H IIIII 0" mamas .omoaaou mCOEEam us Esadoauuso encapmumuwvcs on» Ca muons umoudu cw cofiumuucuocoo mo mod .h ma 76 TABLE 2.16.-—Minimum requirements for bachelor degree at Simmons College. . Semester/ Requirements Courses Hours 1. Distribution Requirements: 6 24 Humanities (Literature, Arts, PhilosOphy) 2 8 Science and Mathematics 2 8 Social Science and History 2 8 2. Depth in Arts and Sciences to be elected from all three areas or limited to one or two areas 6 24 3. Field of Concentration 5-10 20-40 4. Independent Study and/or Senior Seminar 2 8 5. Electives 8-13 32-52 Source: Simmons College Catalogue 1969-1970, pp. 52-53. 77 The review of some university and college catalogs served to point up several ideas that deal with curricular practice. First, all the curricula showed their well- defined objectives through different patterns of course distribution and grouping, responsive to the student's desires and abilities. Second, the organization of all the reviewed curricula presented the same pattern: (1) basic or university requirements, (2) major or college and/or departmental requirements, (3) departmental and/or free electives. All university or basic requirements were often grouped as common or "core" courses spread throughout the freshman and sophomore years. They then structured the pre-professional curricula for schools such as Medicine, Pharmacy, Dentistry, Architecture, Nursing, Engineering, and Agriculture. Third, professional edu- cation (e.g., Medicine) required about the same length of time, usually started after two years of pre-professional education with or without an associate degree. All cur— ricula showed the institution's concern for learning and teaching at the lower division of undergraduate education through the college or university's objectives or state- ments of the department or courses' purposes (e.g., Simmons College and Ewha Womans University). And fourth, the major tendency toward fragmentation within the university or college was recognized in some institutions through the catalog (e.g., Ewha Womans University offered courses 78 through its forty-six departments in nine colleges). If admitting that the university organization should meet the specialization of its teaching staff, the tendency to departmentalize would resume in lack of an organic over- view as a whole.39 As a result it would hinder rather than promote the student's learning. Still, duplications and overlaps of courses and instruction would certainly be unavoidable among departments.4o Specialized Studies The focus of this part of the review of related literature was the core curriculum. Two investigations in this field were found pertinent to this research: one pertaining to the proposed two-year college curriculum and the other concerning the evaluation of a core cur- riculum. A Proposed Two-Year College Program for Elementary_geacher Education in Vietnam, 1967 In Chapter V of his dissertation, Nguyen-06y- B6ng proposed "a functional junior college program with emphasis on rural community develOpment . . . for the 39Litchfield, "The University: A Congeries or an Organic Whole?" p. 375; Litchfield, "Organization in Large American Universities: The Faculties," p. 353. . 40Paul L. Dressel, "Specific Points of Attack in Curriculum and Course Revision," Journal of Educational Research, LIX, No. 7 (1966), 312. 79 pre-service education of Vietnamese elementary school "41 Considering that the community school teacher teachers. was at the same time community leader, the author focused his attention on a training program that prepared a teacher in an elementary community school.42 This objective was endorsed by the following specific goals that required the elementary school teacher: [To] understand the values of democracy and freedom indi5pensable to the process of nation building; [To] be liberally and professionally educated; [To] understand the nature of children and have some knowledge of the learning process; [To] understand the school community and assist in its develOpment: [To] develop a spirit of initiative and self-help; [To] deve10p sensitivity and objectivity in his work for peace. Based upon these goals, the author suggested an elementary teacher education program, similar to that preposed for Jordanian schools,44 which concentrated on three educational fields: general education, professional 41Nguyén Qfiy Bdng, "Elementary School Teacher Education for the Republic of Vietnam" (unpublished Ed.D. dissertation, George Peabody College for Teachers, 1967), p. 14. 422219,” p. 181. 43Ibid., pp. 183ff. 44Said Mustafa Tell, "A Proposed Program for the Improvement of Elementary School Teacher Education in Jordan" (unpublished Ph.D. dissertation, University of Pittsburg, Pennsylvania, 1963): p. 100. 80 education, and community education. The distribution of the courses in the prOposed curriculum were, reSpectively, 25, 50, and 25 per cent.45 General education assumed to afford the teacher with self-concern, community leadership, and contribution to international civilization. This program represented a pattern of courses covering these areas: communication skills, humanities, social sciences, science, health and physical education.46 The professional education curriculum included concentrations in: (l) foundations of education, (2) psychology, (3) curriculum construction and evaluation, and (4) pedagogy. The author stressed that the concen- tration in pedagogy involved methodology and laboratory experiences and that former courses "should be closely related to the latter ones."47 It was proposed that laboratory experiences be organized in five subsequent quarters, starting from the second quarter. Finally, the author understood community education to be a part of his proposed two-year program for elemen- tary teacher education and to have a connotation "synonymous [to that of] fundamental education, adult education, and social education."48 Hence, the courses in community ____ 45Béng, op. cit., p. 190. 46Ibid., pp. 190ff. 47Ibid., pp. l96ff. 48 Ibid., p. 209. 81 education would provide students with: "(a) understand— ing of the social structure of the community, its prob- lems, and its resources; (b) understanding of a field of specialization in relation to the whole program of com- munity education; and (c) competencies and skills needed to help people identify their problems and to motivate and guide them toward solution of these problems."49 In summary, the proposed two-year curriculum offered a good opportunity for improving teacher education in Vietnam. The program of study consisted of "120 quarter hour credits or approximately two and one-half years of intensive study [covering] six full quarters of eighteen hours each, plus two summers, each encompassing 50 six quarters hours of study." The term load (18 credits) as proposed would probably not be effective, since most four-year programs of study at the undergraduate level required a minimum total of 180 quarter credits51 or 120 52 semester credits. Thus, it appeared that the require- ments might not be met, since under no circumstance would an undergraduate student be permitted to carry an overload. 491bid., p. 209. 5°1bid.. p. 218. 51Dressel, The Undergraduate Curriculum in Higher Egycation, pp. 80ff. 52Harold A. Haswell and Clarence B. Lindquist, Qflgergraduate Curriculum Patterns (Washington, D.C.: Government Printing Office, 1965), Table 3, p. 10. 82 An Evaluation of Core Cprriculum in the College of Home Eco- nomics, Michigan State University, 1964 "The purpose of this study," as stated by the author, "was to evaluate the new core curriculum intro— duced into the College of Home Economics at Michigan 53 State University in the fall of 1961." In approaching the problem, the study sought to answer these four questions: 1. To what extent did the faculty in the College of Home Economics develop and/or utilize curriculum theory in the curriculum study and revision pro- cess? 2. To what extent did the faculty in the College of Home Economics recognize the importance of dynamics of change in the curriculum study and revision process? 3. What were the changes evident in the curriculum as witnessed by the materials developed to imple- ment the curriculum? 4. What was the impact of the new core curriculum on the student?54 The procedures for collecting evidence consisted of faculty interviews, questionnaires to students, and the Graduate Record Examination Area Tests. Through the use of these procedures, it was found that the core curriculum was supported by the faculty. First, the core the faculty decided upon had these three foci: human Growth and development, management principles, and 55 integration. It was reported that the core grew out of these basic agreements: h S3Shear, op. cit., p. 147. 54Ibid., pp. l48ff. 55Ibid., p. 16. .4 W“ _--- 83 1. There is a body of common learnings which should be a part of curriculum for all home economists. 2. A core curriculum for home economics should: a. Have flexibility. (There was no consistent interpretation of this term. Does flexi- bility mean freedom of choice within the core itself or reduced credits in core to permit more electives and flexibility in the total program?) b. Focus on the family in a changing society. Curriculum and course content must adjust to changing patterns of family living and needs of families in a changing society. c. Emphasize basic principles and application of basic principles from other disciplines. d. Minimize skills as such, except as they serve to illuminate principles, and require less laboratory time, at least in core courses. e. Have a liberalizing rather than a specialist approach and courses should have appeal for students, both men and women, outside of home economics. Second, the students gave much support to these objectives for "they perceived home economics as primarily preparation for several related professions [and], core courses as contributing to both general and specialized «57 The study also pOinted up the democratic education. leadership in the college administration, the participation of the faculty in an atmosphere of freedom but with evi- dence of divergent ideas and points of view having been reported, the opportunity for faculty members to work on the development of the core courses--all appeared to build up the forces that were operating for and against change in the core curriculum. 56%‘I p0 9- 57Ibidor pp. l48f. 84 For obvious reasons, reviewing the contents of a proposed two-year program for teacher education in Vietnam and evaluating a core curriculum have had substantial im- pact upon a study concerning an approach to the designing of such a program for a system of higher education. Studies Related to This Problem The area of academic affairs in higher education in Vietnam has not been studied in depth. The literature pertaining to the Vietnamese college education may be found in a few reports and surveys. In the field of cur- riculum, no particular study carried on either by Viet- namese or foreign scholars has been reported. This part of the review of the literature was devoted to (1) reports and surveys that dealt with current issues and problems of Vietnamese universities, and (2) the proposal for the Preparatory Center at the University of Saigon. General Reports and Surveyg Falk (1956) conducted an early survey on "Higher Education in Vietnam," in which the author brought several suggestions and recommendations arising from the problems 0f university governance and administration of academic affairs: The system of higher education, which the Republic of Vietnam has inherited and which it intends toth improve, is structured after a French pattern Wi these characteristic weaknesses. 85 a. All schools of higher education, within and outside of the National University, are highly special- ized, individually,administered institutions with distinct buildings and equipment, individual libraries, facultieg and administrative staffs. . . . b. The curricula are so distinct and specialized that there is no possibility of the sharing of the professional staffs by the various schools--for example, the sharing of biology and chemistry pro- fessors (and laboratories) by the schools of Science and Medicine and the Higher School of Pedagogy. Thus, where professional staffs are short-handed on all sides, there can be no coordination of activities to save laboratory costs and professional manpower.58 Curricula in Vietnamese universities, stressed the author, resulted from lack of a total View of the university in its organic entirety. Individualization and specialization have made it difficult to share the professional staffs and physical facilities within an institution of higher education. Thus, overlapping and duplicating of programs of instruction and, hence, the administration of these programs weakened both the organi- zation and governance of the university. This tendency, 59 aggravated by some "blind spots" in the educational Planning, has made the development and re-appraisal of the undergraduate curriculum necessary. The report also Pointed out that there was no distinction between lower and upper courses of undergraduate programs or even be— tween graduate and undergraduate work. 58Falk, op. cit., p. 62. 591bid., p. 63. 86 The report of Wisconsin State University, Stevens Point (1967), touched upon a wide range of the adminis- tration in public universities in Vietnam. Recommendations for implementing programs in university education, the learning process in higher education, and the material resource for higher education were within the limitations of this study. Worthy of basic consideration is one of the report's ideas which initiated this research. All students should be admitted to a balanced program of studies, including some electives, at the beginning of their university careers. One possible way to accomplish this is to combine the present Faculties of Letters, Science, and some of the functions of the Faculty of Law into a common program combining humanities, social sciences, foreign langu- ages, mathematics, and natural sciences. . . . A core program in each university which offers a basic education to undergraduates can provide a more efficient way of utilizing the human resources which it is the university's responsibility to train and educate. From the student's points-of-view it is a more orderly transition to higher education that provides a necessary period of exploration of the career possibilities of university training. From the points-of-view of faculties, it prOVldeS an im- portant basis on which to estimate the probabilities of the success of individual students in particular programs such as law, medicine, dentistry, and pharmacy.60 Turning to the implementation of this idea, the rePOrt noted: Representatives of all three of the public univer- sities of Vietnam expressed uncertainty about the recommendation for the establishment of a core or basic studies program at the univerSity level. Deans Of the Faculties of Letters expressed the greatest number of qualifications on the matter. Deans of 60Wisconsin State University Report, op. cit., PP. l7ff. 87 Pedagogy had the least objection, perhaps because they already have something similar in their schools. Their students take courses in arts and sciences in other faculties and so the idea is not so foreign to them, nor does it threaten their faculty inde- pendence.61 Divergent attitudes toward the basic studies or core programs were noticed among officials in three public universities. While in one university the idea of a strong background for students in the basic arts and sciences was favored, it was recognized in other insti- tutions as necessary "to repair shortcomings in secondary preparation."62 While this university considered the core program as a two-year college general studies program, the other one recognized it as equivalent to its pro- paedeutic year. While the core program was conceived as an all-university basic curriculum, required of all fresh— men and sophomores, each faculty has proposed its own core program--either a one- or a two-year program--which would be entirely administered by each individual faculty or even each individual department. Hence, the deve10p- ment of a core program would meet with the following comprehensive difficulties: 1. The structure of secondary education in Vietnam, more particularly the Bach II. First, there is a feeling, ill-founded in fact, that students completing the Bach II already have a sufficient basis of general education. Comparative analysis of the hodgepodge of themes surveyed at Bach II level make this unlikely claim. Achievement testing would probably prove it absurd. Secondly, 611bid., p. 74. 621bid.. p. 77. 88 there is a problem that area Specialization al- ready begins at the Bach II level and that stu- dents have already begun specialized education before they are admitted to the professional faculties at the university level. At Bach II level students elect special certification in Chinese Classics, Mathematics or Sciences and the choice in secondary school controls education and limits flexibility at the university level. Hence, university people point out that edu— cational guidance and orientation should also be established at the secondary level and take place before students elect their areas of con- centration in Bach II. 2. The certificate system, instead of a unit credit system makes any internal transfer of credits within a university or across faculties a very cumbersome business. This encumbrance affects the installation of a basic studies or core pro- gram. Hence, some examination of the possibility of modifying the certificate system is necessary. 3. There is generally no tradition of interchange or transfer between faculties in the Vietnamese uni— versities. Hence, faculty autonomy complicates matters. 63 4. There is a lack of trained and committed staff. These remarks have continued to be invaluable up to the present time, or they would not be incorporated in the premises of this study. Clevenger (1967) followed up the Wisconsin State University report, pointing out the necessity for the development of a program of student affairs. He believed that "a core curriculum" should be established. This was the only means to prevent duplication of courses and, hence, an unnecessary expenditure by the university. The core curriculum would "better serve the individual student by providing a basic background of general studies from -—_ 63Ibid., pp. 75f. 89 which he could then move to advanced work."64 It also would effect major changes in higher education in Vietnam. These considerations were within the scope of this re- search. Hammond has had concern because the student "can— not transfer from faculty to faculty, but must enter each faculty as a new first year student."65 This author saw the possibility of organizing a common but flexible pro- gram of instruction available to all students. This view- point became a consideration of this study. Hoshall visualized no difficulty in implementing a basic curriculum, but he recommended that "it must be indigenous to the culture, heritage, character and needs of Vietnam. The super—imposing of a French system or the blind adoption of an American system of education can never meet the needs of the people of Vietnam."66 64J. C. Clevenger, Student Personnel Services in phe Public Universities of the Republic of Vietnam, Final Report (Saigon: USAID, 1967), P. 11. 65Granville S. Hammond, A Brief Review of the prelopment of Higher Education in South Vietnam Washing- ton, D.C.: Southeast Asia DevelOpment Advisory Group, National Academy of Science and Office of Institutional Development and Field Operation, 1967), p. 6. 66C. Earle Hoshall, Some Proposals for a USAID Egucation Action Program to Improve Higher Education in Vietnam (Saigon: USAID Education, 1967), p. 8. 9O Seyler, in his prOposal for establishing a Registrar's Office in higher education in Vietnam,67 raised major questions concerning problems in record maintenance, research, and statistics. His recommendations for imple- mentation regarding: (l) the organization of the semester system, (2) the determination of the course credit, (3) the notion of grades and a grading system, and (4) the establishment of an admissions committee were of great interest to this study. 95 Ba Khé, first reporting on the community junior college concept in Vietnam, stated that: If small community colleges are to be established at many places in Vietnam, they could retain at least for two years those students who intend to pursue their education beyond the second university year. These new small institutions would offer the same kind of academic programs as in the universities and, after two years, those students who desire to do so could transfer to universities.68 To this author, the "Preparatory Center" as pro- posed by Eagon69 concerned itself with "students aspiring to university studies, whereas the comprehensive community college offered more opportunities [in making higher edu- cation more realistic and practical] by its curriculum 67Earl C. Seyler, Toward the Establishment of a Registrar's Office in the Universities of the Rppublic of Vietnam (Saigon: USAID, 1967). earns, Op. cit., p. 202. 69Eagon, op. cit. 91 variety, thus salvaging more human resources."70 College education in Vietnam—~especially undergraduate education—- appeared more important than ever, seeing that the nation must face up to reconstruction and social equalization. The author wished that this college education might pro— vide the student with transfer and terminal programs, with "knowledge broad enough to be sensitive to social sufferings, to be aware of post-war problems in Vietnam, and at the same time to be conscious of what is happening in the world in order to measure his country's status in the framework of the world community."71 Jarmon et al.,72 reviewing the system of higher education in Vietnam, the state of guidance and placement recommendations of Vietnamese students planning to attend colleges and universities in the United States, gave a quasi complete description of curricula in institutions of higher education. This reference was included in this study. Orr et al. in their Survey of Engineering Edu- ggtion in Vietnam,73 proposed basic courses for the first 70Khé, op. cit., p. 204. 7llbid., p. 207. 72Jarmon, Gerritz, and Patrick, op. cit. 73Wesley L. Orr, Thomas E. Hicks, and Ralph J. Smith, Survgy of Engineering Education in Vietnam, A Report to the Minister of Culture and Education of the Republic of Vietnam (Saigon: USOM, 1965). 92 two years of all engineering curricula. These authors recommended that during the . . . first two years, all engineering students should receive the scientific training which will enable them to benefit from advanced engineering courses. The basic training should also permit them to continue their education throughout their professional careers; an engineer can never stop learning.74 This point of View helped to formulate an approach to the development of a core curriculum, regardless of whether it is general, liberal, vocational, or professional edu- cation. The survey also suggested that a sound knoWledge of foreign languages would be of great assistance to stu- dents in the use of foreign references and textbooks. Appendix C of this survey was a valuable reference for this research. Riley's report following up the survey by a team from the University of California at Los Angeles centered its attention on the programs of instruction in the School of Mechanical Engineering at the National Technical Center in Saigon. The report, conscious of all kinds of diffi- culties that both the School and the Center might have, firmly recommended: [That] a consistent degree requirement should be required for all the schools with a core curriculum taught by Center level faculty. If at all possible the curriculum should be outlined so higher 74Ibid., p. 33. 93 educational institutions can evaluate it for the purpose of accepting students for graduate work.75 It also attacked the 1969-1970 curriculum which covered "a broad spectrum of courses." The proposed 1970- 1971 curriculum revealed an effort to combine and coordi- nate courses and laboratory work, an effort that could eliminate about 30 credits (Table 2.17). The author believed that: These curriculum changes would not burden the teaching loads of the engineering faculty and will decrease the hours of contact the student has with the tech- nology level labs. [Rather], they . . . encourage the development and use of practical engineering level laboratories.76 One pertinent curriculum change was the combination of laboratories with their course lectures for more effec- tive use of these physical facilities. This relevant combination of instructional method and educational activity became evident as the author eXpressed the follow- ing concern over the teaching and learning: The educational process at the Center is one where the students are exposed to a subject primarily through lectures. Theory is taught but not utilized at practical levels by working problems.77 The report of the University of Florida team paid considerable attention to agricultural education in Vietnam. In reviewing the current curriculum of the School of Agri- culture in Saigon, the team reported: 75Riley, op. cit., p. 52. 761bid., p. 27. 77Ibid., p. 49. 