After this story was told in Lao Dong Newspaper, Ho Chi Minh City leaders visited the class and requested the Education sector to study a plan to evaluate and recognize learning results, thereby creating conditions for those who are qualified to continue studying at formal schools.
The Ho Chi Minh City Department of Education and Training will also coordinate with communes, wards, and special zones to review points that are organizing community classes; and at the same time learn about the circumstances, age, level and learning process of each student.
Thus, the story of the charity class in Ho Chi Minh City has had a beautiful ending, when from a specific class, leaders and the Ho Chi Minh City education sector have expanded it into a review throughout the area to find long-term learning directions for children in particularly difficult circumstances in the city.
Classes of love like these, of course, are not unique to Ho Chi Minh City.
In many localities across the country, charity classes are still being maintained by retired teachers, religious establishments, social organizations and individual philanthropists.
Those classes are helping poor children, children who follow their parents to work far away, children who lack papers or have dropped out of school to learn to read and access basic knowledge.
And like the story in Ho Chi Minh City, the academic results of most students in charity classes have not been officially recognized by the education sector. They know how to read and write but do not have records to transfer; when they are too old, it is even more difficult to return to high school.
So if there is no suitable roadmap, the charity class can become a stop for children instead of a bridge to bring them back to the education system.
Therefore, a broader review of charity classes nationwide is needed, starting from localities. Each child needs to be clearly identified in terms of circumstances, qualifications, paperwork status and aspirations to have appropriate support plans.
The recognition of academic results cannot, of course, be carried out easily. The Education sector can organize competency assessments, guide supplementation of missing knowledge, and appropriate classes.
Children who are eligible to return to general education; children over the age or in special circumstances are transferred to continuing education programs.
Along with that, local authorities and related sectors need to support resolving legal documents, health insurance and other essential conditions.
Charity classes are very worthy of being respected. But the most practical respect is not only the words of thanks for those who sow literacy, but also opening a path for their students to continue to go further.
Finding each child who has not been to school and opening a suitable path for them is also a way not to leave anyone behind in education.
