Solutions to improve the efficiency of human resource training for ethnic minority groups with local typical characteristics through the pre-university system
CHIẾN LƯỢC VÀ CHÍNH SÁCH DÂN TỘC
SOLUTIONS TO IMPROVE THE EFFICIENCY OF HUMAN RESOURCE
TRAINING FOR ETHNIC MINORITY GROUPS WITH LOCAL TYPICAL
CHARACTERISTICS THROUGH THE PRE-UNIVERSITY SYSTEM
Nguyen Tuan Anh
Viet Tri Central Pre-University School
for Ethnic Minorities
Email: atndubidaihoc@gmail.com
he State’s and Party's policy of foundation study for ethnic
minority students to create high-quality ethnic minority
T
human resources for mountainous provinces and ethnic minority
areas has been effectively deployed at Pre-University schools
across the country. However, there are still several difficulties in
the recruitment, enrichment, and allocation process of the Pre-
University system: there are no specialized policies for students who
belong to ethnic minorities with small population size based on the
ethnic structure of the province, the connection of Pre-University
schools and province officials in the work of creating ethnic
minority human resources is weak. This article proposes several
solutions to improve the efficiency of human resource training for
ethnic minority groups with local typical characteristics through
the pre-university system.
Received:
Reviewed:
Revised:
Accepted:
Released:
14/3/2021
26/3/2021
27/3/2021
27/3/2021
30/3/2021
DOI:
Keywords: Pre-University system; Methods; Create Human
Resources; Ethnic minority groups with local typical characteristics.
1. Introduction
who belong to ethnic minorities with small
population size based on the local ethnic structure at
pre-University schools so that the efficiency of high-
quality ethnic minority human resources’creation
can be improved.
Creating ethnic minority human resources
for mountainous provinces and ethnic minority
areas through the pre-university school for ethnic
minorities system is one of many State and Party’s
education policies for ethnic minority children.
Over the past 45 years, this policy has helped tens
of thousands of ethnic minority students to get
the opportunity to continue studying at university
and college levels so that after graduation, they
can become the high-quality human resources for
mountainous provinces and ethnic minority areas.
However, the research for specialized summaries of
the pre-university school for ethnic minorities policy
is still left unfinished; The recruitment, enrichment
and allocation of Pre-University students to higher
education institutions still face some difficulties in
implementing the goal of creating human resources
from ethnic minorities with small population size
based on the ethnic structure of the province,
according to the actual needs of the mountainous
provinces and ethnic minority regions. In this
research, we make surveys and statisticize the status
of enrichment and allocation of ethnic minority
students with small population size based on the
ethnic structure of some mountainous provinces
after finishing the foundation study, then propose
a number of solutions to overcome difficulties in
recruitment, enrichment and allocation of students
2. Study overview
The improvement of the efficiency of the
ethnic minority human resources’ training and
enrichment has been mentioned in legal documents,
mechanisms and policies of the Party, State as
well as of Ministries from central to local levels.
Besides, a number of articles, scientific conferences
and seminars also pointed out the current situation,
pros and cons, causes and solutions to improve the
efficiency of training and enrichment of human
resources for ethnic minority and mountain people.