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The curriculum could very easily be divided into three majors on the strength of courses now being offered: Plant Science, Agricultural Economics, and Agricultural Engineering. Courses and expertise are unavailable for separate programs Soils, Plant Pathology and Entomology in the foreseeable future. The training program should place much more emphasis on laboratories and practice, and the use of library resources. The students get almost no training through experimentation or the consultation of references. They should be allowed more oppor- tunity for the synthesis of new concepts, or the application of knowledge to new problems.78 In addition, the suggestions for course review and curriculum evaluation and planning were found relevant. Proposals for the Prpparatory Center at the University of Saigon (1969) This research considered, with much significance for its objectives, the ideas and recommendations which were highlighted in Eagon's proposals.79 The recommen- dations of this proposal were based on the reports of the Delegation of Rectors,80 the decision of the Inter- University Seminar held at Nhatrang in 1968, and the approval of the University of Saigon Council. They were grouped thus: (1) the concept of the preparatory 78University of Florida Team, Survey of Agri- ggltural Education in South Vietnam (GaineSVille, Fla.: University of Florida, 1967): pp. 42f. 79Eagon, op. cit. 399a, op. cit.; H6, op. cit. 97 .maafi>mocfim .Emcuow>n .co "condom mm Axons Hem VN x mxwwz we woauomum coma>umasm quEsm ow om o N cocwum no cmHHmcm me on 0 ya mowfiocoom Hmuwcww mma on N XN mmoaowm Headed mma on N XN hmOHme Hanan oma on N m huumwfimno mma on N mN muwmhnm omfl on N m WOUHHMEQHHPME muoumuonna ousuooq musom mxwmz mmusou mo coaumeuomwa HmuOB m0 HOQESZ xwmz HOG musom mo umossz use» umuflm In. . names .comamw ca mucuasowumd mo omoaaoo ecu mo Esasofluusu use» Dunes ma N 98 education, (2) the preparation curriculum, and (3) recom- mendations for implementation. Eagon believed that one of the relevant reasons for building a two—year preparatory program was the "early specialization [of the secondary education] by section [which] createId] a large dis- 81 crepancy in background," when the high school graduate entered a university. This point has already been dis- cussed in the report of Wisconsin State University, Stevens 82 His second belief was that higher education in Point. Vietnam could "educate and train more students than ever before [even], in the face of increased enrollments, scarcity of faculty and economic resources, as well as "83 space and time limitations. Thus, he believed that by doing so higher education in Vietnam would possess the type of college faculty members with adequate—to-superior preparation, personal perceptions typical of the middle and upper-lower class, and behavior and attitudes toward themselves, their students, their college, and the com- munity of which they constituted a part.84 "It is the 81Eagon, op. cit., p. 7. 82Wisconsin State University report, 0p. cit., pp. 75f. 83 . Eagon, op. c1t., p. 2. 84 Blocker, Plummer, and Richardson, op. cit., 99 idea," he concluded, "that the Preparatory Center would enroll all of the incoming university students who possessed the Baccalaureate II. It would provide a two- year basic course preparation for all students prior to their writing an entrance examination to one of the eight "85 It was also delimited that "each of the faculties. eight faculties (other than the Preparatory Center Faculty) will dedicate its program to the third and fourth year undergraduate student and graduate work." The proposed Preparatory Center program, which outlined minimum requirements (Table 2.19) for all first and second year students entering the University of Saigon, revealed the ideas as mentioned above. The courses described as minimal requirements set within the fields of Science, Mathematics, Human Science, and Languages were defined in the context of breadth rather than depth. A total of 40 to 44 semester credits by the end of the second year, including the required courses corresponding to each department (three departments to cover the four fields), affirmed this remark. Finally, the setting Up of a separate Preparatory Center with its own three de- partments, as suggested (Figure 2.2), would leave unsolved some questions and problems pertaining to Falk's warnings 85Eagon, op. cit., p. 5. lOO "comfimmg .cOwumoscm\oH¢mD \ commm .3 wuuwousm "wUHSOm E g mm wocwwom smear m uma wamsmcmq m umH momsmcmq mv wowweum no 5w: MIN mocwwum Epsom m mocmflom :mEfim m swwom c0553 o 83233: m 3:38 033% scans ma oocofium NH muaumswcwm m can masseuse rune» pcoowm .. z m and mmwdmamm .umow ccooom ”Haws ccoomm HNION HNION HNIOH mIN m>wuowaw me w>wuooam mum! z> .wocowom cream m and massages m umH wmmsmcmq M 8:35 we fin: m oocwflom cessm m wocowom sneer m codewom cuss: m mowumfiwcpmz w wocuflom m ch wmmsmcmq m codewom w mafiumfiwnumz m uma wmmsmcmq «New» umhwm "Hmwm uwufih .umww umufim IIIIIIII IIIIIIIIIIII IIIIIIII oucwaom moflumsocumz MHOUUOQ EMH Ohm HMGWIO3B HOW mucwfiwufl om coume cm a “momwsou mumwmmom NV mace» N oocwfium smear Ammusoo HV mums» N wmmsmcmq umuflm flamenco av new» a woflumswcumz Ammusou He use» H mocoflom masseuse mm Hmumcou asses“: . AA m a U. m . . . lOl "comwwwv mmwmmw mam .2 wwuwousm "wousom uozm_um 1 rear tzurtzZOM_>O< >U28¢¢Uoo¢hmrrzu0 .u zK_k<¢hm.z_10< mOhUmm 102 about the administration and supervision of the Vietnamese university.86 Summary of the Chapter In the search for an approach to the problem, this review of the literature helped to uncover: (l) the foundations and basic considerations in developing an undergraduate curriculum, (2) major trends in under- graduate curriculum concepts and practices, (3) issues and problems that higher education in Vietnam must face up to, and (4) some particular aspects of a core curriculum or basic studies program. Moreover, it should be noted that the literature was predominantly informative and lacked empiricism. An exhaustive report on two- and four-year programs of col- lege education in various countries selected as relevant to this study did enlighten the problem; however, this did not seem to imply similar practices. It was recog- nized that the absence of such normative parameters in the field would complicate conceptual comprehension and connotation of the core curriculum in higher education. 86Falk, pp;_gi£,, p. 660. CHAPTER III THE STATUS OF HIGHER EDUCATION IN VIETNAM The purpose of this chapter is two-fold: (l) to review the background of education in Vietnam from which the present higher educational system developed and (2) to describe the status of higher education through its histor- ical development, its organization and administration, and its current undergraduate curriculum, which provides information about academic governance and the national policy on higher education. The analysis of the under- graduate curriculum will determine the strength and/or weakness in undergraduate education and, hence, constitutes the major emphasis of the chapter. The Background of Education in Vietnam Education in Vietnam is closely related to the development of the nation. Generally, the development of the country consisted of the following characteristic Periods:l __ . 1Trt-‘m Trgng Kim, Viétnam Sd-luoc [Brief History of Vietnam] (5th ed.; Saigon: Tan-Viét, 1954)} pp.’15ff} 103 104 l. The prehistoric period, dated from 289 B.C. to 258 B.C.: 2. The period of Chinese domination, from 111 B.C. to 939 A.D., interrupted by short periods of sovereignty and divided into: a. The first period of domination, lll B.C. to 39 A.D.; b. The second period of domination, 43 A.D. to 544 A.D.; c. The third period of domination, 603 A.D. to 939 A.D.: 3. The period of sovereignty, 904 A.D. to 1802 A.D., much troubled with disputes over supremacy in the country and attempts to reinstall the domination by the Mongols' Nguyen and the Hans' Minh; 4. The period of 1802 A.D. to the present time, divided into: a. The Nguyén empire, 1802-1862; b. The French colonization, 1862—1940; c. The last three decades. Within the frame of the nation's development, edu- cation in Vietnam reSpected social changes and foreign influences. Briefly, it developed into four systems: ——__ Pham van Son, Viet-Nam Tranh—Dau Sd [History of Vietnam's Stru 1e] (2nd. ed.; Hindi} NhE—Xuatiban Vfi-Hung, l9SITT pp. loff. 105 (l) the traditional education, (2) the Mandarin education, (3) the French colonial education, and (4) the present education. Except for the traditional education, none revealed a real national characteristic. The Traditional Education The traditional education in Vietnam, like that of Korea and Japan, was built on traditional spirit and national language and customs, but it was soon structured along the Chinese cultural patterns with essentially Confucian and Taoistic characteristics.2 Its philosophy was based on human relationships: humanity, justice, rites, wisdom, and loyalty. Its objectives were to edu- cate citizens to be loyal to their king, pious to their parents, and respectful to their teachers.3 Its purpose was to prepare men for the mandarinate4 and to teach women major virtues and obedience to their parents and husbands. This educational philosophy was considered stable and fundamental for the foundation of the family *— 2Dufdng Quang Ham, Viét-Nam Van-Hda Sfi-Yeu [An Out- line of the Vietnamese Literary Histogy] (2nd. ed.; SaigOn: 33 QuEC-gia Giao-Duc, 1941), pp. 9ff; Doan van An, "A Brief History of Vietnamese Literature," Asian Culture, III, No. 2 (1961), 3lff. 3 Pike, op. cit., p. 80. 4V8 Tam Ich, "A Historical Survey of Educational Developments in Vietnam," Bulletin of the Burpau of School Service, College of Education, University of Kentucky, XXXII, No. 2 (December, 1959), 28. 106 and society” as it reposed on traditional values which were basically morals and virtues. For centuries, parent- children obedience, husband-wife love, teacher-pupil respect,5 master-servant sentiment, and sincere friend- ship all remained a great national heritage. This "family based on sincere love, society on morality, politics on virtue, [was] it not a shining tradition, a solid foundation for a model nation, worthy to be proud of with other countries in the world?"6 Since education in ancient Vietnam was patterned after the traditional oriental philosophy which reflected both Buddhism and Confucianism, morals and virtue were the results of religious philosophy and doctrine. How- ever, the merit of the traditional values was the linkage of religion with society. "Life was never permanent." Buddhism summarized it in the idea of atman and Confucianism in the principle of change. To the traditional spirit, virtue and morals perpetuated as long as the nation sur- vived. This concept, which reflected both the dynamic and static aspects of Nature as stated in Confucius' Book 9: Change [Kinh Dich], became so popular that the Viet- namese people considered it their own idea. In the 5Tran van Trai, L'Enseignement traditionnel en Annam (Paris: P. La Pagesse, I942), p. 36. 6Tran Quang Thuan, "Some Aspect of the Vietnamese ggciety," Asian Culture, II, Nos. 3-4 (July-December, 1960), 107 society, that consideration was respected: the Court upheld titles and names, the villages upheld the intel- ligentsia, and the intelligentsia upheld virtue. Thus, at the basic level of social organization the Vietnamese "village councils name[d] their men according to their learning, and the intelligentsia according to their virtue, for virtue [was] the national foundation."7 The family in Vietnamese society was not only a group of grandparents, parents, and children living together according to their economic, educational, senti- mental, and physiological needs; it was also a universe, a philosophy of life, a morality of union, a mysticism of love based on traditions and heritage, and, most important of all, a school of education.8 It symbolized an eternal consolation; it helped its members in time of difficulty and it shared their joys with them in abundance. It was the foundation of happiness, a fountain of glory. It was the way of life of which all the social factors were com- prised. In brief, it represented morals and virtue. Thus, this traditional education did not have a complicated organization, as it usually involved a family or, in a community, small groups of children. It developed on the basis of ballads, folksongs, folklores, 71bid. 8Ich, pp. cit., pp. 41f. 108 riddles, etc., which stemmed from a dialect far different from the Chinese language and its many dialects. Oral instruction was the unique method of teaching, and memoriz- ing and observation were strictly the way of learning.9 The Mandarin Education Deeply rooted in the long period of the Chinese domination, this educational system developed in two major ways. (1) During the Chinese domination, Chinese governors stationed in Vietnam made every effort to disseminate Chinese customs and manners among the local people and to maintain governmental rules. (2) During the reign of the last five successive Vietnamese dynasties 2322, Eéx £2, Tpép, and Nguygn, from 923 A.D. to 1855 A.D. and before the coming of the European, the Vietnamese society was structured upon the Confucian patterns which required of the leaders and governors a high degree of learning in Confucianism, Taoism, and Buddhism. Thus, the recruitment of governors and mandarins was based strictly upon severe competitive mandarinal examinations. The mandarin edu— cational system therefore served neither the majority of people nor the local region, but the whole kingdom as 9For more details on the traditional education see: Louis Cury, "La Société Annamites, les Lettres, les Mandarins, le Peuple" (These de Doctorat d'Etat Es-Lettres, Université de Paris, 1910); Le Thanh K 6i, Le Vietnam-- Histoire et Civilisation (Paris: Les ditions du Minuit, 5 ; Buu Duang,_“The Confucian Tradition in the History of Vietnamese Education" (unpublished Ph.D. dissertation, Harvard University, 1958); Trai, op. cit.; Ich, op. cit. 109 conducted by the philosophy of Confucius and Buddhism. This education “was mainly in the hands of Buddhist monks, who trained and recommended candidates for the service of the state."10 lovfi Tam Ich, op. cit., p. 29; Pham Quynh, "L'évolution intellectuelle et morale des Annamites depuis l'établissement du Protectorat frangais," Revue du Pacifi , VI (Octobre, 1922), 26. This author wrote: . . . Et de fait, c'était un enseignement pure- ment scholastique, comme 1e fut celui des peuples d'Occi- dent du Moyen Age. 11 consistait en des commentaires de vieux textes, en des gloses et des exégéses, en des amplifications littéraires sur des sujets determines, en des exercices de rhétorique et de mémoires. C'était subtil, c'était compliqué, c'était fastidieux. Aucune ouverture sur la vie et la réalité; du formalisme, du verbalisme, de la rhétorique, de la littérature. Et c'est cet enseignement qui a formé durant des siecles des centaines de generations d'hommes dans notre pays, de ces hommes qu'on appelle des "lettrés," des humanistes, et qui con- stituaient jusque dans ces derniers temps la seule élite intellectuelle annamite. La sanction de cet enseignement, ce sont les con- cours littéraires, ces fameux concours dont vous avez déja entendu parler et qui sont tant vantés par les Auteurs Européens comme un des modes plus rationnels, les plus démocratiques pour choisir les hommes capables de remplir les fonctions publiques: 1e mode le plus ration- nel, parce qu'il parait exclure toute incompetence, tout favoritisme, et ne laisser entrer dans la carriére que des hommes instruits, c'est-a-dire capables; le mode le plus démocratique, parce que n'importe qui,a quelque con- dition sociale qu'il appartienne, s'il subit avec succes les concours, est admis a remplir les fonctions publiques et susceptible d'atteindre les plus hautes positions. En réalité, c'est une utilisation abusive, une exploitation au profit de l'autocratie des principes du confucianisme, C'est un puissant instrument de domination entre les mains des rois, et c'est, au point de vue intellectuel, le plus formidable asservissement de 1'intelligence qu'on ait jamais connu dans l'histoire de l'Humanité. Car le con- fucianisme, ne content d'étre une morale et une philosophie, veut étre surtout une politique, la seule politique capable de rendre les hommes heureux sous un Gouvernement patri- arcal et dans les cadres immuables d'une société fortement hiérarchisée. 110 Schools were well organized at the elementary educational level because a large student body attended advanced classes offered by unsuccessful aspirants for 11 the mandarinal examinations. This school organization was meant to respond to the needs of the people since edu- cation was widely recognized as a family and/or village responsibility: First, it was linked to the mandarinate, which meant emancipation from manual labor, a good livehood, and social distinction. Secondly, learning was highly esteemed, if not worshipped, by almost all of the Vietnamese people, who conceived the scholar as a man who had absorbed the wisdom and knowledge of the ancient sages or Holy Sage (Thanh-Hién) . . . 12 At the graduate level, education assumed the duty of selecting and preparing candidates for the mandarinal examinations,13 the purpose of which was strictly to select from the elite group a few laureates for future imperial nominations. Examinations were organized on four levels, according to the degree awarded: 1. The Provincial Examination (Thi khoa) was held every six months in the provinces and aimed "to llBi'Iu Dudng, op. cit., pp. 28f. 12Ich, op. cit., p. 31. 13Trai, op. cit., p. 71ff; Bfiu Duang, op. cit., PP. 37ff; Ich, op. c1t., p. 36. 111 eliminate unprepared students from the list of candidates to the mandarinal examination."l4 No degree was granted to the candidate passing this examination, but he was exempted "from all military and corvée services for six months or one year, in accordance with the grades [he] received."15 2. The Regional Examination (Thi hadng) was held in designated provinces every four years. It consisted of three or four progressive examining sessions, each session being itself an eliminatory examination. Candidates taking this examination were selected from among students who had passed the Provincial Examination.l6 Laureates of the Regional Examination were classified in order of merit into (1) cu—nhan (The Rising Man) or (2) tfi-tai (The Blossomed Talent)17 and might be appointed as junior mandarins-teachers, if they were awarded the degree of cfi-nhan. The degrees of cd-nhan and tu-tai in the man- darinal system were not equivalent to the cd-nhan or 14Ibid., p. 37. lsIbid. lavfi Tam Ich noted that "as a rule, actors, shoe- makers, dyers, and the like, were not allowed to compete for the mandarinate, since their occupations were regarded as degrading. This custom fell into disuetude toward the end of nineteenth century." 17Ibid., p. 38; Bfiu-Duang, op. cit., p. 22. 112 licence awarded by modern Vietnamese universities or to the tfi-tai or baccalauréat, a degree for high school graduation. However, most Vietnamese authors often referred to the ancient titles as, respectively, Master's and Bachelor's degrees.1 3. The General Examination (Thi h§i) was held in the capital the year following the Regional Examination, every four years. Candidates aspiring to this examination were required to hold the degree of cu-nhan. However, a few outstanding tfi-tai and meritorious scholars presented by the National Academy (Han-lam Hoc-vién) were also eligible to take this competitive examination.19 The purpose of this General Examination was to recommend doctoral students whose names were listed in this exami- nation's Main Tablet (Chanh-bang) and to select qualified heads of prefectures or districts whose names were posted on the Supplementary Tablet (Pho—bang). 4. The Court Examination (Thi Binh) was held in the Imperial Palace at irregular times. Its purpose was to choose from among the laureates of the General Exami— nation the First Three Laureates (Tam-khoi) whose essays' merit made them top graduates or Doctors of the First laIbid.' p. 46; ECh' OE. Cite, p. 38. lgIbid. 113 Grade (Tieh-si Cap-dfi), as distinguished from Doctors of the Second Grade (Tien-si Xuat-than) and Doctors of 0 The exami- the Third Grade (ang Tish-Si Xué‘ft-than).2 nation consisted of only one essay on a topic selected by the monarch, "who was also the final authority in the . . "21 grading of examinees. The French Colonial Education The national life in Vietnam began to westernize with the coming of the European. In 1856 Napoleonic troops invaded Vietnam, and the Vietnamese imperial government was forced to conclude the treaty of 1874 that provided for placing Vietnam under French control.22 Thus, education alone could not remain as it had been before. The rapid change in Vietnamese education from the mandarin system to the colonial pattern was under— standable, since the new educational system apparently appeared much more liberal and updated. The possible major causes for change were: 20For more information on the Mandarinal Exami- nations, see: Tran van Giap, Historique des Concours Triennaux des origines a 1918 THanoi: Imprimerie du Nord, 1941): 21Ich, op. cit., p. 39. 22Kim, op. cit., pp. 518f. 114 l. The awareness by the Vietnamese people of the western world's progress in technology and science, as symbolized by the French forces overcoming the old-fashioned Vietnamese imperial army; 2. The creation of the guSc-ngfi (the national language or the actual Vietnamese language), a latinized transcription of the Vietnamese writing, which appeared much easier to study than any 23 other old "scholars' language," which relied too much on the Chinese language;24 3. The favoritism and encouragement by the French colonial government of the learning of the young Vietnamese people who were willing to serve the colonial regime.25 23Ich, op. cit., p. 90. 24Bfiu Dudng, op. cit., pp. lllf; Joanne Marie Coyle, "Indochinese Administration and Education: French Policy and Practice" (unpublished Ph.D. dissertation, Fletcher School of Law and Diplomacy, Tufts University, 1963), p. 517; Auguste Rivoalen, "L'oeuvre francaise d'Enseignement au Vietnam," France Asie, XIII, Nos. 125- 126-127 (Décembre, 1956), 402; Boan van An, 0p. cit., p. 33, 25V6 Tam Ich, op. cit., p. 91; Edgar N. Pike, 0 . cit., p. 103; Dean van An, op. cit., p. 40; René FauchOis, 1rfrenseignement au Cambodge, au Laos et au Sud-Vietnam," lfiAfrique et L'Asie, Nos. 85-86 (1969), p. 53. 115 Thus, the development of colonial education under the French protectorate proceeded rapidly in the Southern 26 C then conSidered as French overseas region of Vietnam, territory. A bill presented by Le Myre de Villers in 1880 promoted free public elementary education and creation of at least one primary school in each county or populated district.27 The complete development of a modern educational system patterned after the western model was then referred to the General Governor Albert Sarraut, 28 whose educational work culminated in the establishment of a university in Indochina.29 An important shift in Vietnamese education was marked in secondary education with the opening of parallel French and French-Vietnamese high school systems. French high schools or 1ycées were originally designed for French children and other foreigners, such as Japanese . . 30 and Filipinos, and a few pretentious Vietnamese. Cur- ricula in these secondary schools were of two types: the 26Nguygn Thanh Giung, "Vietnam in Contact with French Culture," Asia, III, No. 9 (1953), 74. 27Fauchois, op. cit. 28Ibid.; Rivoalen, op. cit., p. 403. 29Ich, op. cit., p. 76; Coyle, op. cit., p. 78; Falkl OE. Cite, pe e 3oRivoalen, op. cit., pp. 02. cit., p. 53. 404ff; Fauchois, 116 curriculum in French lycées designed for European pupils respected the program of study in France's high schools, while the curriculum adopted in French-Vietnamese 92$? lpgpp was adapted to local conditions and led to the 31 Indochinese baccalaureat, later recognized as equiva- lent to the French baccalauréat awarded to graduates from French lycées. Examinations were as severe as in the old mandarin system.32 Vfi Tam Ich reported that in 1937, in the whole Indochinese Union:33 - out of 18,288 candidates, only 7,822 were suc- cessful in the examination for the Certificate . .3 of Indochinese Primary Studies (Van—bang Tieu-hoc ang-dUdpg); - out of 2,660 candidates, only 646 passed the examination for the Diploma of Indochinese Higher Primary Studies (Van-bang Cao-dgng Tidb- th Bdng-dUdng); - and only 338 boys and 27 girls reached the final grade of secondary school education. . 31Ibid., p. 54; Rivoalen, op. cit., p. 405, 10h, OED Clte' p. 75s 32Rivoalen, op. cit., p. 404. 33Ich, op. cit., p. 75. 117 This selectivism was endorsed by a series of competitive examinations spreading throughout the formal education leading to the licence (cd-nhan). To be quali- fied for the completion of elementary education, a pupil had to pass a written examination for which he was awarded a Certificate of Regional Elementary Education (Van-bang So-hgc Yeuvlugc) with French major.34 To move up to the next cycle of studies, he had to pass a competitive entrance examination to the fourth grade, which consisted of two one-year levels: the first year intermediate grade (cours Moyen premiere année) and the second year inter- mediate grade (cours Moyen deuxieme année). If the pupil was successful in the examination, he was admit- ted to the cours quen deuxieme année; if he failed, he followed the cycle of primary studies for three years, whereas his lucky friend spent only two years before taking the examination for the Certificate of Indo- chinese Primary Studies. The pupil qualified for this certificate had to pass a series of eliminatory written and oral examinations. To be admitted to the first cycle of secondary education, holders of the certificate of Indochinese Primary Studies competed in a sixth-grade entrance examination. If they failed, they were allowed to -__.._ 34p. Antoine, "L'Enseignement," Bull. des Amis du Yipux Hue, I, II (Partie IV, Janvier-Juin, 19317, 181. 118 repeat one year in the elementary school in an inter— mediate class between the fifth and sixth grades (l§p_ Tiép-lién), where they were prepared for the next year's examination. Those who were unfortunate for a second time were asked to leave the school forever. At the end of the ninth grade, which ended the first cycle of secondary studies, students ought to take the examination for the Diploma of Indochinese Higher Primary Studies (Van-bgngCao—dgng Tiéu-hoc deg-dddng), which in 1955 was replaced by the Diploma of First Level of Secondary Education (Van-bang Trung-hoc Dé-nhfit-cap). Prior to 1940, holders of these diplomas were highly esteemed since the degree was recognized by the majority of Vietnamese as the hardest one to earn.35 Hence, since there were not many students pursuing their formal edu- cation as far as the twelfth grade for the purpose of high school graduation, the Diploma might secure them an administrative appointment as well as admission to certain schools at the University of Hanoi.36 For those who sought higher education either in their country or in France, the First Baccalauréat (Tfi-téi I) and the Second Baccalauréat (Tu-tai II) were required at the end of the eleventh and the twelfth 33Ich, op. cit., p. 75. 