This is the opinion of many experts and administrators, as well as the sentiment of many parents, amidst the ongoing debates about optional and collaborative subjects in the timetable when applying the 2018 General Education Program.
IS THERE A LACK OF CONSISTENCY IN THE PROGRAM FROM THE SECTOR COMMANDER?
The principal of a primary school in Thu Duc City, Ho Chi Minh City, said she liked the 2018 General Education Program because of its humanistic nature and its flexibility and "openness" when applied in different localities. She believes that for the program to operate as intended by experts, a roadmap and time are necessary.
Students participate in STEM activities at elementary school, as part of the school's integrated curriculum.
This principal acknowledged the recent public outcry regarding the 2018 General Education Program as stemming from "a lack of necessary communication about the program and a lack of consistency in the program from the head of the education sector." "We need a clear roadmap, because this is a national program. We need to set goals, what goals will be achieved after 5 years, after 10 years, and what shortcomings still exist. Anything wrong must be frankly acknowledged, apologized for, and rectified," the principal stated frankly.
THE IDEAL IS THAT STUDENTS BENEFIT, NOT PAY ANY FEES.
In an interview with Thanh Nien newspaper, Dr. Nguyen Thi Thu Huyen, an education expert and advisor on developing general education curricula for private schools in Vietnam, frankly stated that regarding the 2018 General Education Program, it must be acknowledged that our goals are ambitious, including a comprehensive program. However, we must consider the actual resources available within Vietnam's current public education system. Furthermore, it's impossible to compare the situation in Vietnam with that of developed countries with substantial financial resources in their public education systems. These resources include both financial and human resources, specifically teachers.
“When we implement supplementary activities in localities focusing on competencies, foreign languages, computer skills, and other skills for students, in principle, if this is a desire of the 2018 General Education Program, then these supplementary activities should be included in the school's educational program, which students can benefit from without additional fees. That would be an ideal condition. However, in reality, it is clear that both the state budget and human resources are insufficient. The qualifications of English teachers, computer science teachers, and the capacity to conduct supplementary skill and talent review activities for students in the public education system in localities are inadequate. Therefore, schools have to collaborate with external organizations,” Dr. Huyen analyzed.
The challenge is how to organize these supplementary activities without causing conflict or resentment among parents. Dr. Huyen proposed:
First, the school's resources must be considered; if it cannot provide sufficient supplementary activities, then these should not be implemented. Second, if implemented, there must be consensus from all students, or a sufficiently large number of parents. The school must be able to arrange alternative educational activities for students who do not participate, if these activities fall within the students' school hours. Ideally, supplementary subjects would take place at the end of the school day, allowing parents to pick up their children early if they do not participate.
Notably, Dr. Huyen emphasized: "If the school organizes supplementary activities, or programs that are interspersed within the students' school timetable, and if parents do not register their children for these activities because they lack the need or financial capacity, then the school must be responsible for arranging purposeful educational activities so that parents can choose. I emphasize here that these are purposeful educational activities, not just letting students sit around, in the assembly hall, or in the library reading without any further guidance; that is unreasonable."
Displaying student artwork after English-language math and science lessons – an integrated subject in the school.
EACH SCHOOL'S CHOICE
So, is the 2018 General Education Program on the right track, or is its practical application distorted and inconsistent due to a lack of infrastructure and the inclusion of supplementary programs? Dr. Tran Thi Quynh Nga, principal lecturer, Department of Primary Education, Hue University of Education, said: “Any educational program or strategy requires certain conditions regarding infrastructure and human resources. The 2018 General Education Program was built, first and foremost, on the perspective of inheriting the achievements already made, with the basic conditions already in place. In the context of the Ministry of Education and Training promoting digital transformation in education and diversifying educational models, such as experiential education, learning through play, applying STEM and STEAM to teaching subjects… it is necessary to improve and equip infrastructure, teaching equipment, and professionally train the skills of management staff and teachers.”
“From a professional perspective, we are not discussing certain issues related to the ‘linked activities’ added to students’ timetables. However, I believe that this is a choice made by the schools, and also an effort to diversify teaching and educational models. The issue, if any, lies in the planning, organizational skills, and the appropriateness of the skill-building activities to the actual conditions and the needs and interests of the students. If the correct strategies, plans, and goals are fully communicated to parents, clearly and transparently explained, then schools will certainly gain high levels of parental consensus,” Dr. Nga stated frankly (to be continued).
Parents want transparency.
Mr. Viet Duc (a parent residing in Binh Tan District, Ho Chi Minh City) shared: “We are willing to pay extra so our children can learn beneficial subjects. This also helps provide a safe environment for children when parents cannot pick them up early after school. What I need is transparency regarding program information and the effectiveness of supplementary subjects. I think public schools can absolutely organize “Open Days,” similar to fairs with booths where all parents can participate, ask questions to teachers about subjects and activities that parents can register their children for.”
Regulations for constructing timetables based on the "school curriculum"
A leader from the Ho Chi Minh City Department of Education and Training stated that, according to regulations from the Ministry of Education and Training, when implementing the 2018 General Education Program at the primary school level, 100% of students will attend school for two sessions per day to develop their qualities and abilities in accordance with the program's objectives. In addition to fully implementing the subjects and educational activities prescribed by the Ministry of Education and Training, schools are allowed to design educational content and activities within their own curriculum to best support the national education program and to develop students' qualities and abilities according to the objectives of the 2018 General Education Program, while simultaneously improving the quality and holistic education of students.
The primary school curriculum for the 2024-2025 school year in Ho Chi Minh City includes: foreign language teaching (enhanced foreign language instruction, teaching communication with foreigners; teaching foreign languages through mathematics and science); STEM education; life skills training and various extracurricular educational activities; organizing enhanced computer science teaching activities according to international standards and digital citizenship skills education.
The school curriculum will be designed with unique characteristics to suit the specific needs of each school. Schools are free to create their own timetables, and can incorporate educational content from the school curriculum into morning or afternoon sessions, provided they adhere to the regulations regarding the number of lessons per day and do not overload students or teachers.
When developing school program plans, the principal must fully inform and publicize them to parents at the beginning of the school year so that parents understand and agree.
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