At the workshop “Implementing the program of
socio-economic development, sustainable poverty
reduction in ethnic minority and mountainous
areas in Thanh Hoa, Nghe An, Ha Tinh provinces”
by the Ethnic Council of National Assembly in
cooperation with the social issues Committee of
the National Assembly, the ethnic Committee of
the Government and Thanh Hoa Provincial Party
Committee held in December 2020, Minister of
Education and Training Phung Xuan Nha has
given four solutions to implement the program of
socio-economic development, sustainable poverty
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reduction in ethnic minority areas, specifically with a variety of integrated measures including
as follows: firstly, implement the “election” school education and non-school education,
policy effectively. This is a “traditional” solution, from building the foundation elements to directly
one of the important policies to develop high- enhancing capacities, skills and professional
quality human resources for ethnic minority and expertise. Thirdly, it is advisable to develop human
mountainous areas, especially for ethnic minorities; resourcesofethnicminoritieswithmeasuressuchas:
secondly, through “ordering” training and retraining activating good value systems in learning, cultural
of human resources working in districts, communes creation, labor, production, especially honesty and
and villages of three provinces of Thanh Hoa, tribal consciousness. Raising the level of cultural
Nghe An and Ha Tinh; thirdly, localities should enjoyment for ethnic minorities: building cultural
continue to pay more attention to the development teams in ethnic minority areas, forms of cultural
of boarding and semi-boarding schools in the and art clubs; organizing many cultural and artistic
locality; fourthly, Thanh Hoa, NgheAn and Ha Tinh activities focusing on conveying new information
all have favorable regions where socio-economic on the Party’s lines, the State’s policies and laws;
development is better than ethnic minority and environmental sanitation, hygiene, accommodation
mountainous areas in the province. Therefore, it and health care; scientific and technical knowledge,
is necessary to promote cooperation programs business experience; experience in environmental
between schools, communes and districts in areas protection, health care; preventing social evils,
with better economic conditions and in difficult building a family, a cultural village; preserving
areas to support and help each other to develop.
and promoting national identity ... These activities
have significantly impacted on the formation and
development of awareness, social knowledge, life
skills ... for human resources in ethnic minority and
mountainous areas (Phuong, 2014).
Some articles also mention the current situation,
causes and propose solutions to improve the
quality of human resources in ethnic minority and
mountainous areas. For example, we can give a
look at the article “Solutions for developing human
The article “Improving the quality of ethnic
resources of ethnic minorities in our country in minority human resources - the strategic task
the period of industrialization and modernization” of ethnic work” by Ngo Thi Trinh, published
by Hoang Huu Binh in Ethnicity Magazine - No. in Ethnicity Journal No. 163, July 2014, has
117/2010. In the article, the author has pointed out mentioned the shortcomings of improving the
the advantages, disadvantages and shortcomings quality of human resources for ethnic minorities,
of the arrangement and allocation of ethnic thereby proposing five solutions to improve the
minority cadres, thereby proposing solutions in quality of ethnic minority human resources. Firstly,
developing human resources of ethnic minorities promote communication and education to raise
in a comprehensive way. These solutions are community awareness about the comprehensive
strengthening the leadership and direction of the development of human resources. Diversify forms
Party committees and authorities at all levels; and methods of propaganda and education; public
determining the criteria for scientific and technical information on support programs, election policies,
cadres, civil servants, public employees and study and career opportunities; Secondly, renew the
cadres as a basis for selection and assignment; education-training policy at all levels. Expand the
planning the arrangement and use of trained teaching and learning of ethnic minority languages
human resources; strengthening vocational training in schools; reforming and improving the efficiency
institutions; strengthening the propaganda on the of election policies for children of ethnic minorities
use of trained human resources in ethnic minority to study at universities, colleges and professional
areas; cooperating with foreign countries in the use secondary schools. Thirdly, diversify and rapidly
of trained human resources…(Binh, 2010).
develop various types of training, retraining
and vocational training in ethnic minority areas.
Prioritize investment in building and upgrading
local human resource training institutions,
diversify forms of training, improve the quality of
teachers and lecturers; focus on renewing content,
teaching and learning methods which are suitable
for the qualifications and competencies of ethnic
minority students, meeting the requirements of
industrialization, modernization and international
integration. Fourthly, focus on developing high-
quality human resources. Enhance attracting
the local children to participate in pedagogical
The Article “Some solutions to improve the
quality of human resources for ethnic minorities in
Son La province in the period 2011-2020” by Pham
Ngoc Phuong published in Ethnicity magazine No.
161 in May 2014 has mentioned three solutions to
improve the quality of human resources of ethnic
minorities in Son La province. Firstly, physical
development should be based on population
improvement, family planning, strengthening sports
and physical training, ensuring livelihood safety
and preventing epidemics. Secondly, it is necessary
to improve the human resources of ethnic minorities
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vocational training; detect, foster and train high- TTLT/BTC-BGDĐT). Therefore, the current Pre-
quality human resources who are ethnic minorities; University schools are specialized and received
adopt policies to support and honor high-quality many incentives from the government.
human resources to attract excellent scientists
and managers to participate in socio-economic
development in upland communes and borders.