36Antoine, op. cit., p. 84. 119 grades. Both the baccalauréat examinations consisted of a series of written and oral examinations, the written examination being an eliminatory one. Holders of the Second Baccalauréat were admitted into the university without any entrance examination, except for entrance into professional colleges, e.g., College of Medicine, College of Dentistry, College of Pharmacy, College of Education, College of Agriculture, College of Archi- tecture. Examinations and organization of public education in French-controlled Vietnam might be summarized in Figure 3.1.37 The Present Education Today's education in Vietnam was characterized as being of a "two-tracked nature," planning to educate the 38 people and to train leaders and reflecting a somewhat E 37For further information on French colonial edu- cational system, see: Thomas E. Ennis, French Policy and Developments in Indochina (Chicago: University of Chicago Press, 1936); Pierre de la Brosse, La Diffusion de l'En- seignement populaire en Indochine (1924-19257—(Hanoi: ImprimerIe dTExtréme Orient, 1925); Abel Lahille, De l'En- seignement du Frangais en Indochine (Saigon: Imprimerie Nouvelle Albert Portail, 1919); H. Le Breton, Le Probleme Scolaire en_p§ys d'Annam (Hue: Imprimerie Ede-lap, 1932T; M. RiChome, "De lrInstruction publique en Indochine" (un- published Thése de Doctorat d'état en Droit, Faculté de Droit, Université de Paris, Paris: La Rose, 1905); E. Roucoules, Etude sur l'Instruction Publique en Cochin- chine (Saigon: Imprimerie Rey et CurioIT 1889). 38Falk, op. cit., p. 1; Pike, op. cit., p. 84. 1J20 ._._._._..._._._.._1F CERTIFICATE OF REGIONAL ________ ELEMENTARY EDUCATION 7'" GRADE 4 ENTRANCE ElE MENTARY EDUCATION CERTIFICATE OF INDOCHINESE_ PRIMARY EDUCATION GRADE 5 _ ENTRANCE z 9 .- D'PLOMA or INDOCHINESE ____________ ‘1. 6 ADVANCED PRIMARY EDUCATION .... - 3 GRADE Io ________ a )- fl 4 O z 0 0 III In BACCALAunéAT, pm, I_________,_.__ " [ BACCALAUREAT, mu 2 -_-___. ..... 121 common opinion that considered education as "an effective weapon to serve the political aims of whoever was in From 1940 up to the present, general tendencies toward improvement of the Vietnamese educational system corresponded to five short periods in political activi- ties: (1) 1940-1954, (2) 1954-1957, (3) 1957-1963, (4) 1963-1967, and (5) 1967-1971. The first period cor- responded to the French reinstatement; the second followed the Geneva Conference; the third was known as NgO-Dinh Diém's regime; the fourth marked a period of political turmoil and troublesome economy; and the fifth designated an alternative at the crossroad.40 As general headings, the following topics regard— ing present education were worthy of consideration. Educational objectives.--After the French were defeated at Dién-Bién-Phfi, and as a consequence of the Geneva Conference, Vietnam was divided into two parts. South Vietnam was facing up to the problem of education in relation to its development and according to its 39V6 Hang Phfic, "Education in Vietnam," Phi Delta Kappan, IXL (December, 1957), 134. 40For more information on the political and social conditions in Vietnam after World War II, see Vfi 122 needs. That problem was the national education objective. Would it be an education for the elite or a mass edu- cation? During Ngd-Dinh Diem's regime, the definition of educational objectives was based upon his own social con- cept, which consisted of three principles: (1) humanist, (2) national, and (3) Open:41 1. To respect the sacred character of human being, regarding man as an end in himself, and aiming at his full development. 2. To respect the national values, assuring the con- tinuity of man with his natural environment (his family, profession, and country) aiming at safe- guarding the nation, its prosperity, and the col- lective promotion of its people. 3. To respect the scientific mind as a factor of progress, attempting to develop the social and democratic mind, and welcoming all the authentic cultural values of the world. When Diem's government was overthrown, his third principle of education was changed from "Open" to "scien- tific," and the objectives of national education were redefined by the National Education Conference of 1964 as follows: 1. To create favorable environments and opportunities for every citizen to make progress according to his ability and aspirations. 2. To train cadres needed for every living branch of the nation. 41Pike, op. cit., pp. 86f; Ministry of Education, Situation and Progress of Education in Vietnam Qgripg the §Ehool-Year 1958-1959 (Saigon: Ministry of Education, I959): 123 These objectives, recently endorsed by the 1967 Constitution (Article 10), were reformulated on the basis of mass education in the following terms: 1. The State recognizes freedom of education. 2. Basic education is compulsory and free of charge. 3. Talented persons who do not have means shall be given aid and support to continue their studies. 4. The State encourages and supports research and creative work by citizens in the fields of sciences, letters and arts. Apparently the present educational objectives were well defined. However, practically speaking, the edu- cational organization and process and the curriculum at all levels--still structured on foreign patterns and man— darinal ideas-~were really the obstacles to moving toward the national education. Educational administration and organization.-- Administration and organization were two major weaknesses which truly hindered the development of the national education. During the last two decades, all three levels of formal education suffered from the bureaucratic pro- cess in the Ministry of Education, while schools had to meet with the rapid growth of student enrollment. As commonly thought, the centralization of the educational system in Vietnam had more disadvantages than advantages,42 because (1) no one alone could efficiently supervise or advise a nation-wide system of education, and anyone who 42Phfic, op. cit., p. 134. 124 did try to undertake it himself would do but little, and that little iii,43 and (2) private initiative at the local level, e.g., local boards of education, community schools, was discouraged while, due to lack of funds, the Ministry could not adequately satisfy the demands of all school levels (Table 3.1). Thus, the complexity of the present educational organization was a consequence of the lack of an educational philosophy.44 The strength of an educational system should not be measured by the number of schools in villages and provinces, by student enrollment, by centralized organization, or by the powerful authority of the central agency but, rather, by its effectiveness in promoting the learning of the people and the intellectual growth of all citizens. With huge expenses and the government's major efforts concentrated on the war, it was not easy for a country like Vietnam to identify the educational priori- ties at the moment, unless the nation's leaders really understood and recognized that development and recon- struction in Vietnam should be conceived not in a 43Charles W. Eliot, "Inaugural Address," Harvard University, October 19, 1869, p. 39. 44Hoang Gia Linh, "The Critical Stage of Edu- cation in Vietnam," The National Elementa Princi a1, XLIV, No. 4 (FebruaryT_I96577—50f?—N§uy3h 03y Bdng. Op. cit., pp. 87f. 125 .muoo soeoaumo "mousom ma.e o.mmo.om~.aa . . . II om.q o.eoo.mso.m w.mmm.mwm.mmm Hams oo.v o.mmm.moe.o o.o-.vmm.eae ohms mH.m o.mme.ame.m o.ooo.ooo.moa moms oe.m o.ooo.omo.o o.ooo.ooo.mH moms mm.v o.mmo.amo.~ o.ooo.ooo.mm some em.v o.emo.evm.~ o.ooo.oe~.sm moms mo.m o.omm.amo.e o.ooo.oom.o~ moms mm.m o.~mm.omm.a o.ooo.ooo.me some om.oa o.mm~.aoe.a o.ooo.ae~.aa moms -.o o.emv.~mm o.ooo.mmm.sa mwma ma.m o.ooo.oom o.ooo.mee.oa oomw Hm.m o.vmv.aam o.ooo.oa~.ma ammo o~.¢ m.mmo.mao o.mao.mem.ea mmma as.m m.emv.mmm o.oma.mma.va amms Ha.m m.mmm.mmv o.omm.mmo.ms omma Houm m.~emHNOH o.emo.~ae.m mmms me o m.mmm me o.mmm.oae.m some Amumummflm ooota GHV who mmam . mmoucoouom ummcom A D . ooo H use some cowumoscm HMCOADMZ ummcom Hmcofiumz .ummcsn coaumuscm HMGOADMZII.H.M mummy 126 45 but in a three-fold plan: edu- 46 pacification program cation-social organization-economic. Thus, at the present time education in Vietnam should establish priorities among its problems to insure proper actions. Those problems are of paramount impor- tance in determining the success of national development planning: (1) education and the development of rural life, (2) education and the development of the family budget and the community's economy (and hence the national economy), and (3) education and the intel- lectual growth of the youth, thus promoting better com- munication and understanding among Vietnamese peeple, so far disunited as a result of a colonial policy and a long struggle for ideological supremacy. One high priority problem was the hamlet school program established in the fifties. Hamlets and villages, or in general terms the rural areas, were long neglected areas. As long as elementary schools were largely devoted to literacy goals and as long as educational effort in the village existed eSpecially and completely for children, the hamlet school program remained an 45Joint Development Group, Op. cit., Vol. II. 46Lé Thenh Khdi, "Education et Développement en Asie Orientale," in De l'Indépendance_politique a la liberté économigue etfia‘I‘égalité sociale en Asie du Sud-Est (BruxelIes: UniverEIté’Libre de Bruxelles, Editions de l'Institut de Sociologie, 1966), PP. 165-72. 127 obstacle to educational develOpment. Thus, when funda— mental rural problems such as health, sanitation, ele- mentary agriculture, crop protection and production, and, most important of all, insecurity due to the fight for influence and supreme power--when these problems became pressing and urgent, the village and its needs certainly determined the goals of education, and not because education was to contribute substantially to the broadening of national goals. This revolutionary education would treat the villager's problems the way they actually existed in the village, and therefore the hamlet schools would become a true national service unit.47 47For more information on the present education in Vietnam, see: Nguyen Binh Hoan, "Education in Free Vietnam: An Informative Source for the Evaluation of Vietnamese Students' Credentials"(unpublished Ed.D. dis- sertation, Columbia University, 1963); Mai van Tam, "The Education of Teachers in Vietnam"(unpublished Ph. D. dis- sertation, The Catholic University of America, 1964); BOng, o . cit.; Doan Huu Khanh, "A Proposed Program for the Preparation of Elementary Teacher Educators in the Republic of Vietnam"(unpublished Ph.D. dissertation, Uni- versity of New Mexico, 1968); Dudng Thiéu Tdng, "A Proposal for the Comprehensive Secondary School Curricu- lum in VietnamP(unpublished Ed.D. dissertation, Columbia University, 1968); Lé Thanh Viét, "Education in Vietnam: Recent Development, Crucial Issues, and Suggested Reforms" (unpublished M. S. thesis, University of Tennessee, 1967); Nguyén Due Kien, "A Design for the Evaluation of Student Progress in Vietnamese Secondary Schools"(unpublished Ph.D. dissertation, Syracuse University, 1969); Khé, o . cit.; Nguyen van Hai, Education in Vietnam. A Study in the Light of Objectives OffiPermanent Education (Hué’, Vietnam: University of Hué, 1970). 128 The Development of Higher Education In its early history, higher education in Vietnam was not more than an extended colonial secondary edu- cation. The ideas for creating an educational system "higher" than secondary education were worthy of mention among a few liberal French governors and administrators only after French colonial government was successful in establishing its educational system at the elementary and secondary levels. The ideas were endorsed by earlier valuable studies and significant reports: Dumoutier (1886),48 Besancon (1889),49 Roucoules (1889).50 Hence, by l898,the General Governor Paul Doumer per- mitted the creation of a medical school in Indochina. It was only in principle,51 however, as the school did not come into being until 1902.52 Thus, the years pre- ceding the 1900's were marked by a vacillating adminis- trative policy on the part of the French colonial Govern- ment regarding the inception of a university in Indochina. 48Dumoutier, M. 6., Les Débuts de l'Enseignement francais au Tonkin (n.p.), 1886. 49Jules Besancon, Rapport sur l'enseignement en Indochine (Nevers, France: ImprIméEie P. Begat, 1889T. 50Roucoules, pp;_gip, 51Rivoalen, Op. cit., p. 407. 52Ich, Op. cit., p. 71; Pike, op. cit., p. 92. 129 The historical development of higher education in Vietnam generally consisted of five stages, each stage being influenced by both economic crises and political policy: (1) 1900-1917, (2) 1917-1930, (3) 1930-1945, (4) 1945-1957, and (5) l957-today. The Period 1900-1917 The idea of establishing higher education in Indochina was carefully reconsidered by Governor Paul Beau, since the French IndOchinese General Government was awakened after the Japanese victory over the Russians in 1905 and since France was endangered by the rapid growth of Central Powers (Germany-Austria-Hungary, etc.). In 1902, a School of Medicine was created in Hanoi and offered training for médecins auxiliaires or médecins indochinois (assistant physicians), a degree which was not fully entitled to the rank of M.D.53 This embryonic Faculty of Medicine was a primitive clinical services center operating since 1900 at a pro— visional hospital on the boulevard Armand Rousseau in Hanoi.54 In 1904, this Medical School, to which were 53Indochine Frangaise, Direction Générale de l'Instruction Publique, Le Service de l'Instruction Publique en Indochine en I930 (Hanoi: Imprimerie Extr e Orient, 1930), p. 106; Ich, op. cit., pp. 70f; Coyle, op. cit., p. 55. 54Falk, op. cit., p. 55. 130 added the sections of midwifery and veterinary science,55 acquired from a French Catholic Mission a hospital for practical training. This hospital was originally named Hdpital du Protectorat and later changed its name to 56 H6pita1 Yersin. The School of Medicine grew with the addition of the Ophtalmology Institute and the building of a new hospital designed for medical teaching and practices at Bach-Mai (Hanoi's suburb) in 1917.57 Those initiatives which were much favored "to the demands of a small group of Vietnamese, eager for more advanced instruction in the western tradition than then available in the colony,"58 concluded in an arrété Of the General Government of May 16, 1906, which pro- vided for the opening of the Indochinese University with three sections—-Letters, Sciences, and Laws--the School of Medicine not being incorporated into the University.59 55Ich, op. cit., p. 71. 56In commemoration of Dr. Alexandre Yersin, discoverer of the plague baccillus, great French pioneer, scientist and educator, founder and first director of this Medical School. 57Rivoalen, op. cit., p. 407. 58Coyle, op. cit., p. 55. 59c. Mus, "La premiere université indochinoise, 1907," Bull. Gén. de l'Instrucpgon Publiqu (Mai, 1927), pp. 66ff; René Fauchois, ppp_g$p,, p. 54. 131 The University was inaugurated on November 10, 1907, with 74 students, a number which soon dropped to 68, 62 auditors, and 37 students in the Medical School. By the end of the only year of its existence, there were 41 students, including 19 school teachers, 17 government secretaries or interpreters, and three people privately employed. Sixteen of these studied sciences, 14 letters, and 11 law.60 The causes for the sudden opening and closing of the Université Indochinoise were self-explanatory: After the Russo-Japanese war, a number of Vietnamese /youths went abroad to study. Japan particularly attracted them, since she had just risen as a great western-style power. In an effort to stop this exodus of students who might get revolutionary ideas and thus endanger the French position in Vietnam, the French administration created the Indochinese Uni- versity at Hanoi in 1907. The following year was marked by many nationalistic agitations, which resulted in the shutting down of this embryonic institution of higher learning. Only the school of Medicine was retained, and in 1914 a section of phar- macy was added to it.61 Thus, the pretentious aim of spreading French culture and western science in the Far East and South East Asia through the French language,62 was unsuccessful as 6OCoyle, op. cit., p. 56. 61Ch. Fourrier Vailly reported that Mr. Métin, a member of the Chamber of Deputies of the Third French Republic wrote in his report on local budgets in French Colonies in 1911 as follows: "The indigenous movement in 1908 resulted in a reaction against our attempts in 1906. Some indigenes revolted, as one may say, because we have educated them; so, we shall stop doing so." [Translated] "L' Enseignement Professionel en Indochine et notre politique indigene, " L' Asie Francaise, CLIX (Juin, 1914), 241; Vu Tam Ich, op. cit., p. 71. 62Abel Lahille, op. cit., p. 1: Ch. Fourrier Vailly, op. cit., p. 240. 132 World War I broke out, bringing to the French colonial government more urgent problems than that of higher edu- cation. Only the change in the Indochinese governorship in the fall of 1916 could fully restore the Indochinese University. The Period 1917-1930 Upon his return to Indochina as General Governor, Albert Sarraut restudied the problem of the Indochinese University and then insisted upon its reopening. In his speech delivered at the Opening session of the Government Council in Saigon, he underlined it in a clear-cut argu- ment that concluded in the arrété of July 8, 1917, pro- viding for the opening of the University Of Hanoi.63 However, French administrative policy in Indochina did not change, since later in an administrative memorandum the Governor conceived of education as nothing more than a means to better exploit the potential productivity in 64 the colony. To this educational concept, French 63Albert Sarraut, "L'Indochine en 1917" (discours prononcé a la séance d'ouverture de la session ordinaire du Conseil du Gouvernement a Saigon), Revue Indochinoise, XXVIII, Nos. 11-12 (Novembre-Décembre,‘1917), 325. 64In an administrative memorandum dated from Paris, October 10, 1920, Albert Sarraut wrote: "L'instruc- tion a d'abord pour effet d'améliorer largement 1a valeur de la production coloniale, en multipliant dans la foule des travailleurs coloniaux la qualité des intelligences et le nombre des capacités; elle doit, en outre, parmi la masse laborieuse, dégager et dresser les élites A d'auxiliaires qui, comme agents techniques, contremai- tres, surveillants, employés ou commis de direction, 133 educators reacted favorably, as higher education was not much more to them than an extended high-school education 65 or vocational training. To many French leaders in Indochina, the University of Hanoi merely represented the center for diffusion of French ideas and culture among Vietnamese and the oriental as well:66 In higher education, all preoccupations concerning disinterested scientific research, the advancement of human knowledge, were excluded [Translated].67 On April 28, 1918, a solemn inauguration pre- sided over by both the General Governor Albert Sarraut and the Emperor of Annam marked the opening of the Uni- 68 versity of Hanoi. The arrété of July 8, 1917, which suppléeront a l'insuffisance numérique des Européens et satisferont a la demande croissante des entreprises agricoles, industrielles ou commerciales de colonisation." L'Asie Frangaise, CIIXC (Janvier, 1921), 23—24. 65Abel Lahille, op. cit., p. 33, stated: "En pgincipe, aux colonies, pas d‘ecoles trop supérieurEE, mars des écoles pratigues. Les eleves présentant des facultés vraiment remarquables iraient développer ces qualités dans les lycées de France, soit a leur frais, s'ils sont riches, soit aux frais de la colonie, s'ils sont pauvres. Bien entendu, on aurait 1e devoir de suivre ces éleves dans leur développement et leur donner, au retour, une situation en rapport avec leur intelli- gence, leur mérite et leur application. 66Edouard Marquis, "L'enseignement en Cochinchine," prue du Pacifique, VII, VIII (Juillet—Aofit, 1935), 463. 67Edmond Chassigneux, "L'Université de Hanoi," L'Asie Franggise, CXCVI (Novembre, 1921), 407. 681bid., p. 408. 134 determined the creation of certain schools within the University of Hanoi, was added to by the arrété of December 25, 1918, which stated the general organization of the university. Hence, the University included the following schools: School of Medicine (1902), which later acquired the section of Pharmacy and the Institute of Opthalmology and was renamed School of Medicine and Pharmacy (1914), School of Public Works (1902), School of Veterinary Science (1904), School of Law and Admin- istration (1917), School of Agriculture and Forestry (1917), School of Pedagogy (1917), School of Commerce (1920), and School of Fine Arts (1920).69 It must be noted, however, that in spite of its pretentious name, the Indochinese University was not the equivalent of the French universities which did not recognize the diplomas grantedj0 The reason was that most students admitted to the Uni- versity did not complete their high school education, as they only came up to the ninth grade with one of the following diplomas: Dipldme d'Etudes Sgpérieures Indo- chinoises, Brevet Elémentaire, and Brevet d'Enseignement Egimaire Superieur. In certain schools, i.e., School of Public Works, School of Veterinary Science, the ninth 69Coyle, op. cit., p. 83. 7OIch, op. cit., p. 72. 135 grade diploma was not required as students had only to . . . . 71 pass a competitive entrance examination. Beginning in the academic year 1920-1921, it was noted, the University received more students than in the reopening of the institution of higher education in 1917.72 The records were shown in Table 3.2. Stu- dents were coming from all parts of the Indochinese peninsula, among them a few "coeds" in the School of Pedagogy and a few Cambodian, Laotian, and Chinese--twenty Chinese students enrolled in the School of Medicine in 1920. The majority were Vietnamese students, but most of them were originally from the north and center of Vietnam. Hence, this institution of higher education might have been called Vietnamese University. It was recognized that Vietnamese students made remarkable progress in their studies, showing both their talent and their capa- bility in pursuing higher education. French educators often affirmed that Vietnamese students were successful in competing with French students in any entrance exami- nation into "Grandes écoles," including the Ecole Poly- 73 technique in France. 71Chassigneux, op. cit., p. 409. 72Jean B. Alberti, L'Indoghine d'Autrefois et QfAujourd'hui (Paris: Société’d'Editions GéOgraphiques, maritimes et coloniales, 1934), pp. 696ff; Ennis, op. cit., pp. 162ff; Virginia Thompson, French Indochina (London: George Allen and Unwin, Ltd., 1937), pp. 284ff. 73 Chassigneux, Op. cit., p. 408. 136 TABLE 3.2.--Student enrollment in the University of Hanoi (1917). School Enrollment School of Medicine: Medical section 104 Pharmacy section 14 School of Veterinary Science: 51 School of Public WOrks: 103 School of Law and Administration: 107 School of Pedagogy: Science section 17 Letters section 36 School of Agriculture and Forestry: 29 School of Commerce: 28 The University functioned normally until 1930 when the Revolution of Yen-Bai (in North Vietnam) broke out, and World War II as well. French General Government in Indochina again changed its policy in higher education, as the Vietnamese youth showed their interest in what was happening in EurOpe and particularly in France. The imme- diate consequence of that policy was that no graduate edu- cation would be given in most schools of the University, except the School of Medicine where the curriculum required seven years of study, including the preparatory year.74 The licence was then considered as the highest 74In the early days of the opening of the School of Medicine, this preparatory year of medical studies consisted primarily of the program of studies of the P.C.N. certificate (Physics—Chemistry-Natural Sciences), which was later in 1940 renamed as the P.C.B. certificate (Physics-Chemistry-Biology). Students were required to pass this certificate for admission into the School of Medicine and Pharmacy. 137 diploma awarded by the University, because the "Vietnamese elite" were believed unable to reach or go beyond that degree.75 The major reason remained the shortage of teaching staff,76 however, and financial assistance to higher education was insufficient for the development of the University of Hanoi. The Period 1930—1945 During this period, France was endangered by the expansion of the Axis' forces (Rome-Berlin-Tokyo) through- out Europe and South East Asia, as well. Evident reper- cussions in Indochina were severe as the world economic crisis spread over the entire colony.77 In education, the Thirties marked an important turn for the University of Hanoi. Two serious decisions were made in higher education, as indirect consequences of the foundation of the Indochinese Communist Party in 1930, led by Nguydn Ai Qudc, later known as President 75Marquis, op. cit., p. 462. 76Edmond Chassigneux, op. cit., p. 409 pointed it out as follows: "L'Université d Hanoi n'a pas de pro- fesseurs titulaires, specialises dans des fonctions d'enseignement. Ses maitres sont des chargés de cours, dont chacun fait un ou plusieurs cours par semaine dans l'une ou l'autre des Ecoles supérieures. Ainsi, l'en- seignement est en tres grande partie donné par un per- sonnel de techniciens et de spécialistes, dont 1e métier n'est pas d'enseigner." 77Coyle, op. cit., p. 81. 