HủC KHĐNG òảỳC HAY HủC òế LM Gỗ Tri nghiồm hủc tĩp cỷa thiu niÊn dÂn túc thiếu s Trong gôn ba thp k qua, Nhà nèc cc că quan tấ chc pht trin nèc cng nh quậc t ặ ặang n lc trin khai hàng lot ặ n, chnh sch lin quan trc tip ặn gio dc ặào to nhêm to ngun xây dng ặẩi ng lao ặẩng, tr thc dân tẩc thiu sậ Th nhng, theo ặnh gi gôn ặây nht cềa ỷy ban Dân tẩc th ngun nhân lc vễng dân tẩc ni cn thiu v sậ lểng yu v cht lểng (ò n CEMA 2011) Xọt dèi kha cnh gio dc, cc trnh xây dng pht trin ch trng vào "phôn cng" nh trng hc, hc ph, tn dng h trể dy ngh cha thc s gii quyt thu ặo cc rào cn kh khđn dn ặn t lữ hc sinh dân tẩc thiu sậ ln bc hc cao gim dôn Nhêm gp phôn tm li gii ặp cho ặ nu trn, khun khấ thi gian c hn, nhm nghin cu tin hành kho st kt hểp dng cc phăng php nghin cu ặnh tnh nhân hc ti bận cẩng ặng dân tẩc thiu sậ (ngi Thi, Dao, Pà Thn Hmng) thuẩc ặa bàn cc tnh Hà Giang, Yn Bi òiữn Bin òậi tểng tham gia phãng sâu tho lun nhm cẩng ặng bao gm hc sinh, ph huynh, gio vin, hiữu trẻng trng, ặim trẻng, ngi lao ặẩng, cn bẩ x nhng ngi tng lao ặẩng, tm viữc ti cc thành phậ, trung tâm ặ th ? Tri nghiữm hc cềa thiu nin dân tẩc thiu sậ Mẩt em hc sinh buấi hc ặnh vôn ch Khmer cềa lèp 3, trng tiu hc òi Tâm Tc gi: Danh De (Dân tẩc Khmer, X òi Tâm, Huyữn Má Xuyn, Tnh Sc Trđng) Mẩt nhng pht hiữn nấi bt cềa nghin cu cho thy ặ khng hoàn toàn ẻ bn thân cc thiu nin cẩng ặng dân tẩc thiu sậ ặểc phãng khng c thc hc cao nguyữn vng mẻ rẩng cc la chn sinh k, mà rào cn lèn nht chnh s thiu cng bêng ặ ngi dân tip cn cc că hẩi ặ Mậi quan ngi chề yu cềa hc sinh ln ph huynh ti cc ặa bàn nghin cu ẻ kh nđng tip cn cc că hẩi hc viữc làm (thng sau tật nghiữp bc THPT) Nhng v d trc quan ti cc cẩng ặng thiu sậ v em nng dân bnh thng hc xong khng xin ặểc viữc làm ấn ặnh chnh rào cn tâm l v cễng lèn khin c ph huynh hc sinh t c ặẩng lc vểt qua rt nhiu kh khđn, ặc biữt v kinh t ặ tip tc hc ln cao Quan trng hăn, nghin cu ch rêng cc cẩng ặng dân tẩc t ngi him c că hẩi tip cn thng tin, ặc biữt cc că hẩi h trể hc u tin viữc làm, so vèi ngi Kinh hay cc nhm dân tẩc thiu sậ nhng chim sậ ặng trn ặa bàn Yu tậ cật li dn ặn tnh trng thiu cng bêng că hẩi xut pht t chnh nhng ặnh kin v khc biữt tẩc ngi, gia tẩc ặa sậ cc tẩc thiu sậ, gia cc tẩc thiu sậ ặng ngi cc tẩc thiu sậ t ngi Bêng chng cho thy mẩt xu hèng nhng tẩc ngi thiu sậ c t lữ dân c ặng hăn, c lch s qun c tr lâu dài thng c kh nđng tip cn cc ặc quyn ặc lểi, ặ cc nhm "thiu sậ t ngi" lun b, hay thm ch t coi h nhn thc kọm, lc hu ngi va chm nn gp bt lểi hăn Hiữn tểng cho thy ặ ặnh kin tẩc ngi bẩc lẩ ẻ nhng dng thc tinh t, kh nđng că hẩi ặ tip cn cc v tr "chật" quan trng tật hăn khng ch gia tẩc ặa sậ vèi cc tẩc thiu sậ mà cn gia cc tẩc ngi thiu sậ khc òây mẩt biu hiữn hữ ly t mậi quan hữ lin tẩc ngi c tnh lch s vđn ht sc ặc thễ ẻ vễng ặa dân tẩc ni pha Bổc Viữt Nam Tnh trng thiu cng bêng viữc tip cn cc că hẩi hc tp-viữc làm ni trn li phn nh nhng tn ti bt cp cch thc trin khai cc chnh sch ti ặa phăng Theo nhng thng tin thu thp ặểc th viữc trin khai cc chnh sch lin quan ặn pht trin ngun nhân lc ẻ nhiu ặa phăng vễng dân tẩc ni cn thiu tnh minh bch, nng v hnh thc nn thiu hiữu qu Ngi dân khng ặểc cp nhp tip cn mẩt cch chnh thc cc chnh sch ch ặẩ u ặi nh ặđng k hc trng dân tẩc nẩi tr, c tuyn bc cao ặng hay ặi hc Cc trnh dy ngh ch b hóp phm vi to cng đn viữc làm ti ặa phăng, nhng li xa ri vèi thc t cềa th trng lao ặẩng kh nđng ặôu t cềa ngi dân Trn că sẻ phân tch ặ hc cềa thiu nin dân tẩc thiu sậ mậi tăng quan gia ba cp ặẩ: tẩc ngi chề th; lin tẩc ngi (ti ặa phăng) trung ăng-ặa phăng, nghin cu bèc ặôu cho thy nhng nguyn nhân sâu xa ằn sau ặẩng thi ngh hc khng hc tip ln cc bc cao cềa hc sinh vễng ặa dân tẩc ni Đng òng Kim Săng, 48 tuấi, thn Sài Lăng, X Nm Bng ặang vit ch nho Tc gi: Triữu Vđn Kim (Dân tẩc Dao, X Nm Bng, Huyữn Vđn Chn, Tnh Yn Bi) KIN NGHở GII PHẫP - Côn gây dng cềng cậ nim tin v cc că hẩi hc ngh nghiữp cho ngi dân tẩc thiu sậ, t ặ to nn ặẩng că thc ặằy c ph huynh hc sinh n lc phn ặu theo hc ln bc cao Thng tin phấ bin cng khai, nhanh chng rẩng ri cho mi ặậi tểng ặểc bit - V mt chnh sch tuyn dng, ặc biữt ti cc khu vc nng thn ni, côn xa bã hnh thc "bin ch" cng nh gim thiu cc khâu thề tc hành chnh xin nẩp