What is the Apartheid Regime? What are the perspectives on developing the History curriculum in Vietnam?

What is the Apartheid Regime?

The term "Apartheid" first appeared in 1917, but the racial segregation policies of Apartheid were officially established in 1948 and continued until 1994. Politically, the Apartheid policies in South Africa officially took shape during the 1948 elections.

The National Party (NP) came to power with a political agenda summarized by the concept of apartheid (racial segregation) or apartness (segregation). The segregation policy excluded all non-Whites from power institutions, except for a very few people of color. Individuals in society were categorized by race. This classification was legally recognized and codified into laws to manage groups within society.

The Apartheid regime was essentially a distinctive product of the regime held by White South Africans (Afrikaners) and was partly a legacy of British colonialism from the 19th century when colonial rulers wanted to control the migration of Black and colored people to regions occupied by Whites. Some notable laws included:

- Group Areas Act (1950): Segregated living areas by race.

- Separate Amenities Act (1953): Mandated segregation in public places such as buses, schools, hospitals.

- Prohibition of Mixed Marriages Act (1949): Prohibited marriage between races.

- Voter's Act (1956): Stripped voting rights from colored and Black people.

Black people were deprived of land ownership and lived in severe poverty, while 80% of the land was in the hands of Whites. The strong anti-Apartheid movement led by the African National Congress (ANC), coupled with international pressure from the United Nations, led to the end of these policies.

It was not until 1990–1991 that the Apartheid government began to repeal discriminatory laws. In 1994, Nelson Mandela became the first Black President, and a new constitution was enacted, guaranteeing equality for all South African citizens.

Thus, the racial segregation policies of Apartheid (1948–1994) were policies dividing race between the minority Whites and the majority Black population.

Note: The information is for reference purposes only!

What is the Apartheid Regime? (Image from the Internet)

What are the 05 perspectives on developing the History curriculum in Vietnam?

Under the general education program for History issued together with Circular 32/2018/TT-BGDDT, the five perspectives on developing the History curriculum in Vietnam include:

The History curriculum thoroughly instills viewpoints, objectives, and general orientations on developing and advancing the general education program outlined in the overall program, particularly focusing on viewpoints enhancing students’ qualities and competencies, while emphasizing certain viewpoints:

[1] Scientific, modern

The History curriculum helps students approach history by applying modern achievements of historical science and educational science. To be specific:

- The History curriculum thoroughly adheres to the guidelines, and viewpoints of the Communist Party of Vietnam and the State of Vietnam;

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

- The History curriculum aims to guide and encourage students to learn, and explore history according to historical science principles, thereby helping students develop historical thinking and critical thinking;

- The History curriculum contributes to building the ability to analyze and evaluate historical figures, events, and processes scientifically, aiding students in recognizing historical laws and lessons and applying them to practice.

[2] Systematic, fundamental

The main development axis of the History curriculum is a system of topics and study subjects on fundamental issues of world history, Southeast Asian history, and Vietnamese history, to enhance and broaden the general knowledge students learned at the the lower secondary level. To be specific:

- The topics and study subjects in the History curriculum are systematic, and fundamental, stemming from the requirements to develop competencies and history education for each class;

- The History curriculum's knowledge components ensure logical consistency (in chronological and synchronous relationships, the interaction between Vietnamese history with regional and world history...);

- The History curriculum ensures that students access fundamental historical knowledge in political, economic, social, cultural, and ideological fields; developing lifelong history self-study competencies and the ability to apply understandings of world, regional, and Vietnamese history, culture, and society into life.

[3] Practical, experiential

The History curriculum values historical practice content, linking history with real life. To be specific:

- The History curriculum considers practice an important content and a practical, effective tool to develop students' competencies;

- The History curriculum increases the duration of practical activities; diversifies types of practice through various educational forms such as group activities, individual self-study; learning in the classroom, museums, in the field; project-based learning, heritage learning;...;

- The History curriculum ensures suitability with the practical and socio-economic conditions of the country and localities. Through the system of study topics and subjects, the educational forms organized, the History curriculum creates flexibility to be adjustable for localities and different student groups while ensuring the overall education level nationwide, compatible with regional and global standards.

[4] National, humanistic

The History curriculum helps students correctly perceive the nation’s traditional values, forming and developing the good qualities of Vietnamese people and the universal values of global citizens. To be specific:

- The History curriculum helps students have correct perceptions of patriotism and genuine, progressive nationalism of the Vietnamese people, the position of the nation-state in the region and the world in historical periods, aiming to build genuine national pride, recognizing both strengths and limitations in the nation’s historical legacies;

- The History curriculum helps students form and develop humanistic values, and community spirit, against social, cultural, ethnic, and religious prejudices and discrimination; aiming towards tolerance, kindness, respect for differences, and equality among nations, communities, genders and social groups; aspiring for peace, reconciliation, harmony, and cooperation;

- The History curriculum helps students adopt a correct and positive attitude towards issues of natural resource, nature, and environmental protection, aiming for sustainable development and the struggle for a peaceful, progressive, transparent, just, and civilized world.

[5] Open, interconnected

The History curriculum features openness and interconnectedness. To be specific:

- The knowledge and skill structure of History creates opportunities for students to connect and integrate with knowledge and skills of other subjects such as Geography, Literature, Civic Education, National Defense and Security Education,...;

- The History curriculum empowers local authorities and schools to develop educational plans suitable for local conditions, providing creative space for teachers to implement the principle of “one program, multiple textbooks”; emphasizing the collaboration between school, family, and society in history education;

- The History curriculum ensures high integration principles at lower grades, gradually differentiating at higher grades; closely connecting between educational levels, between classes in each educational level and linking with vocational education and higher education programs.

What is the standard regarding the quality of History teachers in Vietnam?

At Article 4 of the Regulation issued with Circular 20/2018/TT-BGDDT, the standard regarding the quality of History teachers in Vietnam is specified as follows:

1. Criterion 1. Ethics

- Qualified: The teacher complies with regulations on ethics

- Good: The teacher has the spirit of self-study, self-training and attempts to improve moral qualities;

- Excellent: The teacher is a role model in terms of ethics, shares experience, support colleagues in practice of ethics

2. Criterion 2. Virtue

- Qualified: The teacher has manner and method of working in conformity with works;

- Good: The teacher has awareness of self-training to create an exemplary virtue; great influence on students;

- Excellent: The teacher is a role model in terms of virtues, has great influence and support colleagues in making of virtues.