138 78 H8 Chi Minh, and of the Vietnamese Nationalist Party in 1927, directed by Nguyén Thai Hoe.79 The first measure against the nationalist move- ment which was widely spreading through the Vietnamese youth, particularly the Vietnamese students in the Uni- versity of Hanoi, was the abolition of most technical schools of the University. The second measure was the limitation of access to the University and requirement of the metropolitan baccalauréat for admission.80 However, these measures were excusable, since French General Directorate of Public Education wanted to upgrade higher education in Indochina. The action began with the strengthening of French high schools system in Indochina. The arrété of February 11, 1930, determined a definitive and general status of all French lycées.81 And the French baccalauréat of secondary education was taken as a standard requirement of all who wished to pursue education beyond high schools. Since then, u 78Jean Dorsenne, Faudrajg—il Evacuer l'Indochine (Paris: La Nouvelle Société‘d'Edition, 1932), pp. 56ff; Ich, op. cit., pp. 87ff. 79Ellen J. Hammer, The Struggle for Indochina (Stanford: Stanford UniversIty Press, 1954), pp. 82ff. 80Coyle, op. cit., p. 81. 81Rivoalen, op. cit., p. 406. 139 several schools of the University were renamed as facul- ties, as the curriculum was also reviewed and changed. The first college to change its name was the Faculty of Law, inaugurated on February, 1933, as Epplp_ Supérieure de Droit and placed under the academic control of the Faculty of Law in Paris. Later in 1939, a section of the senior year--the Section of Indochinese Juridic- tional Studies-~was detached from the Faculty of Law and transformed into Ecole Superieure d'Administration. In 1941, when the Faculty was chartered to create the Graduate School with two sections in Civil Laws and in Economics and Politics and to award doctoral degrees, the name Faculty of Law was adopted and remained until the present day. The second to change its name was the EEElE. Supérieure des Sciences. This school was created in 1942 merely to regularize the science section of the Indochinese University opened on November 10, 1907. The School was designed primarily to give instruction in biological and physical sciences to students who intended to enter the School of Medicine. However, at the end of WOrld War II, the demand and awareness of scientific studies grew out of the development of the School itself as it was ready to reorganize to meet the needs of the Vietnamese youth. Unfortunately, the troubles in the early 1940's did not help the School to become the real Faculty of Science. 140 The third school worthy of mention was the Ecole Supérieure d'Architecture. Founded in 1926 and then empowered in 1942, this School was finally recognized by the Ecole Nationale des Beaux Arts in Paris in 1944. However, the School remained unchanged so its graduates might be allowed to continue their graduate work in France. But, above all schools, the Faculty of Medicine stayed strong and systematically organized. In 1936, comprehensive examinations were organized to recruit agrégés professors for the Faculty.82 As a general repercussion of the events of March 1945, all Schools and Faculties of the University of Hanoi had to close their classrooms and laboratories. Higher education then underwent another period of tre- mendous activity and change. The Period 1945-1957 Three major events influenced the turning of higher education in Vietnam during this period: (1) the surrender of Japan in August, 1945, followed by the solemn proclamation of independence of the Democratic Republic of Vietnam on September 2, 1945, (2) the dis- arming Of Japanese forces south of the sixteenth parallel in the Indochinese peninsula by British troops which 82Rivoalen, op. cit., p. 408. Li 141 favored the reinstatement of French power, completed in 1946, and (3) the defeat of the French fortress at Bidn Bien Phu on May 8, 1954, that concluded in the Geneva Conference, Opened on April 26, 1954, and the appoint- ment of Ngd Binh Diem as Prime Minister on June 16, 1954.83 In general, the University of Hanoi did not make any progress during the decade, since, on the one side, Vietnam was tied up within the French Union by the agree- ments of March 6, 1946, and of March, 1949, and, on the other side, Vietnam was preoccupied with the fighting against the French expeditionary corps and its counter- part, the French-Vietnamese government headed by the ex-emperor Bdo-Dai. Several modifications were brought into the administration of the institution of higher learning, as the French-Vietnamese government considered it unsafe to rebuild a university in Hanoi. Hence, the idea of moving the University of Hanoi to Saigon was soon realized. It was the Faculty of Science which first opened its few classrooms in Saigon in the Fall of 1946 as an 83Bernard F. Fall, The Vietminh Regime: Govern- ment and Administration in the Democratic Rppublic of Vietnam (Ithaca, N. Y.: Southeast ASia Program, Depart- ment of Far Eastern Studies, Cornell University, 1954), pp. lff; Hammer, The Struggle for Indochina, pp. 271ff; Ellen J. Hammer, The Struggle for Indochina Continues-- Qppeva to BandunngStanford: Stanford University Press, 1955), pp. 4ff; Ich, op. cit., pp. 104ff. 142 annex of the Edole Supérieure des Sciences in Hanoi, which was temporarily closed from 1945 through 1948. In those earlyIdays, the School of Science shared both the facilities and faculty staff with the Faculty of Medicine, known as a Center for Medical Studies in Saigon, in a building of the Polyclinique Dejean de la pppip_in Saigon. Until the academic year 1948-1949, the School had full activity, giving adequate instruction in the freshmen and sophomore years in biological, mathematical, and physical sciences. Foreign aid, mostly from France, was the main source for the develop- ment and growth of the laboratories of the School. The demands of the School for more instructional space caused it to outgrow the hospital building, and finally the annex Of the Faculty of Science of the University of Hanoi moved into a section of the campus of Petrus Ky high school.in Saigon. The Center for Medical Studies still remained in the hospital'Dejean de la Batie, serving as its adminis- tration office, but its classrooms and laboratories were in the hospitals Grall and Lalung-Bonnaire. The Center progressed rapidly and in 1954 became the Combined Faculty of Medicine and Pharmacy, the Odontology section being included in the Medical section. “”The Faculty of Law, too, was soon moved to Saigon in 1947, but in Hanoi the Faculty of Law was re-estab- lished. These two Faculties functioned parallel to each 143 other until October, 1954, when the major section of the University of Hanoi completed its move to Saigon after the Geneva Conference. Since 1949, a series of cultural conventions were held among French and Vietnamese authorities.84 Finally, on October 12, 1953, the statute of the Uni- versity of Hanoi was approved,85 and the University then included these colleges: (1) Faculty of Law (2) Faculty of Science (3) Combined Faculty of Medicine and Pharmacy (4) Faculty of Letters (5) School of Architecture On May 11, 1955, the University of Hanoi, then known as the Combined French—Vietnamese University, was transferred to the Vietnamese government and its name was changed to the Vietnamese National University. Two years later, the University of Hue, the second government-supported and controlled university, was created by Presidential order of March 1, 1957, 84These Conventions were: (1) Conventions of March 8 and December 30, 1949, (2) Convention of May 30, 1950, and (3) Convention of January 8, 1951. 85For a partial translated text of this Statute, see Falk, op. cit., Appendix B, pp. 76ff. 144 and the Vietnamese National University adopted as its new name the University of Saigon. The year of 1957 marked a turning point for higher education in Vietnam, as a private and church- related university--the University of Dalat--was approved October 25, 1957, to give instruction in the freshman year. The Period 1957-Today Higher education in the two recent decades under- took significant changes and improvements. The University of Saigon was strengthened with the addition and upgrading of Faculties. Up to the present days, it has the follow- ing Faculties: (1) Faculty of Law (2) Faculty of Medicine (3) Faculty of Science (4) Faculty of Letters (5) Faculty of Pedagogy (6) Faculty of Pharmacy (7) Faculty of Dentistry (8) Faculty Of Architecture (9) Institute of Oceanography (in Nha-Trang) Its well-designed campus at Thd-Ddc (Saigon suburb) is not available yet, except the physical facilities for the Faculty of Pedagogy and the Faculty 145 of Science, so the eight Faculties are still sparsely spread throughout downtown Saigon and Cholon, in old buildings being planned for students' residence halls or military camps. In addition to lack of financial assistance (and, hence, tremendous demands on physical facilities and equipment), shortage of teaching staff, and failure to meet the needs of a modern society, the University of Saigon is finally confronting with the rapid growth of students' enrollment (Table 3.3). Education at the university level in Saigon still remains undergraduate education, but graduate programs are recently attempted in a few faculties, i e., Science, Law, Pharmacy, Pedagogy, and Letters. Doctoral programs exist occasionally on an individual basis, e g., in the Faculty of Science only three doctor's degrees were awarded up to 1967.86 Apart from the University of Saigon, the Uni- versity of Hue and the University of Cantho, which was inaugurated in 1966 following a widespread people's movement in the Mekong delta asking for the creation of a higher learning institution, were two state-financed universities that contributed much to the development of higher education in this country. 86Vién Dai-ch Saigon, Chi-Nam Sinh-Vién Dai-Hoc [Saigpn University Student Handbook]"YSaigon: Vién Saigon Dai- oc Saigon, 1970), p. 231; For more information on the University of Saigon, see: Joint United States Public Affairs Office (JUSPAO) Saigon, Field Message No. 52, August 23, 1969, 24p. 146 .aueo «sauauuo .comwum mo auaeueaaca ”ouusom .UCQBAHOHCO adUOH I H. “NUCOCQUD OHQEh I h .uucaguu flag I 8 ”>0! ammov memVM mecca enema ammo” mama“ «moms comma Hobos waowa «egos ooam mp~o mama sauce moo ooo one use awed ces Nnm moo ova mov men ov~ «AN «as a AN am pm me mm nm em om vs «a as p o N a ousuuouAnuu< uo seasons one moo map are mean ave mom me. mno eon «mm ana mow was r mmm omw AMN mow «ea ams om mm mm and mod was obs No A van o~s toe on No mN an as as on No on m~ MN m auuaaucoo uo Rangoon ANA cod vma nun odd ewe do mm on ova ANA so mm mo 2 mood one moo coo «Na mmn ave was New one mom amp New was A Ame mew mew mos oca mam oma «ma NHH mod and ems was no a mmomaooa Lo snapped Nam ”we owe one «on man amp new mNm NNA are Nov can me x m0mma moods Noam one» News ~m- open oNNv omnv wean Home Nose vmwa one u mmvm memo mAAN omAN mvmm mava moms eNAH mama nae amp poo nan mv~ u spouses no unsound pew» «ohm «com ”com Nnnm nnmv moan ommN been eon~ omen oPNH Ham mam x Amos ~AA~ vo- new" mama seem o~m~ naom mama HmNH «No Hoe Nam mam H pooh ooNH moss v~ma some mmna mama mood was can now onm obs ems m moaauara no auasoou smm oom wood mmNH mmua «one some who mom Ave adv vo~ up» nos x meme comm mmmm omom ommv pane oomn coon men" mean «mmn Noam mmma cess u m~o~ ooqa «and mom Ame new mam ova mmm mmm Non ohm oma am a cocoaom no seasons «mom came meme avec moan mama ommm pawn omen oven omam moam whoa shod x mama macs omen mesa amen «was code code ones egos o~m mmm ooh too u mmw ANN oaw and and has oNH was was pod mm mm on pm a ocAvoox uo suaaoom woos «was coma coca macs mwoa once even Naoa Ham Nam one coo Hon 2 peace HONNH pesos mmno mmos swam mode nose mowN ommm omen vows onma odes a moon mama ooom ones oNoH mnoa «mo mmo «on mma mmN m- Nms m~a a and mo sussoom Manoa nmmm emoe more enmm acme v~vn Anon vova wNnm mwaa Hood mama «mm x “has ohms moms some poms woes mood vous mom” «can Hoes coma amass moms Ianma Imooa Imooa Ihoma Iooma ImOOH Icooa Inoea I~ooa Iaooa cocoa Immoa Iwmma Iemoa «advances Mdflfi Uaafldg .comaam mo Nuauuoaacs any :4 ucosAHouchI.n. n mdmdk 147 During the ten years that followed its inception in 1957, the University of Hue encountered many religious and political influences which did not favor its growth. The Revolution of November 1, 1963, overthrowing Ng6 Binh Diem's government, and his regime as well, and the 1968 Tét offensive brought to Hue both terrorism and discouragement that diminished the endeavour and will to build a good and strong community of scholars in the old imperial capital. Student enrollment at this uni- versity showed the effect of that unfortunate situation (Table 3.4). It was only under new leadership that the University of Hue could in the last two years show sig- nificant reforms in the university organization, e.g., registration and students' record keeping. The University of Hue offered its courses through the following Faculties, each functioning quasi indepen- dently: Faculty of Letters, Faculty of Law, Faculty of Science, Faculty of Pedagogy, and Faculty of Medicine. The University of Cantho, created under favorable conditions and situation, was known as the public insti- tution of higher education that indicated radical changes in the university organization and administration, since "from the beginning, . . . its leadership has been strong, articulate, and innovative."87 The University 87Wisconsin State University Report, op. cit., p. 42. Ju48 .mumo amaoawuo loom mo >uamuw>acp ”wouoom nmm~ mama mmmm eamm mmom ammm mean mmew emNN mmea avaa amp oem amuoa I u n - - mma «ma mma nma ooa em u n >ooaocam «0 musuaumca New maa m- mam mma «ca maa mm be u u u . mcaoacwz mo seasons one see Nae mmm «em mam oom mam oaN «om «mm oma am mmoomcmm mo seasons mam «em mmoa maoa msoa mmoa mam mew mem mmm oam mea em mumuuwa mo muasomm mom maaa meoa mmaa mooa mmaa oaaa mew mom mom mam mma mm mocwaom «0 muasoam awe nmm ham mam aem com «um Ohm aam ama ema cam «we 3ma mo muasomm onma mmma mmma pmma mmma mmma vmma amma mmma amma omma mmma mmma -mmma ummma usmma -mmma -mmma ucmma -mmma -mmma namma :omma -mmma -mmma -nmma WHM®> 0.5500004 .mom «0 xuamum>aca on» :a ucmEHHOucmll.¢.n mqmdfi 149 grew so rapidly beyond one's belief that its student enrollment during the first five years (Table 3.5) was appreciably higher than that in the University of Hue (Figure 3.2). At present in Cantho, the following Faculties offer undergraduate courses: Faculty of Science, Faculty of Law and Social Sciences, Faculty of Letters, Faculty of Pedagogy, and Faculty of Agriculture. The Foreign Language Center was added to the University's organization in 1967, providing students with be- ginning and intermediate courses in French and English. Trends in providing graduate programs indi- cate that in the very near future this institution will be most interested in the idea of in-country training, but the present objective of the university is to strengthen undergraduate education. Besides the three state universities at Saigon, Hue, and Cantho, public higher education is offered at: (1) the National Institute of Administration, (2) the National Technical Center, (3) the National Agriculture Center, and (4) the Institute of Oceano- graphy. All of these institutions offered undergraduate programs. The National Institute of Administration was primarily the ficole Nationale d'Administration created 150 TABLE 3.5.--Enrollment in the University of Cantho. Academic Year Faculties —1966- l967- 1968- 1969- 1970- 1967 1968 1969 1970 1971 M 129 169 291 726 792 F 97 92 200 402 461 Faculty of Letters T 226 261 491 1128 1253 137 169 254 467 591 M Faculty of Science F 32 36 77 180 210 T 169 203 331 647 801 M 310 478 622 630 861 Faculty of Law F 46 74 141 153 272 & Social Sciences T 356 552 763 783 1133 M 155 280 259 283 379 Faculty of Pedagogy F 69 108 121 157 218 T 224 368 380 440 597 M —- -— 41 85 138 Faculty of F -- —- 7 9 13 Agriculture T -- -- 48 94 151 Total 975 1404 2013 3092 3935 M = Male students: F = Female students; T = Total enrollment. m%%%%%%%%%%%%%z% %%%%%%%%%%%%%%mz;zzzzz %%%%%%%%%%%%%%%%%%%Wmfim. z%%%%%%%%%%%%%%%%%%%%%%%zwmm / %%%%%%%%%%%%%%%%%%%%%%% m %%%%%%%%%%%%%%%%z / / / %? / / / / / / / / % / 9%% mm %%MWWWWW 7 V/ U/M // , a 5 9 / / / 152 in 1952 in Dalat, aiming to provide pre-service training for middle-level administrative officers in districts and provinces. The School, directly under the super- vision of the Ministry of Education at its inception on January 3, 1953, was soon placed under the direction and governance of the Prime Minister. On October 16, 1954, following the recommendations of the Advisory Group from Michigan State University, the Prime Minister instituted in Saigon the present National Institute of Administration, substituting for the National School of Administration in Dalat (Decree of August 9, 1955). With the assistance of the Advisory Group in Public Administration of Michigan State University, the Institute developed rapidly, pro- viding (1) training for administrators in civil services, and (2) in-service training for government employees with the purpose of improving the effectiveness of . . . 88 governmental administration in Vietnam. The present National Technical Center at Phfi-Tho that grew out of the Civil Engineering Higher School for Technicians, which was transferred from Hanoi to Saigon in 1947, was created on June 29, 1957. Primarily, it consisted of a group of Higher Schools of Technology: the Civil Engineering School, the Radio Electricity SChool, and the Marine Navigation School. The last two 88 ' ' ' ' tration The National Institute of Adminis , Eglletin 1970-1971 (Saigon: The National Institute of Administration, 1971), p. l. 153 schools were opened in January, 1949, and were designed to train technicians only. But, as soon as the National Technical Center was reorganized on February 1, 1961, with the creation of the Mechanical Engineering School in 1959 and the Chemical Engineering School in 1963, technical higher education was soon introduced to the Schools of the Center through various curricula in Civil Engineering, Electrical Engineering, and Mechanical Engineering. Up to the recent time, none of the five schools of the Technical Center had graduate programs, but only undergraduate curricula.89 The National Agriculture Center referred to the secondary school of agriculture at Blao (Bao-ldc), which was upgraded to college level with the addition of a three-year program in agricultural science and moved to Saigon in 1962. On August 24, 1963, the cur- riculum of the National College of Agriculture was revised and a four-year program leading to a degree equivalent to the Bachelor of Science in Agriculture was definitely adopted. However, the College did not attract many students, as the record of student enroll- ment showed. The major reason was probably that the primary purpose of its curriculum was to train tech- nicians and civil servants for the Department of Rural 89 Orr, et al., op. cit., p. 15; Riley, op. cit., pp. lef. 154 Affairs and the Department of Agriculture. The National Agriculture Center was placed under the governance of the Ministry of Education after 1963. Recent trends in agricultural education indicated that this Center would overcome all difficulties in financing and staffing to meet the country's needs in agricultural development, as did its counterpart, the new College of Agriculture at the University of Cantho.90 The Institute of Oceanography at Nha-Trang, founded by Dr. A. Krempf in 1922, had done little work in physical oceanography and marine biology, as its programs and activities only attracted a small number of students and faculty in natural science of the Uni- versity of Saigon. However, due to lack of strong lead- ership in management since it was handed over to the Vietnamese authorities, the Institute did not provide the scientific community with either opportunity or facilities to advance the knowledge of marine biology in Vietnam. Physical facilities, equipment, and a library were badly needed to rejuvenate a higher learn- ing institution which had direct relationship with higher education, particularly with the newly created Community Junior College at Nha-Trang. The large support from national (Ministry of Education) and international 90Falk, o . cit., pp. 28ff; University of Florida Team, op. c1t., pp. 34ff. 155 agencies (UNESCO, International Geophysics Programs, Scripps Institute, French Cultural Mission in Vietnam) would not help much to relieve the critical situation of the Institute if the management concerned itself only with the adequacy of funds to support its Operation but discarded the efficient utilization of those funds in keeping with the objectives of the Institute. In addition to three public universities and four national institutions of higher learning, limited undergraduate education (but not two full years) was given in two national military schools directly spon- sored by the State Department of National Defense. They were the National Military Academy and the College of Political Warfare, both at Dalat. These colleges pre- tended to offer adequate undergraduate programs of basic studies in physical sciences and mathematics, and in social and political sciences as well. However, the degree awarded by these colleges was not recognized by the national universities, since academic programs were shorter in these military schools. Opportunity for education beyond high school was not as difficult to find as it had been before 1957. The creation of the church-related university at Dalat in 1957, followed in 1964 by the institution of the Buddhist university in Saigon (Van-Hanh University), marked a tremendous step for higher education in Vietnam. 156 Besides basic programs in sciences and letters, these private institutions offered undergraduate courses in humanities, social sciences, and political science which attracted students, at least during a few years following their inception. However, the desired outcomes from studying these undergraduate curricula were not attained because in Vietnam jobs were not easily found in private corporations, in space industries, in hotels and res- taurants, or even in private high schools. As a conse— quence, students rapidly shifted their studies to other fields that would provide them with both high social esteem and a secure position. As Vietnam underwent its social turmoils and political disturbances, the demand for creation of more institutions of higher education often involved political pressure. Hence, the organization and development of a university was not carefully studied. The result was that private universities failed to meet liberal ideas in education because of their inadequacy in finance and staff and, above all, their failure to provide a sound undergraduate curriculum. Presently, in addition to the University of Dalat and Van-Hanh University, these are: (l) Hoa-Hao Uni- versity in An-Giang province, supported by Hoa-Hao religious sect; (2) Cao-DAi University in Téy-Ninh, a two-year college supported by Cao-Dai religious sect; 157 and (3) Minh-Duo University, a four-year institution founded in Saigon by a small group of professors from the Faculty of Medicine and the Faculty of Science of the University of Saigon, and led by a Catholic priest. It was only when the idea of the Community 91 that the Junior College was introduced into Vietnam development of higher education was more comprehensively and practically conceived. The enactment of a National Community Junior College System by Presidential Order (Appendix D) made apparent the endeavor to improve higher education in Vietnam and to meet the country's real needs. The first Community Junior Colleges were at My-Tho, in the upper Mekong delta, and at Nha-Trang, in the coastal Center of Vietnam. Parallel with the universities, scientific institutions and organizations were created in Vietnam and the entire Indochinese peninsula as well. The Pasteur Institute in Vietnam-~organized in the large cities of Hanoi, Saigon, Nha-Trang--is the oldest scientific organization established in the country and has direct connection with higher education and scientific research. The Cancer Institute, founded in 1926, provides more facilities and opportunities for medical science 91Khé, op. cit., Chapter IV, pp. 166ff. 158 research and study in the field. It still functions under the auspices of the Ministry of Health and Welfare. More directly related to applied science are the Rice Research and Rubber Research Institutes, founded within the period of World War II. These institutes own experimental stations, and their work in research and teaching is vast. Unfortunately, as a result of the destructive war activities in these institutes are nearly stopped. The National Scientific Research Center, founded in 1963 as a high ranking state organization, aims to provide and to support scientific research and to en- courage students and faculty to devote their time and effort to the advancement of knowledge and learning in science. But due to lack of policy and reckless manage- ment by an untrained staff, the Center was closed after two years of operation. The Vietnamese Medical Society, a private organization, groups all M.D.‘s in the country and provides the best professional communication among members of the society; it has an active and well- organized quarterly magazine, the Acta Vietnamica Medica. The Vietnamese Biology Society, founded in 1961, pretends to follow the same pathway of the Vietnamese Medical Society, grouping all biological scientists as 159 well as M.D.‘s and pharmacists; however, the Society does not have active programs and, hence, remains for- gotten by the scientific community. Organization and Governance in Public UniverSities in Vietnam Up to 1967, all three public universities were organized and administered under the general scheme of the University of Hanoi, which has moved, in triplicate, to Saigon, Hue, and Cantho (Figures 3.3, 3.4, 3.5). These are the common characteristics: 1. The responsibility for the overall governance of the university is in the hands of the Rector, appointed by Presidential order and with the approval of the Senate. He is assisted by the University Council, the Deans of Faculty, and the Secretary-General. Hence, the uni- versity administration is shared by the Rectorate, which ensures the business administration, and the Faculties, which are charged with duties in academic affairs, each Faculty being itself a small university within the large university. However, that approach is not used at the University of Hue and the University of Cantho, as these institutions of higher education have devised a central governance that appears more c00per- ative and appropriate to the community of scholars. 