On December 4, in Manila, Philippines, the Conference to announce the regional report of the Southeast Asia Primary School Learning Outcomes Assessment Program (SEA-PLM) 2024 cycle in the fields of Mathematics and Reading took place. Permanent Deputy Minister of Education and Training Pham Ngoc Thuong delivered an online speech at the Conference.
Vietnam participates in the SEA-PLM Program in the 2019 cycle and the 2024 cycle. The SEA-PLM Program in the 2024 cycle has 7 participating countries: Cambodia, Timor Leste, Laos, Myanmar, Malaysia, Philippines and Vietnam.
Grade 5 students in participating countries completed the same Reading, Writing, and Mathematics assessment designed by the ASEAN Ministers of Education (SEAMEO) Secretariat.
In this 2024 cycle, Vietnam has 152 primary education institutions in 53 provinces/cities (old) participating in the survey, with 152 primary school principals, 1,074 teachers teaching grade 5 subjects, about 6,000 grade 5 students and 6,000 parents.
Vietnam's 5th graders continue to have the highest level of ability in the 2024 cycle
According to the report released by the SEAMEO Secretariat, Grade 5 students in the region maintained stable reading results and showed a small increase in mathematics results.
In the 2024 cycle, 5th graders continued to achieve the highest score in the Reading Comprehension area with an average score of 323.5 points (down about 3.86% compared to the 2019 cycle).
| Nation | 2019 | 2024 | Changes between the 2019 and 2024 cycles | |||
| Point | Standard error | Point | Standard error | Point | Standard error | |
| Cambodia | 290.1 | 0.82 | 296.4 | 0.69 | 6.3 | (5.85) |
| PDR Tuberculosis | 275.1 | 0.78 | 276.2 | 0.84 | 1.1 | (1.00) |
| Malaysia | 318.9 | 1.14 | 313.6 | 1.13 | -5.3 | (3.31) |
| Myanmar* | 291.7 | 0.78 | 305.3 | 0.71 | 13.6 | (12.89) |
| Philippines | 287.7 | 0.91 | 289.5 | 1.01 | 1.8 | (1.31) |
| Vietnam | 336.5 | 0.88 | 323.5 | 0.63 | -13.0 | (11.95) |
(National average score in Reading Comprehension)
At the same time, 5th graders continued to achieve the highest score in the Math field with an average score of 334.6 points (down 1.99% compared to the 2019 cycle results).
| Nation | 2019 | 2024 | Changes between the 2019 and 2024 cycles | |||
| Point | Standard error | Point | Standard error | Point | Standard error | |
| Cambodia | 289.4 | 0.82 | 301.5 | 0.78 | 12.0 | (1.13) |
| PDR Tuberculosis | 278.6 | 0.82 | 282.7 | 0.92 | 4.1 | (1.23) |
| Malaysia | 314.7 | 1.08 | 309.9 | 1.22 | -4.8 | (1.64) |
| Myanmar* | 287.9 | 0.61 | 307.2 | 0.77 | 19.2 | (0.99) |
| Philippines | 287.9 | 0.84 | 292.8 | 0.93 | 4.9 | (1.25) |
| Vietnam | 341.4 | 1.04 | 334.6 | 0.9 | -6.8 | (1.37) |
(National average score in Mathematics)
In the 2024 cycle, the percentage of Vietnamese students achieving high proficiency in Reading Comprehension was 66%, higher than the percentage of the remaining countries and higher than the regional average (40%).
In the 2024 cycle, the rate of Vietnamese students achieving high proficiency in Mathematics was 88%, higher than the rate of the remaining countries and higher than the regional average (36%).
Vietnam has the highest percentage of students achieving minimum proficiency levels compared to the Sustainable Development Goals in Reading (86%) and Mathematics (95%) according to the 2024 cycle results.
10 Findings from SEA-PLM Data Cycles 2019 and 2024
SEAMEO also shared 10 findings from the SEA-PLM data for the 2019 and 2024 cycles at the Conference and detailed in the Regional Report.
First, only half of students achieved the minimum proficiency level in Reading and only a third in Mathematics, highlighting the urgent need to increase investment in foundational learning, prioritizing disadvantaged groups and disadvantaged schools.
Second, learning outcomes have remained stable despite the shocks of 2019, but forward-looking action and investment in the education system are needed.
Third, students in the low ability group improve slowly, requiring targeted intervention strategies and accelerated support to close the gap.
Fourth, learning barriers still exist, affecting the outcomes of male and female students differently, and it is necessary to build an education system to ensure equal opportunities.
Fifth, socio -economic conditions still greatly affect student outcomes.
Sixth, early learning opportunities and school resources have a greater impact on student outcomes.
Seventh, students perform better when their home language matches the language used in the assessment.
Eighth, teacher qualifications have improved but pedagogical capacity is still lacking.
Ninth, investment in education is on a downward trend while the demographic dividend – the period when the labor force accounts for a high proportion – is gradually closing. Therefore, the education system needs to improve equity and efficiency, ensure that all learners have access to quality education, and optimize the use of resources to maintain sustainable growth.
Tenth, the use of data for decision-making is limited, and there is a need to strengthen progress monitoring, replicate effective practices, and promote evidence-based policymaking.
Demonstrating the spirit of close cooperation and commitment to improving the quality of education
On behalf of the leaders of the Ministry of Education and Training of Vietnam, Permanent Deputy Minister Pham Ngoc Thuong congratulated the countries that participated and achieved positive results announced at the Conference.
The Vietnamese Ministry of Education and Training thanks the SEAMEO Secretariat, sponsors, and regional and international development partners for their active and scientific work, accompanying countries in successfully implementing the Program with reliable and convincing results.
The Permanent Deputy Minister emphasized: “The success of the 5-year Strategic Plan for the period 2021-2025, which includes the implementation of the SEA-PLM Program for the 2024 cycle, is a testament to the spirit of close cooperation and commitment to improving the quality of education in the entire region.”
The Vietnamese Ministry of Education and Training highly appreciates the value of the data set and report of the SEA-PLM Program for the 2024 cycle. “The data set and report on the results of the Program are really important and meaningful for Vietnam as well as other countries in building and organizing the implementation of strategies and policies for educational development in the coming time,” said the Permanent Deputy Minister.
According to the Permanent Deputy Minister, Vietnam is entering a new era of development with requirements for deep integration, innovation and comprehensive digital transformation.
“Vietnam’s education is prioritized for development with strategic orientations and breakthrough solutions to improve the quality and equity of education. The positive results and good experiences gained during the participation in regional and international assessment programs will be applied by the Ministry of Education and Training to implement innovative solutions for teaching and student assessment activities to improve the quality of education and international integration,” said the Permanent Deputy Minister.
In the coming years, the Vietnamese Ministry of Education and Training is ready to cooperate and proactively and actively participate in initiatives and action plans of the Southeast Asian Ministers of Education Council Organization in the field of education, in accordance with Vietnam's guidelines and policies.
Source: https://giaoducthoidai.vn/hoc-sinh-lop-5-viet-nam-dat-muc-nang-luc-cao-nhat-tai-sea-plm-2024-post759379.html
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