影響越南中等教育的社會和結構因素轉變（1986-2016）

Transfiguring Social and Structural Determinants of Vietnam’s Secondary Education From 1986 To 2016

新制度主義在當代社會科學發展趨勢中提到了跨學科整合原則。新制度主義經濟學的出現，不僅是行為主義經濟學對制度研究忽視的批判，也是文化和社會科學對制度的回應。本研究運用社會學新制度理論的框架，例如涂爾幹（Emile Durkheim）、帕森斯（Talcott Parson）、鮑爾斯（Samuel Bowles）和季廷斯（Herbert Gintis）等社會學思想，來解釋越南從1986 年到2016 年影響越南中等教育的社會和結構因素的轉變。本研究係以「次級資料分析」主，通過文獻探究和次級資料分析，以獲得研究所需之依據和證據。這本研究的結果指出，越南自1986 年以來一直在參與一個革新進程，以促進社會經濟發展和更緊密地融入世界。這些變化可以在革新為經濟活動創造了環境的經濟領域中觀察到，並且這些變化發生在個人、團體和整體社會中。城鄉居民在適應環境變化方面變得更加理性，充滿活力和積極。通過正規教育對人力資源開發的日益重視，表明越南政府和越南人民對社會教育發展和經濟增長都特別重視。1986 年揭示的經濟改革與創新的「革新」政策，不但為越南開啟了轉變與發展的契機，同時也給越南中等教育改革帶來極大影響。在市場經濟體制中，國家會將公共教育成 本的一部份轉嫁至受教者身上。在推行新的教育法令規定之後，國家不再擁有教育的 壟斷權，越南公共教育逐漸傾向「私有化」。自此，越南教育制度便不斷地處於「市場化」、「私有化」，以及「多元化」的建構過程中。最後，本研究討論到越南教育體系所面臨的挑戰。越南教育體系的變革，特別 是中等教育，係受到各種外在環境與因素的影響。本研究發現與越南教育體系所面臨的挑戰可以提供教育工作者和政府機構對於專業與技術人力資源發展的政策的參考。

"The new institutionalism mentions to interdisciplinary integration principle in the trend of contemporary social science development. The appearance of new institutionalism economics is not only critical for ignorance of behaviorism economics on the institutional study but the response of cultural and social sciences to the institution. This study used the theoretical framework of the New Institutional Theory in sociology and the Thought’s Sociology such as Emile Durkheim, Talcott Parson, Samuel Bowles and, Gintis Herbert to explain the transfiguring social and structural determinants of Vietnam’s secondary education from 1986 to 2016. Data for the study is drawn principally from document review and secondary data analysis. The findings of this study indicate that Vietnam has been involved in a renovation process since 1986 to promote socio-economic development and closer integration with the world. The policy of renovation – Đổi Mới (Doi Moi) in Vietnam can be observed in the economic fields where renovation has created an environment for economic activity, and these changes have occurred at the individual, group, and collectives. Residents in rural and urban areas have become more rational, dynamic, and positive in adapting to change in their environment. The increasing attention paid to human resource development through formal education shows that Vietnam government and Vietnam people place special importance on socio-educational development as well as on economic growth. Changes in the new institution are a profound influence on Vietnam’s secondary education reform. The system of secondary education has grown out in the establishment of Vietnamese state’s new institutions. The state policy toward mass education under the market regime has been to shift an increasing share of the cost of education from the state onto consumers. Educational institutions in Vietnam have been establishing the processes of diversification, marketization, and privatization. Analyses of challenges, new policy changes of Vietnam education system in general and of the secondary education system in particular focus on the various causal factors that bring about a change in education reform image. The findings and analyses of challenges could be used for educators and governmental agencies in implementing policy concerning professional and skilled human resource development."