160 ‘3 '0 8333: 05500» «no: up >415... Eudvot uo h: sun. hug.— uo huaabnh fan-3:00 05026! no >550}. .0 3:51; .83.: «a 31.35:: on» an soda-3.30.0344 :3: 51:5: :3qu I: "nae-33¢. a an. xuanuuu cc 3161‘ :32: unovsum ciao coed anon L casing-acafivd m «coca-3n nauuuzuou; uuaayw< ace—«sum a nan-vol“; nauuumIUUa> zany-0:3 no nonnaCax £03140: u.an=n auaucs :3.qu anunsn 33:4 04:03"; _ say-3:534 161 .osucao no >uaauo>aca on» no :Oauanaca fiaoonum coax coauauuacoaob_ “uawwflnwuu4 nauseaom anaOOm a 344 >u0oovon guacamom uuouuua u no measoam no auasuom no auasoom uo zuasonm _ w a. .. E a _ noucou nuuqsocoa cmaouom_ muOI|.v.n Minoan uoucou mean-quash xuaunaa auauu0>aco mua-u09as; . L auuuam soousn accuse oucocau unaauus nuaouu¢ stanza a uneven ucovsom ualovao‘ coda-uuuaealu‘ 1|I|II lll. _ aouwcwo aunuouoom .II— nuwammm ucuuaum nuauuu< oaeuu¢u¢ ace usau-aou¢ HON unflanqu‘ acuuoc ficOwuausnfl no hon-«cal; _ |l_ 162 .05: no >uamaw>aca ecu no ceauunacmmuo|u.m.n umauHh xuOuMLonma momszmcua coawnom somuzm zawham _ nevusm ammusm . anwuzm suuunaa mcoaumawm aucmcaa whame< guano: mwaua>au04 muamuw>acz uaansa . a uwmvsm‘~ banmumua ucwpsum mUauvanu<_ 7 L _ . _ a _ _ anuwcmo munuwuuwm 1:0aumospm No noumLCae_ rlllllllllllllllllllll a auwuam coauuuumacaen< 163 2. The critical situation in university adminis- tration is the lack of a legal status. Each public university is established by President's Order, but to some extent it is understood that the institution lay partially within the University of Hanoi's statute of 1953, except for organization, appointment, and pro- motion of faculty and staff. Hence, each institution is under the jurisprudence of the Ministry of Education, which is the final authority over all universities in Vietnam. Recommendations from the Wisconsin State Uni- versity, Stevens Point, Team for the charter of all publicly governed and financed institutions of higher education in Vietnam are highly considered.92 3. The administrative organization in a uni— versity create ambiguity in the four areas of college administration: academic affairs, student personnel services, business management, and institutional research and develOpment. The lack of coordination and cooper- ation between the rector, deans, and department chairmen results in confusion concerning recommendations for faculty appointment, promotion, determination of depart- mental majors and minors, decisions on new courses, textbook approval, approval of teachers' assignments and teaching loads, making up schedules, determination 92 Wisconsin State University Report, 0p. cit., pp. 6ff. 164 of room space and space utilization, supervision and evaluation of instruction and curriculum. Counseling and advising are very highly con- sidered in Vietnamese universities, since such other problems as housing, student employment, student health, and student and faculty relationship, remains unsolved. Hence, the university fails to make appropriate plans for institutional extension and develOpment, since it receives income only from state finance. 4. University administration, with its socio- logical and educational phases of operation, is unlike governmental administration and organization. Hence, the administrative processes are strongly influenced by features of the political systems concerned, such as: (1) invariably traditionalist academic norms, (2) inherent 93 and (3) politicizing "rightness" of the political elite, of both educational programs and organization by the regime. 5. As a result of such an institutional adminis- tration, the concept of developing a university campus has mistakenly led to the multiplication and duplication of physical facilities, e.g., chemistry laboratories, botany laboratores. This tendency is aggravated by a divisive 93Guy H. Fox and Charles A. Joiner, "Perceptions of the Vietnamese Public Administrative System," Administrative §9ience Quarterly, VIII, No. 4 (March, 1964), 444. 165 consideration among departments and faculties, each developing at the expense of others. 6. The administration of academic affairs in a university, even in a faculty, is not the means of ensuring order and economy in that institution's edu- cational activities. Duplication of programs of studies and physical facilities94 are frequent in institutions of higher learning but do not much improve the student's credentials. Since the position of an Academic Dean or Provost is not a part of the university organization, the following functions remained undistributed in the academic administration: (1) editing the university catalogs, (2) drawing up the academic calendar, (3) determining the academic requirements, (4) coordinating course sequences, (5) studying the improvement of instruction, (6) supervising evening programs of continuing education, (7) organizing special sessions during summer, (8) study- ing the university extension. 7. Institutional management is another obstacle to promoting the growth of the university. Obviously, the national budget allocation for academic activities in a university does not meet the mammoth expenses of developing both the campus and the instructional programs. 94Falk, 0p. cit., pp. 62ff; Wisconsin State Uni- versity Report, op. cit., pp. 5ff. 166 Remarks concerning this most highly rationalized area of university administration fall into the following con- siderations: (a) absence of a philosophy of budgeting, (b) failure to provide cost analysis while requesting funds, (c) application of rigorous budgetary procedures restricting longstanding traditions in academic life, (d) administration of space in the light of limited resources, and (e) lack of rational decisions about the use of the university's resources and the direction of its development.95 8. The separation of bureaucrats, as a class, from the academic staff makes it impossible to convey ideas and innovations in institutional management among university administrators and their clerical staff. The diffusion of knowledge and experience in the governance of the institution is difficult because of the lack of com- munication between the top managers and the middle mana- gers and between the middle managers and the junior execu- tives. In summary, higher education administration is highly centralized and influenced by a troublesome society that discouraged the university leaders, and faculty as well. Current attempts to reorganize college administration 95Francis E. Rourke and Glenn E. Brooks, The Mana- gerial Revolution in Higher Education (Baltimore, Md.: T e Johns Hopkins Press, 1966), pp. 68ff. 167 are discarded because reforms and innovation in education are confronted with frustration and envy. The Undergraduate Curriculum in Public Universities in Vietnam The Undergraduate Curriculum in the University of Saigon Through its eight Faculties, the University of Saigon offers various programs in undergraduate edu- cation, highly specialized rather than rationalized, even at the first two years level. The study of the curriculum of each Faculty focuses particularly on its: (1) breadth, (2) depth, (3) continuity and sequence, and (4) inte- grated learning and teaching, showing the following characteristics. Breadth.--Dressel defined breadth as "a distri- bution of introductory interdisciplinary course require- ment Specifying minimal credits in each of several disci- “96 Hence, the undergraduate curriculum reveals plines. both its strengths and weaknesses as follows. First, it provides essential facts and concepts in the major areas of knowledge. The freshman- and SOphomore-year programs in Law are examples of this type of approach, while the first two years of programs 96Dressel, The Undergraduate Curriculum in Higher Egucation, pp. 33f; Dressel, College and University Cur- riculum, pp. 19f. 168 in the rest of the Faculties in Saigon only offers a "crumpled" program of instruction, i.e., the propeadeutic year program in Medical Science (known as A.P.M. Certifi- cate),97 the propeadeutic year in Letters, and the first- year courses in the Faculty of Pedagogy. Second, understanding of the structure and basic concepts of various disciplines related to the major field of knowledge is not attainable because each curriculum narrows its objectives to its specific domain. Programs of study, for instance, in pharmacy, medicine, dentistry, and architecture merely concern themselves with pro- fessional interests, rather than shouldering social responsibility. In a similar way, courses in Science often keep students away from the awareness of social activities and community development. Thus, knowledge acquired from the present college education does not make the scholars into citizens responsible to other citizens and to society.98 97"Année Préparatoire en Médecine" [Preparatory Year in Medical Science]. 98A. V. Aslin, "Scientists as Public Responsi- bility," Physics Today, X (1957), 23-27; L. J. Haworth, "Scientists and—Society," Ph sics Toda , XVI (July, 1963), 19-22; A. J. Ihde, "Responsibility of the Scientist to Society," Science Monthly, LXXVII (November, 1953), 244-49; G. Piel, "Scientists and7Other Citizens," Science Monthl , LXXVIII (March, 1954), 129-32; Bertrand Russell, IIThe Social Responsibilities of Scientists," Science, CXXXI (February, 1960), 391-92; J. R. Schenker, “The Scientist as a Citizen," Science, CXXI (February, 1955), 184-86; 169 Third, the undergraduate program does not make the learners cognizant of the interrelationship of disci- plines. For instance, biological sciences do not re- quire basic study in statistics, hence it is unacceptable as an ecological program without a biometrics course. Similarly, the curriculum in architecture ignores courses in public health. The medical science curriculum, as dictated by traditional concepts of teaching and learn- ing in medicine, discards all programs related to humanities and jurisprudence. Thus, current curricula in higher education in Vietnam attempt to broaden student's knowledge, but the breadth of a curriculum is restricted by speciali— zation. And Specialization is not responsive to the needs of the undergraduate student, at least in the present situation in Vietnam. Perhaps in the not too distant future, that specialization will be required i programs of post-war reconstruction and development, but only beyond the undergraduate level. Depth.—-One characteristic of the undergraduate curriculum in the University of Saigon is the high speCialization with strict departmental concentration. Requirements for divisional major, i.e., in science A. Z. thudsky, "The Scientist's Responsibility Towards Society," Impact Science and Technology, XIII, No. l 170 (Table 3.6), indicate that disciplines are included as electives, however. On the contrary, that curriculum does not provide students with the understanding of "the language, culture, politics, economics, and geography,"99 of Vietnam, or a region thereof. For example, in the programs of study in geography and history leading to the B.A. degree in the Faculty of Letters and Faculty of Pedagogy, only 27 per cent of the courses are related to Vietnam. In the Faculty of Medicine-—the only one school of higher learning in the country that still offers lectures in foreign languages—-attempts to make the medical curriculum more practical are strongly criti- cized. Hence, programs of study in medicine, pharmacy, and dental surgery offer superficial professional learning, rather than a deeper and more detailed under- standing of the discipline. The curriculum in pharmacy, for example, is a mere accumulation of uncorrelated courses in pharmacology. Furthermore, as a general weakness, the under- graduate curriculum does not afford the learners the opportunity to master the methodology and techniques that will help them to engage in further independent study in a discipline. Programs of study in humanities and social sciences in the Faculty of Letters, for ggnressely ggjlege and University Curriculum, p. 20. 171 TABLE 3.6.--Raquirements for Bachelor Degree in the University of Saigon. I. Bachelor Degree in Natural Sciences Track 1 Track 2 Track 3 Track 4 Common to all tracks: Certificate of SPCNa or MPCb Animal Botany I Geoloqy I Geology I Physiology Plant Botany II Geology II Botany 1 Physiology Zoology I Animal Plant Zoology I Physiology Physiology Zoology II Geology I Animal Animal Physiology Physiology Botany I Zoology I Botany I Biochemistry 1 Geology I Zoology II Zoology 1 Biochemistry 11 II. Bachelor Degree in Physical Sciences b Preparatory year: Certificate of MPC or MPC Optics Electricity Thermodynamics Mathematics Physics Theoretical Physics Electives: Mathematics, Physics, Chemistry III. Bachelor Degree in Mathematics 1. 2. 3. 4. S. 6. Preparatory year: Certificate of MPC or MPCb Mathematics I Mathematics II Mechanics I Mechanics II Electives: Either two certificates in Physics, or one certificate in Advanced Mathematics I. IV. Bachelor Degree in Physics and Chemistry Preparatory year: Certificate of SPCN,‘1 or MPC,b or MPC Optics Electricity Thermodynamics or Physical Chemistry I Inorganic Chemistry Structural Organic Chemistry One of these electives: Electronics, Geophysics, Biochemistry, Mathematical Physics, any certificate in Mathematics, Physics, or Chemistry V. Bachelor Degree in Chgmistry 7. Preparatory year: certificate of MPCb Physical Chemistry I Structural Organic Chemistry Inorganic Chemistry Biochemistry I Descriptive Organic Chemistry or Biochemistry 11 or Physical Chemistry II One certificate in Physics or Fhumistry VI. pachelor Degree in Biochemistgy Preparatory year: Certificate of SPCNa or MPCb Biochemistry I Biochemistry II Physiology I Physiology II Structural Organic Chemistry or Zoology II or Botany I Mathematical Physics or Physical Chemistry I or Physical Chemistry 11 VII. Bachelor Degree in Geology Preparatory year: Certificate in SPCNa or MPCb Geology 1 Geology 11 Geophysics Zoology I Botany I Zoology II or Botany II or Crystallo-geochemistry or Applied Geology ‘SPCN - Physics, Chemistry, and Natural Sciences. b MPC - Mathematics, Physics, and Chemistry. cMP - Mathematics and Physics. Source: Chi-Nan sum-Visa Opi-mg SaigonIStudent Handbook. University of Ba gon 1970). PP. 213-15. 172 example, tangentially approached to statistical and laboratory analyses, just as the curriculum in the Faculty of Pedagogy completely ignores the instructional media, as a fundamental subject in modern training of teachers. It is not surprising, however, to see that most if not all graduates from the Faculty of Pedagogy repeat magistral courses in secondary schools. Attempts to improve, such as new methods of teaching in sciences, through the help of USAID's consultants in Teacher Edu- cation and with workshops and seminars are not radical and good solutions, since the curriculum both in second- ary education and in teacher education continues to be defended. Continuity and sequence.--In mathematics and sciences, terms, fundamental concepts, and ideas intro- duced in the preparatory or first-year continue to be used in the following years. In the humanities, e.g., the program in law, the preceding learning experiences are not related to the succeeding ones.100 Courses in Methods in Social Studies introduced in the junior year 101 (section of Public Laws) do not require any basic knowledge in statistics, which is offered in the same 100Ibid., p. 21. lOlVién-Dai-Hoc Saigon [University of Saigon], Chi-Nam Sinh-Vién 1970 [Student Handbook] (Saigon: Vien 'Dai-hoc Saigon, 19 9705, p. 102. 173 year but in the section of economics. More often, the undergraduate curriculum emphasizes the acquisition of isolated knowledge narrowed in the strait of the disci— pline, rather than connecting the body of knowledge pre— viously acquired to the experience which follows. In the Faculty of Architecture, it is irrational to offer courses in Introduction to History of Architecture in the second and the fourth years of the program, which should have been included in the first year courses.102 In addition, basic courses in physical and natural sci- ences, physics, chemistry, geologY: and soils mechanisms, are sparsely distributed in the third and the fifth year. Integrated learning and teaching.——Instruction and curriculum frequently are integrated in the student's learning, combining his "thinking, feeling, acting, and expressing appropriately in relation to the demands of a confronted situation of need, desire, drive, or aspi- ration."103 This integration can be judged in terms of: (1) environmental relations, (2) process involved in learning and teaching, and (3) end products of the curriculum. 1°21bid.. pp. 400f. 1O3orway Tead, College Teaching and Learning (New Haven: Yale University Press, 1949), p. 24. 174 Actually, the undergraduate curriculum in the University of Saigon does not provide students with access to instructional and library facilities. Magistral courses in law, medicine, and the sciences are typical of such weakness. Most students have a basic motivation toward self-improvement, but this motivation is not extended beyond the professor's lecture notes and the certificate requirement. Instructional media are not used, even in the programs for teacher education. The situation is irrational: on one side, general require- ments for all students in the Faculty of Pedagogy in Saigon only include one course in educational media; but on the other side, the Ministry of Education has created the Instructional Media Center for emphasizing and training teachers in the use of educational media for instruction (Table 3.7). In addition, the undergraduate curriculum is not related to social activities, which make it very difficult to design extracurricular cultural programs. The programs of studies in all Faculties of the University of Saigon are highly specialized along academic lines. This does not help the living-learning conditions, since student activities are limited and controlled, and since students live in appallingly bad housing centers.104 104Clevenger, Op. cit., p. 26. 175 TABLE 3.7.--General and professional requirements to all students in the Faculty of Pedagogy in Saigon. [Three-year curriculum of first cycle teacher education, sections: English, Vietnamese, Physical Sciences, Natural Sciences, History, Geography] Course Titles Hours/Week First Year Thought in Education Introductory Methods of Teaching 3 3 Educational Psychology I 3 National Education and Pedagogy 3 1 _§ 16 Methods of Teaching Practice in Teaching Total: Second Year Educational Psychology II Child and Adolescent Psychology 3 3 Introductory Educational Guidance 3 International Education and Pedagogy 3 l __3_ Methods of Teaching Practice in Teaching 16 Total: Third Year Administration in Education 3 Public Health Education 3 Introductory Audio-Visual Education 3 3 3 l __3_ Child and Adolescent Psychology Educational Guidance Methods of Teaching Practice in Teaching 19 Total: Source: Official data. 176 Except for the programs in professional schools (medicine, dentistry, pharmacy, pedagogy, and architecture), the undergraduate programs in the Faculties of Science, Letters, and Law are viewed in terms of bodies of con- tent rather than in terms of characteristics of human social relationships and behavior. The first—year program in Natural Sciences (Cer- tificate of Physics, Chemistry and Natural Sciences) is such a typical program. Second-year courses in zoology, botany, and geology which formulate the requirements for the major are concerned only with taxonomic and systematic studies of animals, plants, minerals, and rocks. Concurrently, legal education has "concentrated on minutial and abstraction rather than on practice."105 Hence, graduate students from the Law School in Saigon who wish to be qualified as lawyers have to spend one year in a lawyer's office and pass a qualifying examination offered by the State Court. This evaluation of student credentials has little concern for case analysis and commentary since curriculum in law is unanimously recog- nized as isolated from most other university disciplines. Yet legal-doctrine-directed programs cannot be applied to civil servant and client problems. Current trends in juridical education encourages proliferation of incoherent 105 P. 129. Dressel, College and University Curriculum, 177 courses in the legal curriculum. They should be connected to sociology, humanities, psychology, and natural sciences, rather than remain unconcerned. The dilemma of legal education is similar to that of the programs for teacher education as mentioned above. There are several major causes that explain the characteristics of the scene in which undergraduate edu- cation takes place. First, the process of curriculum development does not arouse the interest of both faculty and students. For faculty, syllabi or course outlines, course review or evaluation, and planning committees are impractical due to the lack of strong academic leadership. As for stu- dents, the impact of undergraduate education in terms of a change in their behavior and attitudes is not important to curriculum makers. The first year courses in most faculties reveal the long neglected of that university objective. Second, the curriculum is rigidly structured for professional convenience, which makes students unable to investigate practical problems or to explore various accesses to their future career. The empha51s on pro- fessional courses during the first two years of college education favors the production of a few professionals rather than more qualified citizens. Preparatory years in medicine, pharmacy, dentistry serve as a bottle-neck 178 to the rapid growth of student enrollment. The most symbolic of these types of programs is the curriculum in the preparatory year in medicine that does not differ much from the first-year curriculum in natural and physi- cal sciences in the Faculty of Science, except for two courses in sociology and psychology. But probably the most irrational and illogical programs are the first-year courses in pharmacy (Table 3.8). The program eliminates many students as the school only can accommodate a very low percentage of students from the first year (Table 3.9). Student guidance and orientation remain deficient. TABLE 3.8.--First-year program in the Faculty of Pharmacy University of Saigon. Courses Total Hours Courses Organic Chemistry 40 4O Inorganic Chemistry and Introductory Mineralogy Practice (in a pharmacy) Identification of drugs and plants Medicament preparation Instrumental methods in pharmacology Introductory pharmacology Chi-Nam Sinh-Vién Bai-ch Saiggn [Student_Hand- book, University of Saigon] (1970), p. 355. Source: 179 TABLE 3.9.~-Enrollment and result of examination in the freshman year at different faculties of the University of Saigon. : u -gl co wtnm A d ' 5 ‘5'? l5' 3 353 . ca emic ' Faculties Year 5 3:22. Hans 2:32 H mnno dew+nmucH w.mm ma 0. . H.8m va coflumoscm ca ma 5 m NH m mnemonmz momsmw>umucH m.mm om v.m~ ea o.mH m m.m~ ma mmocmflom HmoflmoHowm ca mnemonmz mmosma>umucH o.om NH m.mm m 0.0m m m.nm Ha mmocmflummxm coflumoscm u0\tsm mnnuaso UHHSB mcfi>mm mom3mw>umuaH m.mm Ne e.am hm m.ma om m.mm mm moocmfinmmxm cowumocpm n0\psm musvasu phase oz mcfi>mm mom3ma>nmucH m.~m em k.Hm mm m.ea mm m.m~ we measmm Hence w .02 w .02 w .02 w .02 mofluflcmgm mogmflom mUHumgmggmz mmucmflom . Hmfloom monumfluwuomumnu onEmm emceaaeomee .Edasoflhhso wumscmumnwccs can ousfl cwcsaocw on canonm mm UCEOQU mmmHSOUil . v o v am49 I o N.Nm v H.HH N H.HH N I o m.m~ v v.mm m mmocmHom Hmonwcm CH mcHuoflmz mom3mH>uoucH I o m.mm 0H m.m H m.0H v m.0H v o.HN m m.m~ HH :oHumosom CH mcHuonmz mmm3mH>umucH m.m m o.om n m.~ H I o n.VH m >.VH m ~.mm MH mmocmHow HMUHmoHon cH mcHuommz mwm3mH>uwucH m.HH m m.m~ o I o v.m m v.mH v m.HH m m.om m mmocwHuomxm coHUMUSUm u0\©cm musquU UuHcB msH>mm mmm3mH>umucH I o o.~m .HN m.m o m.m w o.m m m.o~ mm o.mm hm mmocoHquxm coHumosnm uoxccm musuHso chess miu oz mcH>mm mmw3mH>HouCH 2 III III II m.~ m m.- mm m.m n m.m n m.OH MH o.m~ mm o.Hm mm mHQEmm Hmuoe w .02 w .02 w .02 m .02 w .02 m .02 m .02 0 cos W H c.9 d A 1 44w 9 m «48 1 o H n 8.4 S n u o “so a 9.: aux «+9 0.3 8.9 «+9 1 1.9 n a n u I 1 3 a n 3 s a T. pm PT. 8 e n s 9.... S I 9 1:3 5 T D. 3 1:0 a U. m m. Mm. a u moHumHumuomumnu o s s u e.m. mHQEdm e e T. T. mosHHmHomHo ucmpsum maHonHm .menHHHnm mcchHsu HMUHUHHO can mmUDUHuum CH mocmco cH EstoHuudo mum56mumumcc5 ucwnuso 0:» CH popsHUCH on pHsonm mm pmsmmp mmmHSOUII.m.v mqm<9 202 These opinions support a previous agreement that Social Sciences and Humanities should be included in the present college curriculum (Tables 4.3 and 4.4). In summary, the Survey Check List permits a statement of the opinion and attitude of Vietnamese edu— cators toward the improvement and change in the college curriculum as follows: Question One: The following findings appear to support a new curriculum in higher education: 1. Basic sciences should be the foundation of the student's knowledge; 2. Mathematical sciences should support the studies in basic sciences; 3. Courses in humanities and arts, in agricultural sciences, and in professional fields are rele- vant to the undergraduate curriculum. Question Two: The evidence reveals that the present college curriculum does not meet the needs of students. Hence, courses in humanities and social sciences are believed relevant to individual's participation and c00peration in the community activities. Question Three: It is suggested and hoped that the improved college curriculum should be designed for the student's interest and learning as well. Thus, 203 basic and general knowledge is deemed fundamental for further vocational or professional preparation. Question Four: Courses that will be conducive to a change in the student's attitudes and to the develop- ment of critical thinking abilities are found, in order of importance, in: (l) vocational studies, (2) humanities, and (3) professional studies. Essential Characteristics of a Proposed Undergraduate Education in Vietnam The changes and intended changes described above involve much thought about the concepts of undergraduate education. However, it seems prudent to take some steps to determine the extent to which the planned core cur- riculum will be successfully implemented. The fact of rapid changes in our culture and society means that it is important for students to make judgments while learn- ing and to adapt their knowledge to the changing order. The changing of our culture seemingly calls for strength in fundamental disciplines with stress upon learning basic concepts and principles. Obviously, these concepts and principles in college education should not be developed without considering the actual environmental conditions. Among the environmental conditions, two are worthy of mention: (1) financing 204 higher education, and (2) student's failure at the end of the freshman year. Financing Higher Education University finance has been a world-wide diffi- culty, but in Vietnam it is an immediate consequence of the predominant occupation for the war. Data on financing higher education gathered in Table 3.1 support this remark. These data show, on the one side, an increase in the national education budget, but on the other side, a de- crease of the percentage of the national education budget compared to the total national budget. This critical situation results from the heavy pressure of inflation and the huge eXpense of war (Figure 4.1). Student's Failure at the End of the Freshman Year Data obtained from the University of Saigon and the University of Cantho (Tables 3.9 and 4.6) indi- cate a very high percentage of students failed after the freshman year (50 to 70 per cent) in the fields of law, letters, and sciences. In professional schools such as Pedagogy, Architecture, Medicine, Dentistry, this percentage is considered as low. The Figures 4.2 and 4.3 give more details of the distribution of the percentage of passing candidates. 