xọt tuyn ngh nghiữp ặ ngđn tr môm mậng, to ặiu kiữn pht sinh cc hiữn tểng tiu cc - Phấ bin cc m hnh, cc tm găng "thành cng" (trong hc ngh nghiữp) ẻ ặa phăng - Côn h trể cc yu tậ c tnh "phăng tiữn" cđn c trn nhu côu thc t tng vễng, ặa phăng ặ to ặiu kiữn cho tr em dân tẩc thiu sậ ặn trng hc (cc ặim trng, gio vin tiu hc cễng nhm tẩc ngi, p dng thi ặim thu hc ph uyn chuyn hăn) - Lp khuyn hc cc cẩng ặng, nu cao tinh thôn tăng trể ặ cao vai tr cềa già làng, ngi c uy tn thn bn viữc khuyn khch hc nhêm hèng tèi lểi ch chung cềa cẩng ặng - Thng qua cc phăng tiữn truyn thng, hot ặẩng tấ chc cc s kiữn vđn mang tnh ặi chng tđng cng cng tc tuyn truyn, gio dc nâng cao thc ngi dân tn trng s ặa dng vđn tẩc ngi ặ cềng cậ khậi ặi ặoàn kt dân tẩc, ặng thi gp phôn xa m tâm l t ặnh kin t ti cềa cc nhm dân tẩc thiu sậ, nht cc cẩng ặng "thiu sậ t ngi" Thng tin chi tit v kt qu nghin cu ặ xut chnh sch ặểc hểp bo co "Hc khng ặểc hay hc ặ làm g?" Nghin cu Viữn Nghin cu X hẩi, Kinh t Mi trng (iSEE) tấ chc CARE quậc t ti Viữt Nam phậi hểp thc hiữn ti ba ặa bàn ặi diữn cho ni pha Bổc Viữt Nam Yn Bi, Hà Giang òiữn Bin MủI THĐNG TIN XIN LIÊN Hồ Ch V Phăng Tho Email: vpthao@isee.org.vn - òiữn thoi 04-62737933 / 0989756681 Learning experience of young ethnic minority people Unable to learn or unmotivated? In the last three decades, the Vietnamese Government and local and international development agencies have put great efforts in implementing several education and training policies to develop ethnic minorities' workforce and intellectuals However, the most recent assessment by Committee of Ethnic Minorities indicated that workforce in ethnic and mountainous area was still in "low quality and quantity" (Proposed Strategy - CEM 2011) From educational perspective, the programmes focusing on "hardware" parts such as providing schools, credit, and vocational training have yet to resolve the problems that lead to dropouts at higher grades and poor quality of education of ethnic minority children In order to find answers to the problem, the research team, within a limited timeframe, conducted a qualitative study using anthropological approach in four ethnic minority communities (Thai, Dao, Pa Then and H'Mong) in Ha Giang, Yen Bai and Dien Bien Provinces Participants in focus group discussions and in-depth interviews were students, parents, teachers, headmasters, heads of school units, labourers, local authorities and labourers who had returned after working in cities or townships A third grade pupil of Dai Tam Primary School in Khmer learning hour Photo author: Danh De (Khmer Ethnic Group, Dai Tam Commune, My Xuyen District, Soc Trang Province) One of the main findings of the research was: not the lack of awareness and desire to expand livelihood options among ethnic minority youths and communities are causes of the problem The key issue was inequality in accessing opportunities The major concern of students and parents at research areas was accessibility to learning and working opportunities (usually upon high school graduation) At ethnic minority communities, examples of ordinary farmers' children unable to find a stable job after graduation has been a huge mental barrier for both students and parents who would have little motivation to overcome several difficulties, especially economic one, to pursuit higher education More importantly, the research also indicated that ethnic minority groups with very small population had less access to information on educational support opportunities and job incentives than the Kinh and the ethnic minority groups that have bigger population (the majority of minority groups) living in the same geographical area The main cause for the above mentioned inequality was ethnical stigma between ethnic groups More importantly, the research also indicated that ethnic minority groups with very small population had less access to educational support opportunities and job incentives than the Kinh and the minority groups that have bigger population in the same geographical area The main cause for this unequal access to opportunities was ethnical stigma between the majority and the minorities, and also between