Fifthly, improve the lives of all aspects of the
ethnic minorities. Focus on improving the quality
of medical care services for community health
care; focus on investment in socio-economic
development, promote the movement of building a
new cultural life, step by step solve pressing social
problems in ethnic minority areas (Trinh, 2014).
From 1975 to 1982, the Pre-University
recruiting task was following the function and
mission specified in the Pre-University School’s
Founding Decision (there has not been any
regulatory document of the Ministry); From 1982
until now, the work of recruitment, enrichment and
allocation of students in Pre-University system has
been following 03 Decisions (Decision No. 410/DH
datedApril 6, 1982, Decision 37/1999-QD-BGDĐT
dated September 30, 1999, Decision No. 09/2005/
It can be seen that the articles have emphasized QD-BGDĐT dated 29/3/2005), 02 Circulars of
andaffirmedtheimportantroleofhumanresourcesin functional ministries (Circular No. 25/2010/TT-
ethnic minority and mountainous areas. The authors BGDĐT dated October 13, 2010, Circular No.
have pointed out the actual situation of training and 26/2016/TT-BGDĐT dated December 30, 2016).
retraining; pros and cons, shortcomings, causes in Currently, the work of recruitment, enrichment and
the use of human resources of ethnic minorities in allocation of the university preparatory system is
localities, thereby proposing solutions to overcome implemented according to Circular No. 26/2016/
and improve the quality of human resources in TT-BGDĐT, specifically as follows:
ethnic minority and mountainous areas, therefore,
improving the efficiency of the work of creating
ethnic minority human resources based on the
structure of the local ethnic composition through
pre-University system; In the scope of the article,
on the one hand, we inherit the research results of
previous authors, on the other hand we will give
new insights to clarify this issue.
Regarding the recruitment work: admission into
the Pre-University system in the form of entrance
assessment and direct application. Candidates
qualified for admission are the ones who belong to
type 01 of priority group 1 and region 1 specified
in the current University and College Full-time
Admissions Regulations. Candidates qualified
for direct application are high school graduates
who belong to small population size (according
to the Government’s regulations). Candidates who
take part in the national university entrance exam
in the admission year can sign up for university-
preparatory’s entrance assessment by one of the
following methods: admission based on high
school’s academic results; admission is based on
the results of the national university entrance exam.
3. Research method
In the process of making the article, we have
access to secondary documents such as: references,
monographs, research articles in specialized
journals ... Since then we use the analytical,
synthesizing, comparing and statistic data method
to have an overall view of the research issue.
4. Research results:
Thus, the current pre-University system’s
recruitment has not had a separate recruitment
plan for students who belong to ethnic minorities
with small population size based on the ethnic
composition structure of the province, has not had
a recruitment plan for provinces’ needs for human
resources.
Regarding the enrichment work: Students of the
University preparatory system are enriched with
cultural subjects, including the three subjects used
in assessment in addition to English and Computer
Science (if English was one of the subjects, students
only have to learn Computer Science), over the
course of 32 weeks (the equivalent of one academic
year); Besides, students get to join health training
and skills training program appointed by Pre-
University facilities.
4.1. The Pre-University system review
Article 61 section 2 clause 1 and 2 of The
Education Law (2019) stated Pre-University schools
are specialized schools founded by the government
for students who belong to ethnic minorities,
students living in families of long time settlers in
regions of extreme social-economic difficulties.