205 TABLE 4.6.—-Enrollment and result of examination in the freshman year at different faculties of the University of Cantho. U) 0') m o u +’ p O (U to m m: U n -a wpa 8 8 g '2 0'2 Faculties w u -a o m 018 c v.4 mt) (m0 0 m m-u o m -H E Hru ow 44m E r4 # 2 HS: :12 (D H (Du-l (Du-1 (Du-I U o -a a ncn on) m H UIM EU! Lam o c m x Std «um d m min 20. cum Faculty of Law and Social Sciences 1968-1969 618 337 47 13.94 1969-1970 580 388 94 24.22 Faculty of Letters 1968-1969 345 221 94 42.53 1969-1970 528 398 178 44.72 Faculty of Science 1968-1969 220 215 51 23.72 1969-1970 350 279 81 29.03 Faculty of Pedagogy 1968-1969 235 220 163 74.04 1969-1970 277 254 217 85.43 Faculty of Agriculture 1968-1969 48 48 35 72.91 1969-1970 59 59 51 86.40 Source: Official data. 206 vns MILLION -10,000 FIGURE 4.1.~-National Education Budget. LQOOO BUDGEY FOR EDUCAHON PERCENTAGE OF THE BUDGET FOR EDUCATION TO TOTAL NAT|ONAL BUDGET 207 llment and passing candi- examination, academic year 1969- ity of Saigon (see Table 3.9 for details). FIGURE 4.2.--Student enro in the first-year 1970, U nivers 208 Enrollment Registration for examination :er—Passing candidates 580 § 3“. 3\ 350 279 177254 2" £88: \\.\\ mm. m» ,, .. FACULTY OF LAW & SOCIAL SCIENCES FAC OF LETTERS FACULTY OF SCIENCE FAC. OF PE DAGOGY FAC.OF AGRICULTURE FIGURE 4.3.--Student enrollment and passing candi- dates in the first-year examination, academic year 1969- 1970, University of Cantho (see Table 4.6 for details). 209 This problem of apparent failure is not as critical as it seems, for in many cases the fact is that the student simply does not take his examination. It is recorded that, during the academic year 1969-1970 at the University of Saigon and the University of Cantho only 60 to 67 per cent students in Law, 50 to 74 per cent students in Letters, and 85 to 80 per cent students in Sciences have taken the examination. The major reasons are: (l) the unfortunate situation of certain civil servants and servicemen who, on the date of examinations, are not given leave by their superiors to attend these examinations, and (2) the cumulative registration in one or more faculties or universities that makes the students lose nothing but the registration fees, thus allowing them to choose at the year's end which discipline to be tested in, omitting their other examinations. Characteristics of an Under- graduate Education From what is described in previous chapters, one may arrive at Brembeck's concept of educational socialization as a foundation of an undergraduate edu- cation which is sine qua non invaluable everywhere. 2Cole S. Brembeck, Social Foundations of Edu- cation: A Cross-Cultural Approach (New York: John Wiley and Sons, Inc., 1966): P- 13- 210 The condition of an undergraduate education obviously does not involve both Lehrfreiheit, the freedom to teach, and Lernfreiheit, the freedom to learn. Up to this point, the obligation of an under- graduate education is presented as follows: 1. College education should provide the student with sufficient basic knowledge that makes him conscious of himself and the environment in which he lives. Thus, college education should afford a setting in which each student could improve his talents, become more concerned about his obligations to his fellow men, and recognize that knowledge serves to identify man's past achievements as well as provides the basis for further progress. It should help the student develop a respect and enthusiasm for learning, an appreciation for both continuity and change, and the recognition that the result of thought is frequently action. Hence, it is anticipated that the acquisition of basic knowledge should culminate in the development of a concern suitable for living in an age of accelerating change and in a Progressed society. This anticipation requires the stu- dent to: (a) Have an accurate and strong attachment to the traditional heritage that made him able 211 to critically appriase his own values and the values of society; (b) Have a personal commitment to serve society and the community as well; (0) Be aware of the rapidly changing nature of the world and the nation, and hence be capable of adjusting to changing demands. 2. College undergraduate education should pro- mote and develop the Vietnamese student's skills of com- munication, thus making human interactions and relation— ships almost limitless. Through interviews, it is recognized that the present college education does not help the student to improve his communication skills. In Vietnam, a degree conferred to the student often offers him access to the "ivory tower, hence turning him away from the mass' activities. From this vieWpoint, it is suggested that college education should provide the student with at least sufficient competency in oral and written ex- pression to accomplish human relations' objectives necessary for success in working with and influencing other persons. 212 The four facets of communication, reading, writing, speaking, and listening,3 should be included in required courses for the freshman year. 3. College undergraduate education should pro- vide the Vietnamese student with a total view of his college experience which will develop his broad com— petencies in and readiness for self-education and self— improvement. Obviously, the end product of such an education will not be the degree, but rather the student's achievement and changes.4 An efficient undergraduate education in Vietnam will never lead its graduates into the final stage of their career, but only the beginning. In this context, the future graduates-— whether they will be called bachelors or 1icenciés-- should be defined, as they were in the traditional education, in terms of the "rising man" (cu-nhan). They will then be able to learn new kinds of things which are not taught in colleges and, hence, be able to adapt to the environment. They should be aware of the deve10p— ment and progress in human knowledge, in science and 3T. Benson Strandness, "Communication Skills: 1944-1958," in Curriculum Building in General Education, ed. by Edward N. Carlin and Edward B. Blackman (Dubuque, Iowa: Wm. C. Brown Company Publishers, 1960), p. 11. 4Dressel, College and University Curriculum, p. 180. 213 technology. Such an awareness will be attained only when the college graduates are continuously interested in conducting their own learning for their cultural value either with or without regard to credit or completion of the degree requirements. Thus, the future undergraduate education in the Vietnamese university will develop in the student a strong concern for significant and well-rounded edu- cation. To the student, the undergraduate education should not merely be a period of appropriate change from freshman to senior, or even to graduate; rather it should be an impact on student attitudes, values, and judging ability.S College experience should be regarded as factual knowledge, but not an accumulation of knowledge; that college experience includes both learning and teach— ing within the campus climate, in the classrooms, and in the residence halls as well. 4. College education in Vietnam shouldpprovide the student with complete professional preparation. Professional preparation does not mean pro- fessional training, since college undergraduate education 5Paul L. Dressel, "Development of Critical Think- ing," in Current Issues in Higher Education, ed. by G. Kerry Smith (Washington, D.C.: Association for Higher Education, N.A.E., 1963); Dressel and Lehmann, “The Impact of Higher Education on Student Attitudes, Values, and Critical Thinking Abilities," pp. 248ff; Dressel, "Factors Involved in Changing the Values of College Students," pp. 104ff. 214 has always been considered as pre-professional training and basic preparation.6 Rather, it should make it possible for students to begin their graduate work. Obviously, the undergraduate programs could not cover all the areas in detail; hence, the undergraduate stu- dent is not required to be well prepared in all fields of knowledge. However, he should be guided to a unified field involving a central core and a limited number of undergraduate specialties after the sophomore year. 5. College education in Vietnam should emphasize learningpin basic sciences, social sciences, and humanities. Basic science courses are concerned with and concentrate on: (1) the develOpment of man's knowledge about his environment, (2) the understanding of the physical and biological aspects, structures, changes, and relationships of matter and life, and (3) the mastering of natural laws and factors that make man able . . 7 to control his enV1ronment. 6Dressel, College and UniversityCurrigulum, pp. 118 and 123; Interim Report, Committee on Goals of Engineering Education, American Society for Engineering Education, E. A. Walker, chm. (Lafayette, Indiana: Purdue University, April, 1967), p. 42. 7John N. Moore, "Natural Science,‘ in Curriculum Epilding in General Education, ed. by Edward N. Carlin and Edward B. Blackman (Dubuque, Iowa: wm. C. Brown Company Publishers, 1960), pp. 48f. 215 Social science courses consider "an appreciation of individual and group living as a problem of utili- zation of resources and adjustment to environment; a recognition of the function of the family in developing the attitudes that lead to effective living; an appreci- ation of the interdependence between rural and urban societies; and a willingness to accept responsibility for intelligent participation in family and community life."8 Finally, humanities courses should develop the student's appreciation and thinking abilities. Being aware of social change and technical and scientific development and progress, the highly educated and skilled undergraduate students in the immediate future should be stimulated and encouraged to think and to express themselves rationally, imaginatively, and responsibly as they learn to apprehend civilizing values and to identify persistent human problems. In brief, basic sciences, social sciences, and humanities should remain the areas of concentration in the Vietnamese undergraduate curriculum, at least during_ the freshman and sophomore years. 8Douglas Dunham, “Social Sciences," in Cur- riculum Building in General Education, ed. by Banged N. Carlin and Edward B. Blackman (Dubuque, Iowa: Wm. C. Brown Company Publishers, 1960), p. 76. ...-. _ -—--~—— — »-‘ 216 The Core Curriculum The Objectives of the Core Curriculum- Focusing on the purpose of this study, the objectives of the first two-year university core cur- riculum are: 1. To provide opportunity for a search for general knowledge and for specialization primarily for development of intellectual capacities; 2. To help the Vietnamese student acquire (a) knowledge and understandings expected of a well- educated person, (b) familiarity with the value systems influencing behavior, and (c) aesthetic, moral, and intellectual appreciations; 3. To provide for pre-professional preparation and for specialization to qualify for admission to pro- fessional schools: 4. To provide for college transfer programs or terminal programs for basic college requirements in general education, in sciences and mathematics, in languages and arts of communications, and in other areas of learning of college education; 217 5. To provide for national standards of under- graduate education with reference to admission, orien- tation, placement, and selective retention. The Pattern of the Core Curriculum The major emphases in this curriculum are: (1) general and basic studies, (2) major concentration areas, and (3) guided electives. Courses in basic and general studies focus on: (1) man's problems, e.g., man's physical environment and biological inheritance, man's social inheritance and responsibilities, man's insights and appreciations, and man's organization and communication of ideas, (2) mathe— matics, (3) physical sciences, and (4) foreign languages. Courses concerned with the major concentration areas are grouped into the following disciplines: (1) Humanities, (2) Social Sciences, (3) Agricultural Sciences, (4) Sciences and Mathematics, (5) Medical Sciences, and (6) Engineering (Figure 4.4). Elective courses are planned to develop the student's ability to understand and to communicate with people other than the Vietnamese, the student's health and physical capabilities, and the student's readiness in problem analysis. 218 SCIENCES SCIENCES ERMATH // 4-YEAR UNDERGRADUATE CURRICULUMS c f (UNIVERSITIES) ,; / /% // 4-VEAR VOCATIONAL OR TECHNICAL PROGRAMS (VOCATIONAL 0. TECHNICAL EDUCATION CENTERS) FIRST Two UNDERGRADUATE YEARS CORE CURRICULUM (UNIVERSITIES, COMMUNITY JUNIOR COLLEGES, AND VOCATIONAL 0. TECHNICAL EDUCATION CENTERS) . . FIGURE 4.4.--Possible access to different programs in higher education in Vietnam beyond the first two under- graduate years' core curriculum. 219 The requirements for the program of the first two undergraduate years which lead to the associate arts degree may be from a minimum of 62 to 65 semester credits, making the total minimum requirements for the bachelor's degree from 130 to 140 semester hours. The distribution of the requirements is presented in Table 4.7. The description of courses in Basic and General Studies of the Core curriculum appears in Appendix J, covering seven sections, each section being designed to deal with problems as listed above. These courses are planned to be independent of each other but equivalent in the context of basic and general knowledge. This will certainly be effective in the enrollment process, as there will be no course that received all freshmen at one time, as in the present situation. Courses also are to be offered in small credit packages (3 to 5) that require the students to continue work and learning while carrying an appropriate academic load. Evaluation of the Core Curriculum In comparison with the present undergraduate curriculum and the senior high school curriculum (Table 4.8), the following remarks are made in favor of the core curriculum: 220 TABLE 4.7.-~Requirements for the proposed core curriculum. Basic and General BGSl BGSZ BGSB BGS4 BGSS BGSG BGS7 Section Section Section Section Section Section Section \IONU‘I O. O. O. 1. 2 3 4 Studies (BGS): Environmental Sciences Social Sciences Man's Insights and Appreciations Organization and Com- munication of Ideas Mathematics Physical Sciences Foreign Languages Minimum Requirements: Major Concentration Areas (MCA): MCA-Hu Humanities MCA-Ss Social Sciences MCA-Ag Agricultural Sciences MCA-SM Sciences and Mathematics MCA-Ms Medical Sciences MCA-Eg Engineering Guided Electives (GE): GEl Languages GE2 Physical Education GE3 Art and Music GE4 Legic Minimum Requirements: Total Minimum Requirement: Credits 3-6 3-6 Minimum Requirements: 24—27 221 TABLE 4.8.--Curricu1um in Vietnamese senior high schools. Literature Literature . . Sections Foreign and Classical igtgzgzzizgd 822:2;322ta1 Languages Studies Fields of Grade Grade Grade Grade Study 10 ll 12 10 ll 12 10 ll 12 10 ll 12 Vietnamese 5 5 0 5 5 0 5 5 O 3 3 0 History and Geography 3 3 3 3 3 3 3 3 3 3 3 3 Civic ' Instruction 2 2 l 2 2 1 2 2 1 2 2 1 Philosophy 0 0 9 O O 9 0 0 3 0 0 4 Foreign Language I 6 6 6 6 6 6 4 4 3 4 4 3 Foreign Language II 6 6 6 0 0 0 4 4 3 4 4 3 Classical Studies 0 0 0 6 6 6 0 0 0 0 0 0 Physics - — - — - - 3 3 5 3 3 S . l l l 1 Chemistry 1 l l l l l 15 12 2 15 15 2 Mathematics 1 l l 1 l l 6 6 9 4 4 5 Natural Sciences 1 l l l l l l l l 3 3 4 l l 1 1 Total 25 25 28 25 25 28 275 275 30 272 275 30 . M 3 3 3 3 3 3 3 3 3 3 3 3 Electives F 4 4 4 4 4 4 4 4 4 4 4 4 M 28 28 31 28 28 31 30% 30% 33 30% 30% 33 Total 1 1 1 1 F 29 29 32 28 28 32 315 315 34 315 315 34 M a Male Student F = Female Student All fields of study Source: are shown in number Official Publication of hours per week. 222 Breadth.--The set of courses in Basic and General Studies offers a wide distribution of introductory and interdisciplinary knowledge. Students would learn more in general education in areas in which they were ill- prepared in high school, e.g., sociology, speech, and writing. Courses in section 1 of Environmental Sciences, section 2 of Social Sciences, and section 3 of Man's Insights and Appreciations would expose the students to more problems and facts than do comparative courses given in the present curriculum in the Faculties of Science, Law, or Letters. Depth.--Individua1 courses or groups of courses are not intended to deepen a field of knowledge as fresh- men and sophomores are not yet ready to be prepared for professional studies. However, the requirements for major concentration areas would meet many of the same requirements for the second year curriculum as in the present university programs, e.g., in Science, in Medi- cine, in Letters. The major's concentration then gives the students full mastery of the methodology and tech- nique of specialty that they intend to pursue beyond the associate degree. Continuity and seguence.—-Courses in basic and general studies and in major concentration areas, as 223 well, are organized in sequence to provide that stu- dent's progress from the simple to the complex. All courses in Basic and General Studies are designed to give the learner the foundation of knowledge, basic principles and laws, and fundamental concepts and vieWpoints that can be used in further studies. Courses in section 1 (Environmental Sciences) as well as in section 6 (Physical Sciences) are related as knowledge in biology, physics, and chemistry is deemed necessary and fundamental. Integrated learning and teaching.--The design of courses in Basic and General Studies-~sections 1 through 4-—is meant to provide more opportunity to improve both the learning process and way of teaching. It is intended to offer to students not only an academic program but a concern with action and reaction within a community of scholars. Hence, the environment would be the most important external factor that helps both the learner and the teacher achieve their educational goals. Library work as well as campus activities, scientific demonstrations as well as panel discussions, extracurricular activities as well as academic duties: all are the objectives of the core curriculum that deal with the integration in the student's learning. 224 These conclusions, which match the assumptions posed in Chapter I and the characteristics of a future undergraduate education in Vietnam as assumed in this Chapter IV, permits a positive answer to three questions which this study attempts to satisfy. First, the program for the first two under- graduate years would fit into the functional framework of higher education in Vietnam. The design of the core curriculum is harmonious, not incongruous, with the present four-year university curriculum. It provides a link between high school and college programs. There would be no more narrowness of specialization at the beginning of undergraduate education, but more latitude in instruction and courses. The learning and teaching in the major concentration areas would be facilitated by a strong foundation built in the program of basic and general studies. Hence, guidance and counseling would become realistic, and orientation of sophomores would certainly be practical as students were moving up either toward their professional career or their terminal pro- grams. In addition, students would find in this core curriculum a greater degree of freedom in selecting their future studies, not because of the various number of introductory courses offered at the freshman level, but 225 because of the flexible design of the curriculum that allows students to achieve their academic goals through many different channels. The percentage of drop-out students after the first two years would then be re- duced; hence, a considerable contribution to the develop- ment of manpower would be effective for post-war reconstruction. Second, concerning an effective accommodation within the realities of the present conditions of uni- versity governance and academic leadership, the core curriculum will certainly receive a strong negative reaction from the faculty. However, it appeared that the core curriculum would first be adopted by community junior colleges and the University of Saigon as well, the former institutions being centers of general and basic studies in higher education and academically dependent upon a national university. Finally, the core curriculum is neither an extended high school curriculum nor a duplicate of the present four-year college program. It is designed to prepare students for professional careers and citizen- ship as well. It does not intend to train “erudite" scholars, but responsible citizens, capable of under- standing self-improvement. Basic and general studies in physical sciences, in mathematics, or even in environmental sciences, for 226 example, are not merely the revision of notions and concepts already discussed in high school. The courses are planned to deepen the student's knowledge in the disciplines as related to man's life and action. For a similar reason, it does not need to give the same kind of instruction, e.g., lecture in General Chemistry for freshmen in science, in pedagogy, in medicine, in phar- macy, in dentistry, and in chemical engineering, during the first two years of undergraduate education. In summary, the core curriculum would be con- sidered as a basis for the foundation of the future undergraduate curriculum. Obviously, it should not be as rigid as one might expect it to be. Rather, it should be flexible to change, since the major objective of the core curriculum is to provide the learner as much as possible with common and basic knowledge, and general education as well. Summary_of the Chapter In this chapter, the core curriculum is based upon current trends in higher education and assumption of the essential characteristics of a proposed under- graduate education in Vietnam. The proposed core curriculum pursues five ob- jectives through a pattern consisting of: (1) basic and general studies, (2) major concentration areas, and 227 (3) electives. The evaluation of this curriculum follows the path set in Chapter I and reveals that it could satisfy the questions raised in this study. Thus, implementation for the core curriculum will then be presented in the following chapter. CHAPTER V SUMMARY AND RECOMMENDATIONS Summary The Purpose of the Study This study proposes a model core curriculum for the first two years of undergraduate education. The model core curriculum is planned to provide students with the following: (1) preparation for citizenship under national standards of undergraduate education, and (2) basic and general studies common to all who pursue higher education as well as pre-professional preparation. It also intends to maintain the optimum distribution of resources within the university to insure effective and balanced instruc- tional programs and other educational services. The Method Used in the Study The study is primarily descriptive and involves the following processes: (1) direct documentary analyses which consist of an analysis of the status of higher edu- cation and its current undergraduate curriculum, (2) assessment of a future undergraduate education that would 228 229 meet the needs of the students and nation, based upon an opinion survey, and (3) design of the proposed model core curriculum. The Model Core Curriculum The planning of the model core curriculum takes into account these considerations in Vietnam: (a) the historical development of higher education that leads to the comprehension of its present curriculum, teaching, and learning processes, and academic organization and governance, (b) the analyses of the current undergraduate curriculum, and (c) the actual trends and tendencies in higher education. Attempts to review the outcome of the present undergraduate curriculum are approached through a brief written survey and personal interviews of teachers and students. The survey reflects a common opinion on the change in higher education as well as on the criteria of the future undergraduate education. The major findings from this survey are as follows: 1. It was found that some type of core curriculum in higher education would be apprOpriate to the learning of anyone who attempts to pursue higher education. It is believed that basic learning in science, mathematics, humanities, social 230 sciences, is pertinent to Man's fundamental knowledge. It was found that professional preparation and basic and general knowledge are deemed as useful and necessary for personal life, hence for the student's interest. It was recommended that the undergraduate cur- riculum should be involved in the student's change of attitude and behavior, providing the student more opportunity to participate in the community activities. Thus, the development of communi- cation skills should be included as a part of the core curriculum. Considering the above Opinions, it would appear that the future undergraduate education would present these criteria: 1. College education in Vietnam should provide the student with sufficient basic knowledge to make him conscious of himself and the environment in which he lives. College undergraduate education should promote and develop the Vietnamese student's skills of communication, thus making human interactions and relationship almost limitless. 