What is the traditional day of the First Victory of the Vietnam People's Navy? What are the specific competencies for students in History?

What is the traditional day of the First Victory of the Vietnam People's Navy?

The traditional day of the First Victory of the Vietnam People's Navy is August 2 and 5, 1964.

The traditional day of the First Victory of the Vietnam People's Navy on August 2 and 5, 1964 was the first significant achievement of the Vietnam People's Navy and also the first victory of the military and people of North Vietnam against the destructive war waged by American imperialists.

The first victory of the Vietnam People's Navy will forever be a symbol of the resilient and unyielding spirit of the Vietnamese nation. It is the affirmation of the spirit of daring to fight, being determined to fight, and knowing how to win against the American invaders by the Vietnam People's Navy in particular and the entire military and people of Vietnam in general.

* Note: Information is for reference only./.

What is the traditional day of the First Victory of the Vietnam People's Navy? What are the specific competencies for students in History? (Image from Internet)

In Vietnam, what are the specific competencies for students in History?

Under Section 4 of the general education program for History issued with Circular 32/2018/TT-BGDDT, the specific competencies for students in History are as follows:

* Required specific competencies

The History curricula help students develop historical competence based on fundamental and advanced knowledge about world, regional, and Vietnamese history through a system of topics and modules on political, economic, social, cultural, and civilizational history. Historical competence includes various components: understanding history; historical awareness and thinking; and applying learned knowledge and skills.

The specific manifestations of historical competence are as follows:

- UNDERSTANDING OF HISTORY

+ Recognize various types of historical documents; understand the content, and exploit and use historical documents in the learning process.

+ Reenact and present in spoken or written form the process of historical events, and characters, from simple to complex; identify historical events in specific space and time.

- HISTORICAL AWARENESS AND THINKING

+ Explain the origins and development of historical events from simple to complex; identify the development process of history chronologically and synchronously; compare similarities and differences between historical events, and explain causal relationships in the historical process.

+ Provide personal opinions, and assessments of historical events, characters, and processes based on historical awareness and thinking; understand historical continuity and change; know how to think in different directions when considering, evaluating, or seeking answers about a historical event, character, or process.

- APPLICATION OF KNOWLEDGE AND SKILLS ALREADY LEARNED

+ Draw historical lessons and apply historical knowledge to explain practical life issues; based on that, have the capacity to independently explore historical issues, develop creativity, access, and process information from various sources, and have consciousness and ability for lifelong historical self-study.

What are the perspectives on modernity and science in developing the History curricula in Vietnam?

Under Section 2 of the general education program for History issued with Circular 32/2018/TT-BGDDT:

The History curricula fully implement viewpoints, objectives, and general orientation on the construction and development of the public education curriculum stated in the overall program, particularly emphasizing some of the following perspectives:

- Developing the modern and scientific History curricula in Vietnam

The History curricula help students approach history based on applying modern achievements of historical science and educational science. To be specific::

+ The curriculum thoroughly implements the guiding principles and perspectives of the Communist Party and the State of Vietnam;

+ The curriculum values the fundamental principles of historical science, ensuring respect for historical truth, the diversity, and richness of history; objectivity, and comprehensiveness in presenting and interpreting history;

+ The curriculum aims to guide and encourage students to independently explore and discover history according to the principles of historical science, thereby helping students develop historical and critical thinking;

+ The curriculum contributes to building the ability to analyze and evaluate characters, events, and historical processes scientifically, helping students understand historical rules and lessons and apply them to practice.

- Developing the systematic, fundamental History curricula in Vietnam

The main development axis of the History curricula is the system of topics and study modules on fundamental issues of world history, Southeast Asian history, and Vietnamese history, to elevate and expand the comprehensive knowledge students acquire at the secondary level. To be specific::

+ The historical topics and modules of the curriculum are systematic, fundamental, based on the requirement of developing competencies and historical education for each grade level;

+ The knowledge components of the curriculum ensure logical consistency (in the chronological and synchronous connections, interaction between Vietnamese history and regional and world history...);

+ The curriculum ensures students can access fundamental historical knowledge in political, economic, social, cultural, and ideological fields; develop lifelong historical self-learning capacity and apply understandings into life about the history, culture, society of the world, region, and Vietnam.

- Developing the practical, experiential History curricula in Vietnam

The History curricula value the practical content of history, connecting history with practical life. To be specific::

+ The curriculum regards practice as an important content and an effective tool to develop student competencies;

+ The curriculum increases the time for practical activities; diversifies forms of practice through educational organizational methods such as group activities, individual self-study; in-class learning, museum visits, field studies; learning through projects, heritage;...;

+ The curriculum ensures suitability with the country's socio-economic realities and conditions, and with localities. Through a system of topics and study modules, educational organizational methods, the curriculum creates flexibility to adjust to localities and student groups while ensuring the national uniformity of the public education system, compatible with regional and international levels.

- Developing the national, humane History curricula in Vietnam

+ The curriculum helps students understand true patriotism and the genuine, progressive national spirit of Vietnam, the position of the nation-state in the region and the world in different historical periods, aiming to build genuine national pride, understanding strengths, and also limitations in the historical heritage of the nation;

+ The curriculum helps students form, develop humanity values, community spirit, oppose social, cultural, ethnic, religious prejudices, aiming for tolerance, compassion, respect for differences, and equality among ethnic groups, communities, genders, and social groups, aiming for peace, reconciliation, harmony, and cooperation;

+ The curriculum helps students have a correct, positive attitude towards issues of resources, nature, environmental protection, aiming for sustainable development, and striving for a peaceful world, progressive, transparent, fair, and civilized society.

- Developing the open and interconnected History curricula in Vietnam

The History curricula possesses openness, interconnection. To be specific::

+ The structure of knowledge and skills in the subject of History creates opportunities for students to connect, interlink with knowledge and skills of other subjects such as Geography, Literature, Civic Education, National Defense and Security Education,...;

+ The curriculum empowers localities and schools to develop educational plans suitable to local conditions, provides creative space for teachers to implement the policy of "one program, multiple textbooks"; emphasizes collaboration between school, family, and society in historical education;

+ The curriculum ensures high integration in lower-level classes, gradually differentiates in upper-level classes; connects tightly between educational levels, between grade levels within each educational level, and links with vocational and higher education programs.