These schools are prioritized in allocating
teachers, facilities, equipment and budget. Article
3, Clause 3, Circular No.24/2011/TT-BGDĐT
stated Pre-University schools have the function of
implementing the State and Party’s ethnic policy in
training officials for mountainous, ethnic minority
regions. Students in the Pre-University program
are entitled to receive benefits such as free tuition
fees, scholarship valued at 80% of the State’s
minimum wage, accommodation facilities, school
supplies and other forms of support for study
and accommodation (Circular number 109/2009/
Thus, the current Pre-University system only
has an enrichment system equivalent to one
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CHIẾN LƯỢC VÀ CHÍNH SÁCH DÂN TỘC
academic year, with no different enrichment time minorities with small population size based on the
for different students, especially for students with ethnic composition structure of the province and
average and below-average abilities who need not based on the needs for human resources of local
longer enrichment time to be capable of continuing ethnic minority regions.
their learning in university facilities; Besides, the
career orientation of the enrichment program has
not shown its full potential.
4.2. Recruitment, allocation results of students
who belong to ethnic minorities with small
population size based on the ethnic composition
Regarding the allocation: based on the training structure of mountainous provinces through the
results, the final scores of the final exam subjects, Pre-University System
the wish of students and the admission quotas of
the education facilities, universities, colleges,
vocational training institutions assess and allocate
students to Higher education institutions based on
their scores until the quotas are met. For schools (or
majors) with the number of candidates larger than
quotas, the rest of the students can transfer to other
schools (or majors). In case many students have
the same final scores, the final scores of Computer
Science and English should be considered. If
a student is not selected according to their first
preference, they will continue to be selected
according to their second and third preference
In this part, we choose to study statistical data
at the Central Pre-university School for Ethnic
Minorities and focus on selecting 05 mountainous
provinces representing the Northeast and Northwest
regions where the number of Universities’
recruitment is the highest. The percentage of
Ethnic minorities with a small population size
based on the ethnic composition structure of the
05 selected provinces includes the following ethnic
groups: Mong, Dao, San Chi, Lo Lo and other
ethnic minorities according to the Government’s
regulations. Recruitment, allocation and enrichment
results are divided by ethnic groups with small
Thus, the current student allocation of the Pre- population size based on the ethnic composition
University schools has not been built to prioritize structure of provinces (results are shown in Tables
ethnic minority students who belong to ethnic 1, 2 and 3).
Table 1. Pre-university System’s recruitment results in the period 2010 - 2020
(according to data from the Central Pre-university School for Ethnic Minorities)
Percentage of ethnic minorities with
Recruitment
numbers
small population size based on the
ethnic composition structure of the
province
Percentage of other ethnic
Province
minorities
Lang Son
Cao Bang
Tuyen Quang
Bac Kan
2514
1917
685
32 (1,27%)
37 (1,93%)
72 (10,51%)
35 (6,42%)
38 (7,39%)
2482 (98,73%)
1880 (98,07%)
613 (89,49)
545
510 (93,58%)
476 (92,61%)
Yen Bai
514
Table 2. Pre-university System’s allocation results based on groups of majors in the period 2010 - 2020
(according to data from the Central Pre-university School for Ethnic Minorities)
Percentage of ethnic minorities with
small population size based on the
ethnic composition structure of the
Percentage of other ethnic minorities
Allocation
numbers
Province
province
HM
NSM
SSM
EM
HM
NSM
SSM
EM
(1)
(2)
(3)
(4)
(1)
(2)
(3)
(4)
Lang Son
2307
1700
3
3
6
1
16
21
4
4
345
214
361
172
297
388
643
486
Cao Bang
Tuyen
Quang
605
8
4
26
24
107
91
76
97
Bac Kan
Yen Bai
510
460
4
2
6
6
8
8
3
77
65
76
87
42
138
100
25
108
(1) Health Majors; (2) Natural Sciene Majors; (3) Social Science Majors; (4) Economic Majors
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Table 3: The Pre-university System’s enrichment results for students who belong to ethnic minorities with
small population size based on the ethnic composition structure of the province in the period 2010 - 2020
(according to data from the Central Pre-university School for Ethnic Minorities)
Enrichment results
Province
Sum
Unqualified
Averagen
Good
10
Very Good
Lang Son
Cao Bang
Tuyen Quang
Bac Kan
0
0
1
1
1
20
26
48
19
20
2
2
3
4
4
32
37
72
35
38
9
20
11
Yen Bai
13
First, the recruitment of students who belong to normative documents for the university preparation
ethnic minorities with a small population size based system and the status of enrollment, fostering and
on the ethnic structure of the province makes up a distribution of ethnic minority students based on
very small number (from 32 to 72 students). In which the ethnic structure of the researched provinces
there are two provinces, Lang Son and Cao Bang, according to the statistics of the Central Pre-
where the recruitment number is very high, but the university School for Ethnic Minorities, we would
number of students who belong to ethnic minorities like to propose a number of solutions to better
with small population size based on the ethnic implement the goal of creating human resources of
composition structure of the province accounts for a ethnic minorities with a small population size based
very low percentage (less than 1,93%).