231 3. College undergraduate education would provide the Vietnamese student with a total view of his col- lege experience which would help develop his broad competencies in and readiness for self-education and self-improvement. 4. College education in Vietnam would provide the student with full mastery in his professional preparation. 5. College education in Vietnam would emphasize learning in basic sciences, social sciences, and humanities. These five criteria serve as a guide in the selection and clarification of objectives in planning the proposed model core curriculum. This core curriculum then includes the following components: Credits Components (Percentages) General core requirements . . . . 23 (35 per cent) College or divisional specialization or major concentration requirements 24-27 (40 per cent) Concentration electives or free electives . . . . . . . . . 15 (25 per cent) 1Percentage of the total two—year curriculum requirements. 232 The evaluation of the core curriculum indicates that the requirements forIthe first two years of under- graduate programs are equal to, or greater than, the re- quirements for the propaedeutic and second years together, of the present university four-year curriculum. Recommendations Recommendations for Implementing_the Proposed Model Core Curriculum The proposed change in higher education in Vietnam implies a systematic process Of adopting either new con- cepts in education and/or new organizational patterns in university administration. In fact, the proposed model core curriculum for the first two years of undergraduate education would not be considered as innovative, since the idea of establishing community junior colleges is already conceived and adOpted as being relevant to Vietnam's post- war development and reconstruction. However, it seems to the author that the model core curriculum is pertinent to educational innovation if the following recommendations are carefully considered. 1. It is recommended that the core curriculum be adopted in state universities and community junior colleges as well. Each type of insti- tution should identify its own educational 2Khé, op. cit. 233 objectives in the planning of such a core cur- riculum. Whereas the community junior colleges will specify it only for transfer and/or terminal programs, the state universities will adopt it as university-wide core program. It is recommended that the planning of the core curriculum be involved in the student's learning as a whole, covering extra-curricular activities as well as activities in the classroom, laboratory, and in other educational facilities. Curriculum Objectives should stress the student's living- learning process and should be concerned with the learning outcome rather than the course or curriculum content. It is recommended that the core curriculum be organized in a pattern consisting of three com- ponents: (1) courses in basic and general studies, (2) courses in school's major concentration, and (3) elective courses. Each course should be planned to carry small credit packages (3 to 5). To complement this, there should be established a National Accreditation Association which would be a function of the Ministry of Education, the state universities, and public community junior colleges. 4. 234 It is recommended that the present university academic governance and organization he re- organized to meet new demands in higher edu— cation. Academic affairs might be redefined as responsible to such as: curriculum development and evaluation; testing and grading system; teach- ing evaluation; library develOpment, etc. It is recommended that courses in the core cur- riculum should be designed to have at least two of these requirements: discussion, reading assignment, term paper, library work, and use of textbooks. Hence, a college or university catalog or bulletin is desirable for student guidance and counseling. It is recommended that the grading system should be reviewed. Grades might be adopted as they were in the traditional Vietnamese examination system, of the time before the French educational system became influential, as follows: Numerical Grading Vietnamese Grading EEELE A 4. Uu B 3. Binh C 2. Trung D 1 . Tht’r H 0. HOng 7. 235 It is recommended that the student's enrollment, registration, and records of standing should be scientifically reorganized, using IBM processes and other facilities for such a purpose. It is recommended that both state universities and community junior colleges should have an institutional research and develOpment office that is continuously reSponsible for curriculum review and evaluation, and institutional planning and development. It is, finally, recommended that public higher education in Vietnam should be systematically reorganized as follows: (1) state universities, (2) state technical universities, and (3) community junior colleges. State universities are: The University of Saigon, the University of Hue, and the University of Cantho. State technical uni- versity would combine the present National Tech- nical Center and the National Agricultural Center in Saigon. The National Institute of Adminis- tration should be included in the University of Saigon as the College of Public Administration. Hence, the terms "higher schools" of technical and vocational education (TruOng_Cao—D§ng Chpyén- Nghiep) could be deleted. This new higher edu- cational setting would enhance the development of 236 the core curriculum as a common program for the first two years of undergraduate education. Recommendations for Further Research This study is only a descriptive research. Thus, further investigations are needed to improve this model core curriculum and to evaluate the effectiveness of such a curriculum in undergraduate education in Vietnam. To complement this study, there should be more experimental studies in which the student's achievement and the impact of college education on student's change in behavior and attitude are in relation to the core curriculum. It can be said from this study that the core curriculum would be effective in student change, but to prove this, a resourceful analysis from a wide survey is recommended. The introduction of the core curriculum would surely be confronted by faculty reaction. A follow-up study is desirable if an expected teaching-learning out- come is deemed as a fundamental goal of the university or college. The study will help curriculum makers in design- ing sound programs of instruction in higher education. To another extent, it will be more meaningful to the development and evaluation of the core curriculum if surveys can be conducted in senior high schools (grades 10 through 12) to see what students need and expect to 237 receive from formal education beyond their high school graduation--the Baccalaupeat II. This will be appropriate not only to the community junior colleges, but also to universities as well, in planning vocational curriculums. Finally, the core curriculum, as a part of con- tinuing education programs, will require further surveys of community needs. Hence, it is recommended that studies pertaining to the involvement of the graduate student in the activity and progress of his community could be con— ducted. Conclusion Higher education in Vietnam is undergoing tre- mendous changes. The beginning of this decade has wit- nessed not only a growth of unprecedented dimensions in higher education, in terms of enrollments and insti- tutions of higher learning, but also the emergence of social demands facing up to postwar problems and recon- struction, and aspirations which result in new challenges to education. These aspirations are reflected in the urge for national reconstruction and development--an expression which requires not merely the hardware of economic renaissance and growth but also, and more important, social reorganization and change, devfigppment and effec- tive use of manpower, and awareness of ngthpnal identity and cultural heritage. These social demands”fi%§e that 238 colleges and universities should be an open-door to all citizens who can make good use of their education. Higher education, then is confronted with the need for personal improvement and change. 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Cleveland, Ohio: The World PubliEh- ing Company, 1964. Wisconsin State University. Stevens Point. Public Uni- versities of the Republic of Vietnam. SEigon: USAID/Wisconsin State University: Stevens Point Foundation, Inc., 1967. APPENDICES APPENDIX A AN ESSAY REVIEWING THE ROLE OF THE UNIVERSITY OF CANTHO IN THE VIETNAMESE SOCIETY APPENDIX A Tht'r xél Iai vai-er cda Vien Bai-hpc Cdnlho (rang xd-héi Viét Nam. Tdc-gid bdi « T1211- :rél Iqi vai-lrd cfia Vién Hai [10c Ct‘inlho (rang xii-110i Vial-Nam )) [(2 m0! nhdn-m‘én gidng-Imdn IIIII'EU :1an It!" “Hai-hoe. 011g ((u' If: m0! (rang nIII'I'ng ngm'n' I152 lit-lum: [20qu- déng (rang viéc :ra‘y~dgmg Viéu qui-Ilgc £211:th (rang bubi ban dim. Nhén dip kg-niém mIm m'Im think 1ng Vién flqi-hgc CI‘InlIIo' ”9 (rang ChiI‘U-hlrc'mg canh~ldn kg'i-thudl vr‘T du-éng 16: mdi ngdg mo’i ”fin-t0 horn c170 Daiehpc, chin-g (61' min ddng bI‘II‘ It T121}- 12‘! (91° vai-lré C170 Vién Hai-170:: (.‘I‘Inlho' (rang xI'I-hdi Vigil-Nam Rhu- 171.07 quan-di3m vé‘ viéc (IE—ugh; cdi-Iié'n d? quy dp'c—gid (Ting nhén 4W!- L.T.S. Dai'hOC thuérng l8 mi (18 hot hOi V8 giéng-dsy. '33-‘- Hai nhiémwu 66 C6 hobnrté’t, muc—d’ch CI'Ia dsiohoc mdi dot dUQc. Ciéoduc dei’hoc tu n6 khOng c6 93 quanttrong hét ,- chl c6 nhfl'ng ngudri a: thuahU’O'ng dUO'c giéeduc doi-hoc lbm Cho Qiéo'duc d6 trO nan c6 gié'tri, nhat lb c6 gié-tri xay'dung v8 céI-tién ddi vé'i nhanedan. 1.— Mucodich CI’IO giéo—duc 6' dsiohqc phéi gifip cé-nhfin dinh-Inrérng SI: they ddi (r ROI-tam. Menh.t& Viét Iéng : (giéo-duc tat-nhién phéi tuocl'IInh.II Tu. chInh C6 the (8 they dbi to céi sai ra céi dI’Ing, tor céi x5u rs C5! tét, hay II) Céi m0 me To céi séng SI’Ia. Quan-niem giéeduc 66, bat buac chapmmn su (hay dbi, sq CBn ma phéi thay-dbi h'. con ngUOi duoc giéaduc.” Mubn Vay, muc-tlau CI'Ia giéo-duc JOI'IDOC phéi nhan-Céchehéa. 96 C6 nghTa I8, giéoaduc daiohoc (1) ICh-(Oi cho Céonhan C08 sinhwién, (2) (1604109 nhU-céu CI'IO COnQ’dbng. v3 (5) thichafing vé'i SU’ tiémtrién CUa quOCvgis v3 cfia thO'gIO'i. Tétmhién giéoodUC dsivhoc phéi gifip sinh-Vien phét-huy HIL- ning trao dOI tuotuérng, phébtrién Vmudn thayodbi 6v ndivtém, 9'09 (10 dédéng trong Viec hOa mInh V8 déng 96p v80 su tiéno C313 Céng’dbng, Vb nhét l8 bbi-bb v3 tangacu'O'ng SU’ hoc-hbi we be mai. Nhung giéo-duc dai—hoc khbng thé coi nhu I8 mat V'a’nodb [5509 bier. SO tUO'nquuan 9an dathoc v8 xaohOI khdng phéi CH '5 "151 hién-tuqng xa-hbi thbng thuOng. DO phéi lb C5 mét SU- chI'I-t8m dI’IC-két to m6! quan-niem giéo—duc v8 xa'héi nhém V50 50’ lienoquan 9an 2 Cé-nhAn —- COngadOng -- Xa'h0i. 253 254 U0 6' xa-hOi ti6n-h68 n80, dsi-hoc Vén c6 tréch nhiem nfing. Nhfl'ng Iréchonhiam d6 quy V80 su tiéu-tho, sémxufit Vb séngotso. Nhung dehhoc khbng bao giO' I8 nO'i tiéwthu c6. VI, néu chI I0 nO'I tiOU-thu, thI dsi—hoc Chfing héa rs I: met sv xa- hos CUa mat xa'hOI phongJU'u, mat m6n Vat trung béy C08 xa. hOi d6, Chér khdng phéi l0 mét SI; Capanhat—h6a cUa SU tién b6 :53 nhan lost? Trong IruOng—hqp d6, dsi-hoc chI I8 mat CO" Quan tieuvthu ngan-quy quOC'gia V8 ITO—Cap tuunhan. Tréi lei, 060 lb nai sénoxuét V3 5609490, Joiohoc trué'c nhé’t phéi lb no'i phét-huy tu—IU'O'ng, séng’kién V8 kv-thuat [116“. TU-tu'érng v8 séngJIién l8 nguyénvliéu CI'Ia tién’bo ,- kvathuat I3 nbng-c6t CI’Ia SV phét‘trién. DO I8 nhong can bén CI’Ia su men biét v8 Vanominh. Nhu vay, mUC-tiéu CI'Is dehhoc phéi chU—trong dén nhong Can—hen d6. Ihvc rs, cbng hoc nhiéu nguOi ta céng hiéu biét rang, v8 do 66 nguOi tn cbng d6 they’dbi db “@1436. Toy nhién, IIhi nho'ng SU’ thsyedbi 6' m6i Céonhan khbng cOn C6 gié-tri V8 hepathO'i nO'a, hay khOng COn I3 mOI su bat-budc hay lb m6t nhU—CBU thiétayéu nos, Viec kiémodiém V8 céillién céc mUC-dich CUa giéovduc doi—hoc phéi duct nghien-CI’IU 14740009 lei. 06 chInh l8 63c'tinh bien-ChUyén CI'Ia dsivhoc. 9.-— Chmmgdrinh 6' doi-hqc phéi nhém v30 viéc ph‘t. huy sit hqc-hbi CI'Ia cé-nhan sinhwién. ChuongotrInh giérg- hué'n 6r VIen DaivHoc Cénlho' cén quan- trong hon vidé (8 chuo'rgminh smcép dsi-hoc khdng Ihg duo'c coi nhu mdt van de thOng-thu'drng, hO'I VI Chucngotrinh giéng. huén bao git) cflng phéi lién-quan dén : (I) ngU'O'i sinh - Vien, V8 (2) xa-héi. MUOn cho dai—hoc hoénethénh nhiémvvu truyémbé tu—Iuing v8 phét—huy séngkién, chuong’trinh dai-hoc phéi dépofing SO dOi hbi CI'Ia thOLdai. 8 Thang thUO'ng, khi Ih’TO ra Chuo’nq—trInh giéngahur’m, quyén- (0'3 CUa nguO’i thuohu'a'n dU'O'ng nhu' bi quén (Eng. DIém qusm trorq khdng phéi I8 Chuo'ng-trInh C6 dugc liénJuc trong 4 nam hOC hay khOrg, m8 (a $80 4 ném Inc nquOi Sinhwién I6t. nghiep Se dI‘Ing duct 9? nhI'mg diéu m8 be hot duct. 6' Vien Doivhoc Canotho' theo chuo'ng trInh da 68 Ta. Quaneniém théng lhuO'ng hay Cho ri’mg a? dad v8 Cher xem coi Chuo'r‘g—trinh giéng huén dsiehoc Sé téc'durg thé n80 ddi v6'i Céc bién-Chuyen CI‘Ia xa-hc’ji v8 CI’Ia thOi'dai, rbi $80 66 Se thchInh lei. NéU Cl'IU’O'ng'thnh dabtoc chI Chuyén chay theo cac biémchuyén CI'Ia xalhai, thi d6 chI l8 met su tfchasfic Céc kiénvihU’C, 136'! v? Chucng-trinh giénghu’a’n ChI dat re 66 thOa—man mbt heathéng tDoChUC xa’héi da sfin c6 v65 céc giév tri hriéng CI’Ia n6 kétotinh sfin trong phong-tuc V8 théi-da CI'IO x3. Oi. 255 O' 68i-hoc, nghién C(rU v8 hosch—dinh Chuo'ngdrlnh giéoe 60c, l8 phéi nhin Ihéy trué'c nhong biémchuyAn CI'Ia xa-hbi nhu l8 k6bqué IrUc-tiép CI'Ia chuong - trlnh 68Lhoc. Cl‘IUO‘F-g . tIInIT giéo-duc 6' 6al-hoc phéi c6 mat co'acéu Vang Chéc (8 V6 phIrO'rg-dlén giéng-huén lln hoc hbi. Chucrg-trlnh 66 phéi 68m-béo (ho nguOI' Sinhavién v8 quyénJoi cé-nhAn CI'Ia ho Ian SI; tham’gia CI’Ia ho v30 viéc phéI-trién cdnqedbrg snu “II who nghiép. Tuyvrhien, chuongminh giéoduc 6 dai'hoc kIOng chiu tréchmhiém V8 50 bién-hn‘nh cUa mat sinh-Vién 08m IhI’: nhét thbnh m6t ngUOI' Iétvnghiép CI'r-nhan. Nhung Chuo'ngdrlnh 68‘- hoc lei hoan’toén chjU tréch-nhiém v8 phuo'rg . thI'Ic hOthbi CI'Ia SI'nlwién, thLdu v8 loaf, vé yrkhoa, vé RV’IhUaf, v. V... V3 5v houvdung CI’Ia céc ngénh hot 66 $80 khi nguOi sinhvv‘én rOi [616i ngud'ng CI’ra def-hoe. Nhu Vay, II‘Iy theo khc’I-rarg hoc tap v8 téi riérg CI'Ia m6I' sinhrvién, chuo’ngArInI-I giéovduc 68i.hoc hoac c6 thé 956p sinhovién tré Ihénh m6t chménvvién hay m6t cénvbd trungré’p thiénvnghé. Néi mafcéch kltéc, chucngtfinh giéngahuén 6' daizhoc khdng (h?) too ra nghé’nghiép, m8 ch] 68m laI' cho sinh—v en nhong yéU’tO cénvbén 68 he IIO‘ nén m6! ngUOi chuyan'nghiep. Tai-Lieu Din-Clu'rng : 1. Cakeshoff, Michael J. 1.967. «The Definition of a University, )) Journal of Educalional Thought, 1 (3) : 129-142. 2. Kerr, Clark. 1957. « The University in a Progressive Society, II The I’an‘fic Spec/alum 7 (3) : 1268-277. 3. Dressel, Paul L. and Um‘nrrsily Curriculum. Berkeley, 1968. (Io/[(104p California : MC (IIIfclIan Publishing Co. 4. Gallagher, B. G. 1955. or The Mission and Meaning of Higher qucalion,» pp. HI, from; (AK. Smith of a]. (0d,), Current Issues in Illa/NT Educa/ion. Washington. I). (2.: Association for Higher Education, N. If. A. 5. Legge, J. 1867. Life and leaching of Confucius. Philadelphia 2 J. B. Lippincott and (Jo. (book I, Annalee! 19). 6. Dressel, Paul L. 1965. «Factors Involved in Changing the Values of College Students, II Educational Record, 46 : 104-113. 7. Kerr, Clark. Op. cit. , p. 269. 8. Keener-gr. John F. _ 1 63. Message to the Eighteenth National Conference on Higher Education. 256 "An Essay Reviewing the Role of the University of Cantho in the Vietnamese Society" (Translation) A university is a place of learning and teach- ing-1'2'3I4 When these two functions are achieved, the objectives of higher education are then attainable. A college education in itself does not have any importance; only as those who have received college education make it valuable and available to other people does its value become apparent. 1. Objectives of Higher Education Should Provide Direction fOr Change in the Individual. Mencius said: ”Teaching necessarily involves cor- recting."5 Correction means change from the wrong to the right, from the bad to the good, from the ambiguous to the lucid. This idea of teaching imposes an obligation to receive a modification, a necessity to have to change.6 Thus, the objectives of college education must be person- alized, i.e., (l) purposeful for the interest Of the indi- vidual, (2) responsive to the need of the community, and (3) adaptive to nation- and world-wide progress. In fact, a college education should help the stu- dent expand his communication ability, develop his flexi- bility and willingness to change, improve his human rela- tions, facilitate his participation and contribution to the community progress, and expand his personal intel- /lectual growth. But, a college education cannot be con- sidered as an isolated problem. The relationship between the university and the society is not merely a sociologi- cal event. It must be a purposeful anticipation resulting in an educational and social concept which focuses on a three-fbld relationship, Individual-Community-Society. ging society, universities and colleges responsibilities. These are responsi- tion and responsibilities for pro— Higher education should not be In any Chan are.mere fUnctional Iilities fbr consump zation and creation. 257 consumptive. But, if it is, the "university, therefore, is . . . an indulgent luxury of a rich society, . . . an ornament to embellish its culture, but [not] a day-to-day for the well-being of manking."7 The university, in such a case, is an agency consuming public funds and private finances. On the contrary, a college education should be productive and creative. A university is first of all a center for producing ideas and promoting new techniques. Ideas are the raw materials of progress; techniques are the essential elements of development. These are the foundations of knowledge and civilization. Thus, objectives of higher education should under- take such foundations which are of paramount importance in the change of the individual. Positively, the more one learns, the better one knows, and the faster one ma change. But it must be understood that, in certain measure or at a certain moment when the value of the changing order is not desirable, the change in the indi- vidual is no more a necessity or a responsibility. In this circumstance, reappraisal and improvement of the objectives of higher education should be carefully con- sidered. This is the changing characteristic of higher education. 2. College Curriculum Should Promote the Learning of the Individual. The college curriculum at the University of Cantho (and, with greater reason, the undergraduate curriculum) cannot be considered as an isolated issue, because curriculum must be first of all related to (l) the student and (2) the society. Given the task of providing both for transmission of knowledge and for pro- duction of new ideas for public use, every university cur- riculum must meet the challenge of the age. Too often, investigation of the curricular objec- tives, either for planning or for changing the curriculum, ignores the learner's interest. The important point is not that curriculum should be or should not be continuous for four years; it is, rather, that what the graduate from the University of Cantho could make good use of that which he has learned after four years of study as pre- scribed by the university curriculum. Generally, people have a tendency to wait and see how the curriculum develops along with the changing order, and later a review could be possible, if needed. If the university curriculum merely follows the changing order 258 in the society, it would be only an accumulation of information, because one is making a program responding to a ready-made system with its own values crystallized in its processes and attitudes. In higher education, curricular study and planning should foresee the changing social order as an outcome of the college curriculum. The college curriculum should provide a structure both for learning and instruction. It should assure the learners that the planning will include their personal interest and their involvement in the community progress, recalling that the university programs are not responsible for the metamorphosis of a college freshman to a Bachelor. But, a university cur- riculum is totally accountable for the learning process of the student, for example, in law, in medicine, in engineering, etc., and its use when the student leaves the university. Thus, depending upon the abilities and talents of each student, the university program may help him either becoming a specialist or a well-qualified foreman. In other words, this is to say that an edu- cational program in college cannot make a professional but can only provide the student with the resources with which he may become one. 1Michael J. Oakeshott, "The Definition of a Uni- versity," Journal of Educational Thogght, I, No. 3 (1967), 129. 2Clark Kerr, "The University in a Progressive Society,“ The Pacific Spectator, VII, No. 3 (1957), 268. 3Paul L. Dressel, College and Universitngurricu- lum (Berkeley, California: McCutchan Publishing Co., T968), p. vii. 4B. G. Gallagher, "The Mission and Meaning of Higher Education," in Current Issues in Higher Education, ed. by G. Kerry Smith, et a1. (Washington, D.C.: Associ- ation for Higher Education, N.E.A., 1955), p. 2. 5J. Legge, Life and Teaching of Confucius, Book I, Annalect 19 (Philadélphia: J. B. Lippincott and Co., 1867). 6Paul L. Dressel, "Factors Involved in Changing the Values of College Students," Educational Record, XLVI (1965), 104-13. 259 7Clark Kerr, op. cit., p. 269. 8John F. Kennedy, "Message to the Eighteenth National Conference on Higher Education," in Current Issues in Higher Education, ed. by G. Kerry Smith, et al. (Washington, D.C.: Association for Higher Education, N.E.A., 1963), p. i. APPENDIX B SURVEY CHECK LIST mi... —- APPENDIX B 7 '7 _.I( Ban Thammkhao Ywhien '2 ‘ '7 .n' \s -. I, B’n Thamukhao Y-kien nay auoc soan ra v01 ._( o" -‘ - 9‘ J‘A. 9| muc~uich giup baiuhoo cal-Clem chuong ’ \ X A. ,? N ,A trlnh hoc cung le-101 gianguhuan hien ~ 7 - . .0, -\ hUu d flai—hoo Viet~Nam, . I ‘ \ __ . .' '. . A' . ,' Mong Giao~su/Bgn oanh cho Q phUL oo phi \ r A . ( I. '7 y '? - . _ '1 , voo CCC o Chich~unn cuu Lon Thum~Lhao Y~ . A 5‘ I ' ' r’.‘ , I 9 7. ) V} - . Lien nay: l phuu no ghi coo Lhoun o lhan l, \ I 9 \. I A 9‘ n va 4 phut dg tra 101 one can 0 Than 2. .. .. " ’ ~N ’2 .I ‘ .’ ‘ Aln da—ta cac y—klcn xoywdung va su hop- I O , I ‘ tac cua Glao-su/Ban. 260 R) 261 Phan 1: Dfi-ki§n (Xin ghi 6 thich-hop) Giéo-su/Ban thuéc 16p tugi: '3 21-50 C] 51-40 CD 41:50 E3 tren SO Ghéo-su/Ban thuéc phéi: C3 nam C3 nfi .’ . A ,_~ .._I0 \ I \ G1ao~su/Eun‘ua oo cfip-bdng oao nhut la: C3 Tu-Tai II CD Gu-Nhan I , N g. A 11¢ C3 fl§n~8l DezTam Cup C3 T1en»s1 Quoc-gia .’ -~ \ N G1ao~su/Bgn ma hoanztat chuongutrinh hoc: Sduoap Cao-cap Dgi-hoc Dai—hoc C3 — é nude nha\ C3 - d nadc ngoai C3 C3 Giéo~sU/Ban GE chon ngdnh chuyénmmon ld: Bhou-hoc Togn . CZ! hhoa~hoo Uh1nh—xac Khoauhoc Sinh-hoc Khoa Y—hoch A Khoo—hoc Nongmnghiop hhoa—hoo hiuuhoc lhoa—hoc Au:hoi khgawhoc Hhanmvan Gia-louduc/{Ju‘u}>119!!! Kyuthugat UDDUUDDD Giéo-suéTan hién gang’co nhfing hoatwdong trgo-tiep/gian~tiep vdi Vien: Toan Dan Thdi Thdi Gian Gian Dai—hoc Saigon C3 C3 Dai-hoc Hue E3 Daiuhoc Cantho C3 C3 ’ C3 C3 Dai-hoc khao 262 Phan 2: Y-kign (Xin ghi 6 thich-hgp, m6t hay nhieu o tuy ban thay la van—de phai dude nhu vfiy. ) l. Theo nhu Giao~su/Ban dfl/sap hoanwtat s'u hgc h6i 6 b c sd-cap (tui—hoc Giao sU/Ban tin-tadng r n3 nhung diéu—kién canuban bat bu6o cuu g;i§o—duc so cop cai-hgo 6 Viét-Nam c5n phoi bao 36m nhf‘ng did-hat hgc h6i sau day de tang~ou6nQ su hieu— biet can— ~ban oua bat cu a1 neu tiep-tuo su hgc 6 daiuhgc: hhoa~hgc Chinh tri Khoa—hgc I5—h6i Khoa~hoc N6ng nghiép Khoa—hgc Gan-ban Khoanhoc oinh— hQC Khoo-hoc Toan 'hhoa-hoc Nhanuvan Chuyen-khoa :)ia-hat khac (Xin rhi r6: ) UDUDUUDUD 263 , k n _A’ Phan c: Y—k1cn (Xin th 6 thich- -h6p, m6t hay nhi6u 6 tuy b6n they 15 v5n-ue ph5i 556C nhu v5y. ) 2. Theo nhu Gi5o— ~sg/Ban d5/danQ o6 l:inh-- thi6m v6 680 van-Lie Qiéo-duc cua Vi6L— Nam, G160- su/B6n ngh1or5ng m6t hay nh5nQ nQ5nh h6c li6t— —k6 dv.6i 55y can phai duoc dem v50 chuOnQ—trinh so- cap 651— h60 do 66 th6 h5u~hi6u~ —h6a Qiaé o-duc dgi— hgc theo nhu— cau cue o5—nh.n va cue x5o- h6i: Ifhoc~h60 Ion¢~nnh16p Da1- s6-h60 Giai- Lich— -h6c Thi6n—Van~h66 Tan-thUOnQ Ifhguuhugt Khoa- -h66 Hinh~ hgc Tinhuso h6c H6a—h6c VieG—VJD Lhoa—hgc Lia~h6o Iinh- te~h6c D1o—ly~h6c Giao~duo I\"0L‘i“ “nrgff H1nh -h6c ?3L1.