What are reasons for the success of the August Revolution in 1945 in Vietnam? What are qualifications for teachers of grade 12 History in Vietnam?

What are reasons for the success of the August Revolution in 1945 in Vietnam?

The successful August Revolution of 1945 marked a new chapter in Vietnamese history. Below are some reasons for the success of the August Revolution of 1945:

- A decisive and significant factor was the wise and skillful leadership of the Communist Party. The Communist Party had suitable, flexible revolutionary methods, strategies, and tactics; it recognized the opportune moments, actively seized these moments, and decisively took actions to initiate a nationwide uprising to seize power.

- Long-term and careful preparation: Our military and people meticulously prepared through many years of struggle, accumulating experience from previous movements, thereby leading to the success of the August Revolution.

- The patriotic and united spirit of our nation: The August Revolution succeeded due to the patriotic spirit, unity, and indomitable will of the various classes of our people who refused to endure the life of slavery as conquered people; they wholeheartedly followed the leadership of the Communist Party through rehearsals and decisively rose to gain independence for the nation.

- Favorable international context: Japan's surrender to the Allies on August 15, 1945, created a power vacuum in Vietnam, making it easier to initiate the revolution.

What are reasons for the success of the August Revolution in 1945 in Vietnam? What are qualifications for teachers of grade 12 History in Vietnam?​ (Image from the Internet)

What are qualifications for teachers of grade 12 History in Vietnam?

Article 72 of the Education Law 2019 outlines the standard training qualifications for educators as follows:

Standard training qualifications for educators

1. The standard training qualifications for educators are specified as follows:

a) A preschool teacher must have at least a college degree in pedagogy;

b) A primary, lower secondary, or upper secondary school teacher must have at least a bachelor's degree in an education-related field.

In cases where there are not enough teachers with a bachelor's degree in an education-related field for a particular subject, teachers can have a bachelor's degree in a relevant field along with a pedagogical training certificate;

c) A university lecturer must have a master's degree; a lecturer guiding master's theses or doctoral dissertations must have a doctoral degree;

d) The training qualifications for educators in vocational training institutions are governed by the Law on Vocational Education.

2. The Government of Vietnam regulates the roadmap to raise the standard training qualifications for preschool, primary, and lower secondary school teachers specified in points a and b of clause 1 of this Article. The Minister of Education and Training, the Minister of Labor, War Invalids and Social Affairs, within their scope of duties and powers, shall stipulate the employment of educators in cases where the requirements of clause 1 of this Article are not met.

Thus, a grade 12 History teacher must have at least a bachelor's degree in an education-related field.

In cases where there are not enough teachers with a bachelor's degree in an education-related field for a particular subject, they must have a bachelor's degree in a relevant subject and a pedagogical training certificate.

What are the duties of a rank 3 grade 12 History teacher in Vietnam?

A rank 3 grade 12 History teacher is the professional title for rank 3 upper secondary school teachers according to clause 1 Article 3 of Circular 04/2021/TT-BGDDT. The duties of a grade 12 History teacher of rank 3 include:

- Developing the educational plan for the assigned subject and participating in the development of the educational plan of the specialized team according to the objectives and program of upper secondary school education;

- Carrying out teaching, education activities under the school's educational plan and the specialized team’s plan; managing students in educational activities organized by the school;

- Conducting activities to test and evaluate the learning and training results of students as prescribed;

- Organizing psychological counseling, career orientation, and entrepreneurship activities for assigned students and their parents;

- Participating in detecting and nurturing gifted students, tutoring underachieving upper secondary school students, or guiding teacher training, school social work for upper secondary school students;

- Engaging in activities of the specialized team; participating in scientific research; completing the management records of educational activities as prescribed; implementing inclusive education efforts within the assigned scope; organizing competitions (for teachers or students) at the school level or higher;

- Completing training courses, professional development programs as regulated; self-learning, self-training to enhance professional, and occupational capacities;

- Performing other duties assigned by the principal.