on the ethnic structure of the localities, as follows:
Second, the results of fostering and learning of
First: On the side of the Ministry of Education
ethnic minority pupils of a small population size and Training, it is necessary to continue to study,
based on the ethnic structure of the province are not supplement and complete documents related to
very good, mainly at the average level.
the functions, tasks, enrollment, fostering and
allocation of university preparation schools
(Circular No. 24/2011/TT-BGDĐT, Circular No.
41/2013/TT-BGDĐT, Circular No. 26/2016/ TT-
BGDĐT) in the direction:
Third, the number of students from ethnic
minorities with a small population size based on
the ethnic structure of the province, allocated to the
health and natural science sectors is rather low.
- Supplement the task of fostering the pre-
university system according to the orders of the
mountainous provinces
The creation of human resources for ethnic
minority and mountainous areas is a very important
factor, contributing to promoting the socio-
economic development of localities. However,
- Delegate autonomy to the pre-university
through the above data sheet on the enrollment, schools in the construction of enrollment and
fostering and distribution of pre-university students, allocation projects in which the allocation of the
it can be seen that the proportion of ethnic minority pre-university system should be ensured towards
students with a small population size based on the creating human resources for regions with
ethnic structure of the provinces, fostered to create especially difficult socio-economic conditions,
resources through the pre-university system, still creating human resources according to the actual
accounts for a very low rate. The reason comes needs of localities.
from the difficult socio-economic conditions of
these ethnic groups, leading to limited access to
education while special priority policies for them
have not been taken into account in the current
fostering policy of pre-university system.
- The training of pre-university students should
be implemented according to the group orientation,
in line with the general education program 2018.
- Agree in the normative documents (Decree
No. 57/2017/ND-CP, Decree No. 141/2020/ND-
CP; Circular No. 09/2020/TT-BGDĐT) in the
direction: ethnic minority students, who are directly
admitted to higher education institutions according
to the priority policy, need to be fostered for pre-
4.3. Some solutions to create human resources
who belong to the ethnic minorities with a small
population size based on the ethnic structure of the
localities through the university preparation system
From the current status of the system of university for at least 01 year, maximum two years
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at pre-university schools in order to improve the minorities (universities, colleges) will reach 130
quality of the input.
to 150 students/10,000 people (ethnic minorities),
ethnic groups which have very high quality human
resources reach at least 130 students/10,000 people;
By 2030, it will reach 200-250 students/10,000
people”. In the tasks and solutions of the Resolution
clearly states “To consolidate and expand pre-
university schools (faculties), improve the quality
of pre-university training for ethnic minority
students to ensure quality in general; develop a
contingent of ethnic minority teachers; increase
investment in ethnic boarding schools, schools
with many semi-boarding ethnic minority pupils”.
In particular, the master project on socio-economic
development of ethnic minority and mountainous
areas in the period 2021 - 2030 approved by the
National Assembly 14 in Resolution No. 88/2019/
QH14 has decided that “Education and training:
To reasonably develop the network and scale of
ethnic semi-boarding, boarding and pre-university
ethnic minority schools; to pay special attention to
the development of ethnic boarding schools, ethnic
minority pre-university schools for these regions:
Northern mountainous areas; Central Coast and
Central Highlands; Southern. Renew election
methods to improve training quality and efficiency
in using human resources for ethnic minority and
mountainous areas” Legal documents are the legal
basis, contributing to the development of education
in ethnic minority areas.