¢}1§p(3 lluaa h6CWW111 v n Jhépw v; Lu3L~h6C V£.'n- Chl Om LuQN—Jy— h6c (u1;n—1I1 ’Wu Lhzk; Tri6L— h6c VQL— —]y Th6— duo Lhoa—h6c Ch1nh~L11 T5m~ly hoc 7 \ QuLn—Lri G6nQ-sd V5 H511h ch5nh Y t6 C6nQ~c6nQ Rhos—h6c X5-h6i 1.0 ~1161' -hQC Di6n-dqt v5 Giao~thi6p Th6nQ~k6 NQ5nh h6c Izhic (Kin th r6: DUDDDDDDDDDDUDDUUUDDDDDUUUUDBDDUD 264 Ph5n 2: Y~ki6n (X1n ghi 6 t6ich-h6p, m6t haydnhigu 6 tuy b66 thay 15 vanIGe phai 556C nhu V6y.) 5. Theo nhg Gi5o-s5/B5n’d5/55ng Lheo du6i sg’h6c d d91“§90; G15o-su/B66 monQ réng 3160-d66 sdfcap 660517h6c V16t—N5m can p551 g1up Sinh-vien co: [3 A , ’0 . N. IO I \ m6t sg hieu blGU togg~qu6t V5 65n- bgn hgu—dgng cho ddi song cua ca-nhan 5’ 5° khz V c =~ *h'“ ‘” a? C12 u 9 ““13an giriLO“b’lC;p UC C‘ thong—65m V5 h6p~tnc V61 “91 nguoi A A ’0 _ ‘\ I m6t 566Q~156 defithamIQ15 V50 C50 h05t~d6nQ 055 c6nQ-donQ m6? sq chu6n—b1 V5nQ ch50 Cho nganh chuyen—mon fi—ki6n kh56 (Xin th r0: ) 265 Phan 2: Y-kién (xgn ghi 6 tyich~hgp, mqt haydnhigu § tuy b§§ thay la van—de phai dugc nhu vfiy.) Theo kigh-nghiém 5 dgi~hoc cfia Giéo—su/ Bag, Gigo—sg/Bgn dé/dang §-tgfic dugc ngung’van~de sau gay thlch-fiang nha§ doi vdi’su thay goi tinh-tinh v5 kha~ néng phanzfioag 09a Giao—su/an: h6a7 hgp vgi tgt 9a cathgngAngUOi» h¢g~tac vgi cgc cg-tlgh ghac biet, pgan-gat A 601 vdi tat cu cac quy-téc va lugtulg cra in—hgc, v.v. Trgng cég flig—hgy cfig nhfing ngénh th chlnh ligt-kg dadi day, Qiao-su/Bgn A nghi réng nganh/nhfipg nganh ghi’sau day can phai aqu dam vao chgdng7tr1nh so- cgp dqi:h9c d Viét-Nag devgigp sigh-vién co cd—hQi thay doi chlnh d ban-than: Ngénh hQC huéng-nghiép Nggnh hoc cguyen-gghlep Nggnh hQC tgng-guat Nganh hgc vg Nhgn—vén Ngénh hgc ve Tong - Nggnh Lhoa-hgc Xa~h9i Ngdnh th ghac (Kin ghi r0: ) UUDUDDD Xin thfinh-thit cém—tg Giéo-su/Bgn 266 Survey Check List This Survey Check List is prepared for the purpose of helping the University improving its current curriculum as well as its instructional processes. We wish that you could spend five minutes checking the appropriate boxes in this Survey Check List: one minute to fill out Part 1, and four minutes to answer the questions of Part 2. Thank you very much for your contributing suggestions and for your cooperation. 267 Part 1: Identifying Information (Check an appropriate box) 1. ngr age group is: 21-30 D 31-40 CI 41-50 C] over 50 2. Your sex is: C] male E] female 3. Your highest degree is: C] High School Graduate [3 Bachelor [3 Master [3 Doctor 4. Your education was completed: Undergraduate in country [3 abroad E3 5. Your specialty is: Mathematics Physical Sciences Biological Sciences Medical Sciences Agricultural Sciences ' Earth Sciences Social Sciences Arts and Humanities Education Engineering DDDDDDDDUD 6. Your present activities in the following institutions are: Full Time University of Saigon University of Hue University of Cantho Other Universities in Vietnam C] Other than in a University [JUNE {3 Graduate [1 C] Part Time CHJE] E] 268 Part 2: Opinion Information (Check as many boxes as the problem requires) 1. As you have completed/are going to complete your undergraduate work, you believe that the basic requirements for an undergraduate education in Vietnam should cover the following disciplines in order to strengthen the foundation of knowledge of anyone who pursues higher education: Agricultural Sciences Basic Sciences Biological Sciences Mathematical Sciences Humanities and Arts Political Sciences Social Sciences Professional Fields Others (Specify: UDDDDDDUU Part 2: 269 Opinion Information (Check as many boxes as the problem requires) 2. As you have experienced/are experiencing Viet- nam's educational issues, which of the following fieldsa do you think should be included in the undergraduate curriculum of an efficient higher education system responsive to the needs of the individual and nation: DDDDDDDDDDDDDDDUDDDDDDDDDDDDDDDUU Agricultural Sciencesb Algebra Analysis Astronomy Arts Appreciation Biological Sciences Calculus Chemistry Composition Earth Sciences Economics Education Foreign Languages Geography Geometry History Humanitiesb Juriprudence Literature Logic Organization Management Philosophy Physics Physical Education Political Sciences Psychology Public Administration Public Health Social Sciences Sociology Speech Communication Statistics Others (Specify: b "Survey aThese specialties of Earned Doctorat States, Specialties," NSF Form b General were established after the es Awarded in the United 9D, February 21, 1968. Part 2: 270 Opinion Infonmation (Check as many boxes as the problem requires) 3. As you have pursued/are pursuing your higher education, you wish that the undergraduate education in Vietnam could provide the student with: C] basic and general knowledge useful for personal life full communication skills for better understanding and cooperation motivation for community participation strong professional preparation others (Specify: ) 271 Part 2: Opinion Information (Check as many boxes as the problem requires) 4. Through your college education experience you found/are finding these problems most relevant to your changes in attitudes and critical thinking abilities: getting along with all types of peOple, associ- ation with differing personalities, resent- ment of any university rules and regu- lations, etc. Which of the following areas of studies do you think should be included in the current undergraduate curriculum in higher education in Vietnam in allowing a student such an opportunity for change? E] Vocational studies E] Professional studies C] General studies C] Humanities studies :3 Mathematical studies C] Social studies C] Others (Specify: ) Thank you so much APPENDIX C COURSE DESCRIPTION AS LISTED AS BASIC REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE IN VARIOUS FIELDS IN THE FACULTY OF SCIENCE, CHIENG MAI UNIVERSITY APPENDIX C COURSE DESCRIPTION AS LISTED AS BASIC REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE IN VARIOUS FIELDS IN THE FACULTY OF SCIENCE, CHIENG MAI UNIVERSITY 1. Courses in Biology Biology 103. General Principles of Biology 4 sem. hrs. (3-3) Prerequisite: High School Biology The study of general biological principles con- cerning plants and animals. Lecture and Laboratory topics include the modern cell concept; principles of classifi— cation and comparative aspects of anatomy and physiology; ecology: genetics and evolution. One discussion period per week is required for every student. Biology 105. Survey of Biology 4 sem. hrs. (3-3) Prerequisite: None The study of general biological principles concern- ing plants and animals. Lecture tepics are the same as Bioloqy 103. Laboratory is demonstration-discussion type. This course is only for students who do not intend to continue on with other Biology courses. Biology 111. Zoology 3 sem. hrs. (2-3) Prerequisite: Biology 103 Detailed study of animals. Lectures and Laboratory exercises stress particularly comparative morphology and physiology of animals. One discussion period per week is required for every student. Biology 112. Botany 3 sem. hrs. (2-3) Prerequisite: Biology 103 Detailed study of plants. Lectures and Laboratory exercises stress particularly comparative animal morphology and physiology. One discussion period per week is required for every student. Biology 222. Comparative Vertebrate Anatomy 5 sem. hrs. (4-3) Prerequisite: Biology 111 The comparison of the organsystems in the important vertebrate groups. Practical work includes dissection to compare internal organs of sharks, turtles, birds, and rabbits. Biology 223. Genetics 4 sem. hrs. (3-3) Prerequisites: Biology 111 and 112, Chemistry 102 or 112, Mathematics 102 or 103. The study of general genetic principles concerning heredity and common examples that are found in man, animals, plants and microorganisms. Biology 317. Comparative Developmental Anatomy 4 sem. hrs. (3-3) Prerequisites: Biology 111; and preferably also Biology 222. The study of descriptive embryology of the echino- derm, amphibian, chick and mammals from the single-celled stage up to the early stages of organ formation. Anamial reproduction, growth and differentiation, gametogenesis, fertilization and abnormal development are also discussed. 272 273 2. Courses in Chemistry Chemistry 101. General Chemistry 4 sem. hrs. (3-3) Prerequisite: None Basic atomic theory. Introduction to nuclear chemistry. Classification of elements and their elec- tronic configuration. Periodic Table. The electronic theory of chemical bonding. Acid-base equilibria. Equilibria in oxidation-reduction. Atomic weight. Equivalents. Molecular weight determination. Kinetic theory of gases. Electrochemistry. Volumetric quanti- tative analysis. Chemistry 102. General Chemistry 4 sem. hrs. (3-3) Prerequisite: Chemistry 101 Some important metals and non-metals. Alkali and Alkaline earth metals. Transition elements. Chemistry of complex compounds. Hydrogen, oxygen, nitrogen, halogens and their compounds. Colloid chemistry. Introduction to organic chemistry. Qualitative analysis. Chemistry 103. Scientific Technique 2 sem. hrs. (2-0) Prerequisite: None Importance of scientific investigation. Use of journals and other works of reference in the library. Form and method of writing a thesis and scientific reports. Important techniques used in observation, data collection, and interpretation of facts obtained from experiments. Chemistry 111. General Chemistry for Non-science Students 4 sem. hrs. (3-3) Prerequisite: None The atomic theory and electronic structure of atoms. Chemical bonding. Ionic equilibria. Electro- chemistry. Chemistry of the atomic nucleus. Molecular weights. Kinetic theory of gases. Chemistry 112. General Chemistry for Non-Major Students 4 sem. hrs. (3-3) Prerequisite: Chemistry 111 Elements and the Periodic Table. Chemistry of metals and non-metals. Chemistry of complex compounds. Colloid chemistry. Qualitative analysis. ChemistrngOl. Organic Chemistry 4 sem. hrs. (3-3) Prerequisite: Chemistry 102 Homology, isomerism, and stereoisomerism of satur- ated and unsaturated aliphatic compounds. Types of organic reactions. Activity and mechanism of reactions. Preparation and properties of aliphatic compounds and their qualitative analysis. Applications of electronic valency theory to the physical properties of the compounds. Chemistry 202. Organic Chemistry 4 sem. hrs. (3-3) Prerequisite: Chemistry 201 Chemistry and isomerism of aromatic compounds. Some prOperties of aliphatic compounds in contrast with those of aromatic compounds. Preparation and properties of aromatic compounds, and their qualitative analysis. Chemistry 203. Organic Chemistry 4 sem. hrs. (3-3) Prerequisite: Chemistry 112 "Designed for nursing, agriculture, and some other students“ a one-semester course in organic chemistry, being an abridgment of Chemistry 201 and Chemistry 202. Chemistry 204. Quantitative Analysis 4 sem. hrs. (3-3) Prerequisite: Chemistry 102 or 112 Application of volumetric and gravimetric methods to the determination of typical inorganic constituents and organic functional groups. Introduction to instrumental chemical analysis. 274 Chemistry 205. Inorganic and Analytical Chemistry 1 4 sem. hrs. (3-3) Prerequisite: Chemistry 102 The scope of analytical chemistry. Some elementary concepts important to quantitative analysis. Evaluation of analytical data. Gravimetric analysis. Volumetric analysis. Solvent extraction methods in analysis. Chemistry 206. Physical Chemistry 4 sem. hrs. (3-3) Prerequisite: Chemistry 102 Physical states of matters. First and second laws of thermodynamics. Properties of gases and fundamental inetic theory of gases. Properties of solutions and con- ductivity of electrolytic solutions. Practical experiments based upon physical and chemical preperties of gases, liquids, and solids. Preperties of single binary systems. Chemistry 208. Bio-Physical Chemistry 3 sem. hrs. (2-3) ThIs course has been designed for pre-medical students. Prerequisite: Chemistry 102 States of matters. Gases, liquids, solution. Electrochemistry. Chemical reaction and equilibrium, buffer action, catalysis. Colloids. Elementary polymer chemistry. Enzyme kinetics and thermodynamics of enzyme reactions. Theory and use of modern analytical instruments. Practical experiments based upon above topics. Chemistry 331. Biochemistry 3 sem. hrs. (2-3) Prerequisite: Chemistry 202 The chemistry and functions of constituents of living things. Carbohydrates, lipids, proteins, and nucleic acids. The role of nucleic acid in protein syn- thesis. Enzymes and enzyme kinetics. Laboratory exercises to illustrate principles described above. 3. Courses in Mathematics Mathematics 101. General Mathematics 3 sem. hrs. (3-0) Prerequisite: High School graduation (Science) The structure of mathematics. Elements of logic and methods of proof (to include induction). Sets. The number system. Permutations. Functions and relations. Cartesian coordinate geometry of the straight line and circle. Elementary calculus including derivatives of the logarithmic and exponential function, partial dif- ferentiation. Elements of integral calculus. Mathematics 102. General Mathematics 3 sem. hrs. (3-0) Prerequisite: Math. 101 or equivalent Elements of calculus (continued); integration (methods to include change of variable, integration by parts, use of partial fractions); the definite integral. Partial differentiation (continued) as far as Cartesian geometry: The conics. Polar coordinates. Linear equations and determinants. Mathematics 103. General Mathematics 4 sem. hrs. (4-0) Prerequisite: High School Graduation (Science) Elements of set theory. A brief discussion of the number system. Permutations and combinations, binomial theorem, basic probability. Elements of logic used in proofs (to include induction). Inequalities. Cartesian coordinate geometry of the straight line and circle. Polar coordinates. Solution of certain trig-equations. Elements of differential calculus: Functions, limits, continuity, differentiation to include differentiation of implicit 275 functions and functions in parametric form. The logarith- mic and exponential functions. Partial differential notation. Curve sketching. Mathematics 104. General Mathematics 4 sem. hrs. (4—0) Prerequisite: Mathematics 103 or consent of instructor Elements of integral calculus: integration as the limit of a sum, a means of calculating areas under curves, and as the reverse of differentiation. Methods of inte- gration: change of variable, integration by parts, manip- ulations of the integral (including partial fractions). Partial differentiation (continued) as far as / and its generalization. Cartesian geometry (continued): Simple prOperties of the conics including parametric treatments. Complex numbers: Argand diagram, polar form, De Moivre's theorem. Systems of linear equations. Deter- minants. Mathematics 111. General Mathematics 3 sem. hrs. (3-0) Prerequisite: High School Graduation (Science) The number system. Methods of proof to include induction. Permutations and combinations. The binomial theorem. Linear simultaneous equations. Cartesian coordinate geometry of the straight line and circle. Polar coordinates. Elementary calculus: differentiation. Mathematics 201. General Mathematics 3 sem. hrs. (3—0) Prerequisite: Mathematics 102 or equivalent Applications of calculus: volume, surface area, area length. Ordinary differential equations: first order types, separable and linear; second order equations with constant coefficients and simple driving functions. Convergence and divergence of series; Taylor and MacLaurin series for simple functions and their ranges of validity. Vectors, scalar and vector products. Matrix algebra as far as inverses. Mathematics 203. General Mathematics 4 sem. hrs. (4-0) Prerequisite: Mathematics 104 or consent of the instructor Vectors: scalar, vector and triple products. Three dimensions coordinate geometry of the straight line and plane using vectors. Simple surfaces. Convergence: sequences and series. Simple tests. Taylor series and discussion of their range of validity. Differential equations: first order of types, linear, variable, separable, homogeneous, exact; second order equations with constant coefficients and simple driving functions. Linear equations: matrix algebra as far as inverses. Statistics: methods of representing data, means, standard deviation. Binomial, Gaussian, and Poisson distributions. Mathematics 206. Elementary Statistics 3 sem. hrs. (3-0) Prerequisite: Mathematics 102 or 104 or 111 (only nurses) Methods of statistics. Frequency distributions: measures of central tendency, measures of dispersion and coefficient of dispersion, moments, skewness and kurtosis, normal distribution. Elementary sampling theorems. Test of hypothesis and significance. Chi-square Test. Curve fitting. Correlation theory. Mathematics 207. Solid Analytic Geometry 3 sem. hrs. (3-0) Prerequisite: Mathematics 104 or consent of the instructor Coordinates and lines, planes, surfaces and curves. Quadric surfaces. Theory of matrices. Rotation “h“. 276 of axes and applications. Spherical coordinates, cylin- drical coordinates. Elements of projective geometry. Mathematics 208. Vector Analysis 3 sem. hrs. (3-0) Prerequisite: Mathematics 104 or consent of the instructor Elementary operations involving vectors. Scalar and vector products. Differentiation of vectors; gradients; divergence and curl of a vector. Line and surface inte- grals; Stockes' theorem. The divergence theorem. Vortices, sources and sinks. General coordinates. Application to mechanics. Mathematics 209. Introduction to Finite Mathematics 3 sem. hrs. (3-0) Prerequisite: Mathematics 104 or consent of the instructor Methods of proof, logical treatment. Set theory. Finite algebra; partition and counting. Stochastic pro- cesses. Matrox algebra. Theory of games and linear pro- gramming. Applications in behavioral science problems. 4. Courses in Physics Physics 101. General Physics: Mechanics 4 sem. hrs. (3-3) Prerequisites: High School physics and concurrent registration in Mathematics 101. Quantities, scalar, vector, statics, kinematics of particles, dynamics, harmonic motion, hydrostatics, and Bernouilli's equation. Physics 102. General Physics: Heat, Thermodynamics, and Sound 4 sem. hrs. (3-3) Prerequisites: Physics 101 and Mathematics 101 Temperature, quantity of heat, heat transfer, thermal properties of matter. First and Second Laws of thermodynamics and their applications, heat engines, wave motion, and sound waves. Physics 105. General Physics: Mechanics 4 sem. hrs. (3-3) Prerequisites: High School physics and concurrent registration in Mathematics 103 Quantities, scalar, vector calculus, kinematics, elasticity, and surface tension. Physics 106. General Physics: Heat, Thermodynamics, and Sound 4 sem. hrs. (3-3) Prerequisites: Physics 105 and Mathematics 103 Temperature, quantity of heat, heat transfer, thermal properties of matter. First and Second Laws of thermodynamics and applications to musical sound. Physics 111. General Physics 1 4 sem. hrs. (3-3) Prerequisites: High School physics and mathematics Mechanics, astronomy (historical approach), heat, thermodynamics, and sound are studied. Physics 112. General Physics 2 4 sem. hrs. (3-3) Prerequisite: Physics 111 A continuation of Physics 111. Electricity and magnetism, light, and fundamentals of modern physics. Physics 201. General Physics: Elec- tricity and Magnetism 4 sem. hrs. (3-3) Prerequisites: Physics 102 and Mathematics 102 Fundamental concepts of electromagnetism. Coulomb's law, electric field and potential, Gauss' flux law, magnetic field and properties of matter, dielectrics, electromagnetic waves, oscillation and radiation, A.C. and D.C. circuit theories and measurements. piolsmt , 5' 4 ,IIJ rt w "in? 1.31:) a1 Ln. no". «m 277 Physics 202. General Physics: Light and Introduction to Modern Physics 4 sem. hrs. (3-3) Prerequisite: Physics 201 Geometrical optics, lenses, mirrors, physical loptics, optical instruments, interference, diffraction, polarization, atomic structure, Bohr's atom, x-rays, radioactivity and applications in medicine, and health physics. Physics 205. General Physics: Electricity and Magnetism 4 sem. hrs. (3-3) Prerequisites: Physics 106 and Mathematics 104 Fundamental concepts of electromagnetism, Coulomb's law, electric field and potential, Gauss' flux law, magne- tic field and properties of matter, dielectrics, electro- magnetic waves, oscillation and radiation. Direct current circuit theory, vector and J operator treatment of alter- nating current and power. Basic electronics and semi- conductor. Physics 206. General Physics: Optics and Introduction to Modern Physics 4 sem. hrs. (3-3) Prerequisites: Physics 205 and Mathematics 203 Geometrical optics, lenses, mirrors, physical optics, optical instruments, interference, diffraction, polarization, light and quantum physics, waves and par- ticles, photoelectric effect, atomic structure, Bohr's atom, atomic spectra. X-rays, radioactivity and appli- cation. Einstein's special relativity. 5. Courses in English to English 101. Fundamental English I sem. hrs. (3-1) English 102. Fundamental English 2 3 sem. hrs. (3-1) English 291. English for Science Students 3 3 sem. hrs. (3-1) English 292. English for Science Students 4‘ 3 sem. hrs. (3-1) 6. Courses in Psychology Psychology7103. General Psychology 3 sem. hrs. (3-0) Psychologyg204. Developmental Psy- chology 3 sem. hrs. (3-0) 7. Course in Pharmacy Pharmacy 102. Pharmacy Orientation l sem. hr. (l-O) 8. Courses in Nursing Nursing 101. Introduction to Nursing Profession l l sem. hr. (l-O) Nursing 201. Introduction to Nursing Profession 2 l sem. hr. (1-0) Nursing 204. Fundamental Nursing 1 4 sem. hrs. (4-x) Prerequisites: Anatomy 201, Physiology 302, Psychology 103. 278 Anatomy 201. Anatomy 3 sem. hrs. (3-x) Prerequisite: Biology 111 Course offered by Anatomy Department Bio. Chemistry 202. Biochemistry 3 sem. hrs. (3-2) PrerequIEItes: Chemistry 203, Biology 111, Physics 111 Course offered by Biochemistry Department Microbiology 201. Microbiology 4 sem. hrs. (3-3) PrerequISites: Biology 103 Course offered by Microbiology Department Pathology 201. PatholOgy 2 sem. hrs. (2-x) Prerequisites: Anatomy 201, Physiology 302 Parasitologyi301. Parasitology 2 sem. hrs. (2-x) Prerequisite: Biology 111 APPENDIX D PRESIDENT'S ORDER ESTABLISHING A NATIONAL SYSTEM OF COMMUNITY JUNIOR COLLEGES IN VIETNAM REPUBLIC OF VIETNAM PRESIDENT'S OFFICE No. 503-TT/SL THE PRESIDENT OF THE REPUBLIC OF VIETNAM In accordance with: - The Constitution of April 1, 1967; - The Decree No. 394-TT/SL of September 1, 1969, and subsequent decrees establishing the composition of the Government; - The Statute of the combined university enacted on October 12, 1953, under the number l475-A/SG/SR, and subsequent decrees establishing National Universities; The recommendations of the Prime Minister ORDERS THE FOLLOWING: Article I. The establishment of Community Junior Colleges throughout the nation will be as follows: Article 2. Each Community Junior College shall aim to (1) develop general and basic studies in higher education with transfer programs of junior professional higher education and (2) develop vocational higher edu- cation with specialized programs to meet the present needs of the community which sponsors the Community Junior Col- lege. Article 3. Each Community Junior College has the following responsibilities: 1. To train middle-level technicians to support the economic development of the community; 2. To prepare and guide students so that after two years of general and basic studies in higher edu- cation program they can transfer to a National University to continue on a professional program; 3. To help ex-servicemen, civil servants, and adults in the community to raise their educational levels; 4. To evaluate and guide students in selecting suitable fields of study for them in the future: 5. To promote cultural, educational and social activities to enrich the intellectual life of the people of the community; 6. To guide the mutual educational development of elementary, secondary and higher education in the provinces within the sphere of service of the Community Junior College. 279 280 Article 4. The establishment of a Community Junior CoIIege shall be made by a decree of the President of the Republic of Vietnam in those provinces and autono- mous cities that will support and contribute to the oper- ation as well as to the development of the College. Each Community Junior College, as a Center of General and Basic Studies in Higher Education as stated in the above mentioned decree, shall be directly associ- ated with and academically dependent upon an existing National University. Article 5. Each Community Junior College will be administered by a Community Junior College Administrative Board. The Rector of the National University to which the Community Junior College is associated will represent the Ministry of Education and be the Chairman of this Board. The composition, responsibilities and authorities of the Administrative Board shall be established by a decree of the Minister of Education. Article 6. Each Community Junior College shall be directed By a President who will be appointed under the current procedures for Rectors of National Uni- versities. Article 7. Each Community Junior College shall organize onIy two schools: - School of General and Basic Studies, and - School of Vocational Higher Education. Each of the above Faculties shall be headed by a Dean who shall be appointed by the Minister of Education upon the recommendation of the President of the Community Junior College and the nomination of the Community Junior College Administrative Board. According to the needs of the community, the above mentioned schools shall establish one or more Pro- fessional Departments. Each Department shall be directed by a Director who shall be appointed by the Minister of Education upon the recommendation of the President of the Community Junior College. The Director of a professional department will be equal to the Director of a vocational higher school. Article 8. Property and funds for construction, equipment, operation, and development of each Community Junior College are to be made up of: l. The continuous contributions of people living in the community; 2. The fees and tuitions of students; 3. The financial assistance from the Government (from Central and Regional budgets) matching the people's contributions; 4. Grants, gifts, aids and financial assistances given by private parties, agencies or organizations, or by domestic and foreign governments. Article 9. Details on the organization, operation and administration of academic, administrative, and stu- dent affairs and the development of Community Junior Col- leges shall be stipulated by a decree of the Minister of Education. Article 10. The Prime Minister, Vice Prime- Minister, Minister of State, Ministers, Secretaries of State, and Vice Ministers are charged, each according to his responsibility, with the execution of this order. This order shall be published in the Official Journal of the Republic of Vietnam. Saigon, August 15, 1971 APPENDIX E FACULTY OF SCIENCES, UNIVERSITY OF CANTHO 1 8 2 n v 2 I." I! all: all}. .3 Ila; I I I I a all! I a c I I n '1': 0 all; a I a} . B.S.-a . a I S . lily-8- 1:! a n H I: a u 34"“ i i I a 3.5 I I . In all; « a m“: - scaly-4U I I i In a u Ru 4 ans-Ian I3. 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