When was the Vietnamese Revolutionary Youth League established? What are the criteria for assessing educational outcomes of 9th-grade History?

When was the Vietnamese Revolutionary Youth League established?

The Vietnamese Revolutionary Youth League was established by Ho Chi Minh in June 1925 in Guangzhou (China), marking a significant milestone in the history of the Vietnamese revolution. The League emerged in the context of the country being invaded by French colonialists, with the people suffering under colonial and feudal rule. While previous patriotic movements failed due to a lack of organization and unified leadership, the Vietnamese Revolutionary Youth League brought a new revolutionary direction with a clear objective of national liberation.

The Vietnamese Revolutionary Youth League was established by Ho Chi Minh based on proletarian revolutionary ideology, aiming to organize and train patriotic youth to become staunch revolutionary fighters. The primary entity of the League was the youths, the largest and most potential social group in Vietnam at that time. With a spirit ready to sacrifice for independence, the League selected the youth as the vanguard force leading the struggle movement.

The League's headquarters in Guangzhou became a training center for the theory and skills for patriotic youth. Ho Chi Minh personally taught and equipped the trainees with knowledge about revolution, national liberation struggle, and practical lessons from the Russian Revolution. This helped members of the Vietnamese Revolutionary Youth League imbibe communist ideology and gain a deep understanding of the nature of class struggle.

From the initial seeds sown in Guangzhou, the Vietnamese Revolutionary Youth League not only created a youthful, enthusiastic revolutionary force but also significantly contributed to spreading Marxism-Leninism in Vietnam. The League laid a solid foundation for the establishment of the Communist Party of Vietnam in 1930, which led the national struggle movement to eventual complete victory.

Note: The above information is for reference only!

When was the Vietnamese Revolutionary Youth League established? What are the criteria for assessing educational outcomes of 9th-grade History? (Image from the Internet)

What are the criteria for assessing educational outcomes of 9th-grade History in Vietnam?

Under the General Education Program for History and Geography issued together with Circular 32/2018/TT-BGDDT, the criteria for assessing educational outcomes of History are specified as follows:

Assessment of educational outcomes of the History and Geography must ensure the following requirements:

- The objective of the assessment is to provide accurate, prompt, and valuable information regarding the level of meeting the required objectives of the History and Geography program and the progress of students to guide and adjust the teaching activities of teachers and learning activities of students.

- The basis of assessment is the required outcomes on key qualities, general competencies, and the specific competencies of history and geography as defined in the General Education Program for History and Geography;

- Apart from theoretical content, it is necessary to strengthen the assessment of student's skills such as working with maps, atlases, charts, diagrams, data tables, images, observation, collection, processing, and systematization of information, using outdoor learning tools, using technology and communication in learning, etc; assess the ability to apply knowledge to specific situations, not focusing on the reproduction of historical or geographical knowledge; diversify assessment forms, enhance regular assessment for all students through different forms: assessment through observation of classroom activities; assessment through learning portfolios, learning products; assessment through reports on the implementation of learning projects, reports on practical results, presentations on the results of learning tasks; facilitate students' participation in the process of evaluating educational outcomes.

- Educational outcomes are assessed qualitatively and quantitatively through regular and periodic assessments as the basis for aggregating the general assessment of students' qualities, competencies, and progress.

What are the objectives of the 9th-grade History curriculum in Vietnam?

Under the General Education Program for History and Geography issued together with Circular 32/2018/TT-BGDDT, the objectives of the History curriculum are defined as follows:

- The History and Geography curriculum at the lower secondary level contributes, along with other subjects and educational activities, to forming and developing students' key qualities and general competencies.

- The History and Geography curriculum at the lower secondary level forms and develops students' historical and geographical competencies on a foundation of basic, selective knowledge about global, national, and local history and geography; natural, socio-economic, and cultural processes occurring in space and time; the interaction between human society and the natural environment; helping students know how to use the tools of historical science and geographical science to learn and apply in practice.

Simultaneously, it contributes, along with other subjects and educational activities, to forming and developing students' key qualities and general competencies, especially love for their homeland and country, pride in national traditions, respect for the diversity of world history and human culture, inspiring students to explore the surrounding world and apply what they have learned to reality.