Second: Provinces need to have tenure planning
policies to train and foster human resources of
ethnic minorities with a small population size based
on the ethnic structure consistent with the socio-
economic characteristics of the province; closely
coordinating with the pre-university institutions,
higher education institutions in the work of creating
human resources from ethnic minorities with a small
population size based on the ethnic structure of the
province in order to better implement the training
model of human resources of ethnic minorities
based on the ethnic structure of the province in
the direction: Locality – Pre-university Schools -
Universities/Vocational Schools.
Third: Pre-university Schools need to make
enrollment schemes, allocation schemes towards
the priority of ethnic minority students with a
small population size in the provinces and towards
the human resource needs of localities and ethnic
regions; build the model of training human resources
for ethnic minorities with a small population size
based on the structure of the ethnic composition
of the province in the direction: Locality – Pre-
university Schools - Universities / Vocational
Schools; continue to improve the quality of training
of the pre-university system, especially research and
develop a program of fostering the pre-university
system according to the group orientation, suitable
for ethnic minority students, in which includes
2-year training system.
From the current situation of enrollment,
fostering and distribution of students in the
university preparation system at the Central Pre-
university School for Ethnic Minorities and other
pre-university schools, it is believed that:
5. Discussion
The Party and State pays special attention to
socio-economic development in ethnic minority
and mountainous areas. Resolution 24-NQ/TW
of the Central Committee dated March 12, 2003
clearly states the viewpoint on the development of
human resources of ethnic minorities: “Diversifying
and rapidly developing different types of training,
retraining and vocational training in ethnic areas;
bringing the vocational training program into
boarding schools for ethnic minorities; continue to
well implement the policy of priority and election
for children of ethnic groups to study at universities
and colleges; opening more preparatory schools for
ethnicminoritiesintheCentralregionandtheCentral
Highlands. Study and organize a system of schools
specializing in training and fostering intellectuals
and ethnic minority cadres” (Central Executive
Committee, 2003). Resolution No. 52/NQ-CP
dated June 15, 2016 on promoting human resource
development for ethnic minorities in the period
2016-2020 with a vision to 2030 has identified the
target: “By 2020, the number of students from ethnic
First, it is necessary to continue to strengthen
the leadership of the Party and State in education
and training in ethnic minority and mountainous
areas. Focus on the propagation and dissemination
of the Party’s and State’s policies, views, goals,
basic tasks and ethnic work strategies in the field of
education and training, in order to raise awareness
for ethnic minority students.
Second, consider developing education and
training as the top national policy, the most basic
factor for comprehensive development of ethnic
minority areas; to strive to bring education and
improvement of the knowledge of the people in
ethnic minority and mountainous areas on a par with
the national level. Focus on recruiting, fostering
and creating human resources belonging to ethnic
minority groups with a very few population size,
ethnic groups with specific characteristics for each
locality, ethnic groups facing many difficulties.
Third, develop and improve the quality of the
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teachers, ensuring sufficient quantity, professional the limitations and difficulties in enrollment,
standards, rational structure and increase the fostering and allocation of students in the university
number of teachers from ethnic minorities. For preparation system to create human resources of
teachers, it is necessary to have solid, dynamic ethnic minorities, especially ethnic minorities with
and creative expertise in organizing, managing, a small population size based on the ethnic structure
directing and administering the students’ activities. of the localities in a better way in the coming time.
The conveyed knowledge must be suitable to
students’ receptive level. Prepare teaching aids
and equipment suitable to each of educational
content. Have skills to communicate with students,
especially ethnic students with extremely difficult
circumstances by appropriate and comprehensive
educational methods.