minorities with bigger population and minorities with smaller population There is evidence that minorities with bigger population and longer history of inhabitance usually have better access to privileges than minorities with smaller population, who are believed, by other groups or by themselves, to be backward and slow in learning The phenomenon suggested that ethnical stigma is demonstrated in a very subtle manner, not only between majority and minority ethnic groups but also between different ethnic minority groups In this case, it is demonstrated in capability and opportunity to get access to key and better positions The situation was the expression and consequence of typical historical and cultural inter-ethnic group relation in the northern mountains of Vietnam On the other hand, the mentioned inequality in accessing education and employment opportunities reflected existing irrelevancy in policy implementation at local levels According to collected information, the implementation of human resource policies in many ethnic and mountainous localities still lack transparency, and was supericial and ineficient Ordinary people were not updated or informed formally about many policies such as boarding schools and boarding schools and nomination for tertiary education Vocational training programs are limited to creating jobs locally, but fall far short of the real needs of the labour market and not take into account people's investment capability When analyzing education situation of young ethnic minority people in the relationship among three levels: majority ethnic group, inter-ethnic groups (at locality) and central-local level, the research revealed more important underlined reasons for dropouts or discontinuation to higher education of ethnic young people in mountainous areas Mr Dang Kim Suong, 48 years old at Sai Luong Village, Nam Bung Commune; was writing Chu Nho (a type of script used to write Yao language) Photo author: Trieu Van Kim (Yao ethnic group, Nam Bung Commune, Van Chan District, Yen Bai Province) RECOMMENDATIONS Build up and reinforce trust on learning and working opportunities for ethnic minorities, and consequently create motivation for parents and students to pursuit higher education The information should be made public, timely and to everyone On recruitment process, especially in mountainous rural areas, it is recommended to remove "life time staffing form" (bien che) and simplify administrative procedures in applying and assessment to reduce bribe/corruption chances Highlight and amplify successful examples in learning and working from real life Provide "utility" supports based on actual needs to create favourable conditions for ethnic minority children to go to school (such as school units, primary school teachers from the same ethnic groups, flexible tuition scheme) Create education fund in communities and promote mutual support as well as promote head of villages' roles in encouraging education for benefits of the whole community Through media and public culture events, raise public awareness of respecting culture diversity with an aim to strengthen solidarity and remove stigma against and self-stigma of ethnic minorities, especially groups with smaller population Details about the research findings and policy recommendations are available in the report "Unable to learn or unmotivated." The research was done by the Institute for Studies of Society, Economic and Environment (iSEE) and CARE International For further information please contact: Ms Vu Phuong Thao Email: vpthao@isee.org.vn Phone: 04-62737933 / 0989756681 www.isee.org.vn ...Tnh trng thiu cng bêng viữc tip cn cc că hẩi hc tp-viữc làm ni trn li phn nh nhng tn ti bt cp cch thc trin khai cc chnh sch ti ặa phăng Theo nhng thng... sch ch ặẩ u ặi nh ặđng k hc trng dân tẩc nẩi tr, c tuyn bc cao ặng hay ặi hc Cc trnh dy ngh ch b hóp phm vi to cng đn viữc làm ti ặa phăng, nhng li xa ri vèi thc t cềa th trng lao ặẩng kh nđng... ngđn tr môm mậng, to ặiu kiữn pht sinh cc hiữn tểng tiu cc - Phấ bin cc m hnh, cc tm găng "thành cng" (trong hc ngh nghiữp) ẻ ặa phăng - Côn h trể cc yu tậ c tnh "phăng tiữn" cđn c trn nhu côu