
Students of Vietnam National University , Hanoi studying at Hoa Lac campus - Photo: VNU
Creating opportunities for graduates to enter the labor market sooner, reducing the financial burden on families while still ensuring the quality of education, is essential.
However, if we only view this as a solution to save time and costs, we are only addressing the "symptoms." More importantly, we need to change the philosophy of education and improve the quality of training by focusing on the competencies of students after graduation.
For a long time, the number of years of study has been a default measure of higher education. Students had to complete 4, 5, or 6 years of study before graduating. However, with new trends and rapidly developing technology transforming all aspects of economic and social life, this approach has become outdated.
Online learning platforms, artificial intelligence, open data, and global online learning resources are fundamentally changing how we access knowledge. Many professional skills are developed through real-world projects, corporate environments, internships, or research activities, rather than traditional theoretical lectures.
What the labor market needs is not simply people with degrees, but people who are adaptable, creative, communicative, team-oriented, tech-savvy, and committed to lifelong learning.
Therefore, when students have the capacity to meet the learning outcomes earlier, they should not be bound by a rigid timeframe. Competency-based training, rather than time-based training, is becoming the trend in many advanced education systems around the world.
However, simply allowing students to graduate early while the curriculum remains heavily theoretical, the content remains repetitive, the teaching methods are still one-way and the assessment is still primarily based on exams, will make it very difficult to create real change.
Shortening training time is only truly meaningful when it is accompanied by innovation in training programs, content, and methods.
Universities need to review their entire training programs, aiming for a more streamlined and practical approach. Courses heavily focused on providing foundational knowledge could be offered through online learning, guided self-study, or digital learning materials.
Schools need to dedicate more time to activities that technology can hardly replace, such as developing critical thinking, professional skills, scientific research, practical experience, and business connections.
At the same time, the quality assurance system must also change towards evaluating output results, instead of just controlling the duration of training. What matters is not how many years students study, but what they can do after graduation.
Of course, not all professions can have their training time mechanically shortened. Specialized fields such as medicine, law, architecture, or the arts still require a minimum training period.
However, these fields still have room to reduce the time spent on non-specialized subjects by increasing the application of digital technology, online learning, and personalizing learning paths. A doctor who wants to practice still needs to continue specialized training and obtain a practicing license.
A law graduate who wants to become a lawyer, notary, or hold other judicial positions must also undergo specialized professional training. In a learning society, lifelong learning is the most important competency.
The proposed changes to the Ministry of Education and Training's training regulations are not just about reducing the number of years of study, but also an opportunity to promote deeper innovation in Vietnamese higher education.
University education should be measured by the skills students acquire and the value they can create for society after graduation, not by the number of years they spend in lecture halls.
Source: https://tuoitre.vn/hoc-dai-hoc-khong-con-dem-nam-20260608074346928.htm