6. Conclusion
The research on proposing solutions in the work
of recruitment, enrichment, allocation of students
who belong to ethnic minorities with a small
population size based on the ethnic structure of
the localities in Pre-university Schools is currently
one of the most urgent parts of creating human
resources contributing to the socio-economic
development of mountainous provinces and ethnic
minority areas. To effectively implement the task of
creating human resources through Pre-university
enrichment system, different sector levels must
join hand, especially the drastic and methodical
Fourth, continue to pay attention to invest
in building infrastructure, facilities, teaching
equipment to meet the development needs of
education in the new era, thereby improving the
quality of training and creating human resources in
ethnic minority and mountainous areas.
The above are some discussions on the issue involvement of planning work, creating human
of improving the efficiency of creating human resources for regions of ethnic minorities with a
resources of ethnic minorities with a small small population size based on the ethnic structure
population size based on the ethnic structure of the of the localities.
localities. We hope to contribute to overcoming
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Circular No. 25/2010/TT-BGDĐT, dated
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Volume 10, Issue 1
31
CHIẾN LƯỢC VÀ CHÍNH SÁCH DÂN TỘC
Government. (2016). Promote the development
of human resources of ethnic minorities
in the 2016-2020 period, with a vision to
2030. Resolution No. 52/NQ-CP, dated
June 15, 2016.
National Assembly. (2014). Approve the master
project on socio-economic development
in ethnic minority and mountainous areas
for the period 2021-2030. Resolution No.
88/2019/QH14, dated November 18, 2019.
Phuong, P. N. (2014). Some solutions to
improve the quality of human resources for
ethnic minorities in Son La province in the
period 2011-2020. Ethnicity Magazine, no.
06-13/285e7b804459a40c848b85bb649e
5b69-cema.htm.
National Assembly. (2019). Education Law.
Law No. 43/2019/QH14.
Trinh, N. T. (2014). Improving the quality
of ethnic minority human resources - the
strategic task of ethnic work. Ethnicity
gov.vn/2014-11-25/0246cc004654a63996da
fed47b216718-cema.htm
GIẢI PHÁP NÂNG CAO HIỆU QUẢ CÔNG TÁC ĐÀO TẠO
NGUỒN NHÂN LỰC CHO NHÓM DÂN TỘC THIỂU SỐ CÓ TÍNH
ĐẶC THÙ CỦA ĐỊA PHƯƠNG THÔNG QUA HỆ DỰ BỊ ĐẠI HỌC
Nguyễn Tuấn Anh
Trường Dự bị Đại học Dân tộc Trung
ương Việt Trì
Email: atndubidaihoc@gmail.com
Tóm tắt
Chính sách học dự bị đại học của Đảng và Nhà nước dành cho
học sinh người dân tộc thiểu số nhằm tạo nguồn nhân lực là người
dân tộc thiểu số có chất lượng cao cho các tỉnh miền núi và vùng
đồng bào dân tộc đã và đang được triển khai rất hiệu quả tại các
trường dự bị đại học trên cả nước, tuy nhiên công tác tuyển sinh, bồi
dưỡng và phân bổ hệ dự bị đại học hiện nay đang tồn tại một số khó
khăn đó là: chưa có chính sách đặc thù cho học sinh người dân tộc
thiểu số rất ít người theo cơ cấu thành phần dân tộc của địa phương,
sự phối hợp giữa trường dự bị với các địa phương trong công tác tạo
nguồn nhân lực là người dân tộc thiểu số còn chưa cao. Bài viết này
xin được đề xuất một số giải pháp nhằm nâng cao hiệu quả công tác
tạo nguồn nhân lực cho nhóm dân tộc thiểu số có tính đặc thù của
địa phương thông qua hệ dự bị đại học.
Ngày nhận bài:
14/3/2021
Ngày phản biện: 26/3/2021
Ngày tác giả sửa: 27/3/2021
Ngày duyệt đăng: 27/3/2021
Ngày phát hành: 30/3/2021
DOI:
Từ khóa
Hệ dự bị đại học; Phương pháp; Tạo nguồn nhân lực; Nhóm dân
tộc thiểu số có tính đặc thù của địa phương.
32
JOURNAL OF ETHNIC MINORITIES RESEARCH
8 trang
21/04/2022
1360
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