Emphasis on aptitude in university admissions.

The 2025 university admissions season has sparked much controversy regarding a range of issues: inflated cutoff scores; an explosion in the number of applications and subject combinations; confusing methods of converting and adding points; and many admitted students subsequently failing to get accepted… all of which seriously affect the rights of candidates.

The education sector needs to confront these shortcomings directly in order to prepare for a fairer and more transparent 2026 admissions season, in line with the requirements of Resolution 71 of the Politburo , which states: "Develop a plan to reform university admissions in the direction of accurately assessing students' abilities."

The most notable problems in the 2025 admissions season can be summarized in a few points.

Firstly, there's the issue of inflated cutoff scores, with many majors soaring to 29-30/30 points, an unreasonable threshold that creates a sense of impossibility. Secondly, there's an explosion of applications, with each candidate registering for nearly ten options on average, overwhelming the system.

Thirdly, the conversion of exam scores, academic transcripts, foreign language certificates, and competency assessments is too arbitrary and lacks standardization, leading to candidates with the same ability having scores that differ by several points simply because they choose different methods. Fourthly, the overlapping admission combinations, with many majors allowing up to a dozen combinations, render scores meaningless for comparison.

As a result, many students, despite studying diligently, fail, while those who choose the "niche" option benefit...

If viewed in light of Resolution 71, it is clear that the recent results show that the enrollment objectives have gone astray. The resolution requires a proper assessment of students' abilities, meaning that enrollment cannot be turned into a race for high scores.

The practice of converting foreign language certificates into admission scores or adding excessive bonus points has distorted true competence. Foreign language proficiency should be determined by output standards during training, not as a "ticket" to extra points at the entrance exam, which gives the public reason to criticize.

Another problem is the combination of subjects for admission. When a major allows too many combinations, from Math-Physics-Chemistry to Literature-History-Geography or even combinations including aptitude subjects, the scores no longer accurately reflect the students' abilities. Many schools expand the combinations without a scientific basis for selecting the right students, primarily to meet enrollment quotas.

Without proper control, this situation will lead to a chaotic admissions process, where high scores may not necessarily be appropriate. Therefore, clear limits are needed: each major should only have one or two subject combinations, linked to the actual needs of the field of study.

Furthermore, admissions cannot rely solely on multiple-choice tests or academic transcripts, but should incorporate other methods such as interviews, essay writing, and evaluation of extracurricular activities to ensure a comprehensive assessment of abilities and qualities. Many universities worldwide have adopted this approach, evaluating critical thinking and communication skills while preventing students from focusing solely on test preparation. This also fulfills the requirements of Resolution 71, helping to assess comprehensive abilities rather than just grades.

The aforementioned shortcomings necessitate the Ministry of Education and Training focusing on developing feasible and effective plans for the 2026 admissions season. First and foremost, solutions are needed to mitigate the shortcomings of the 2025 admissions season, standardize and simplify admissions methods, tighten the conversion and addition of foreign language scores, and enhance the application of information technology.

Another important point is that university admissions cannot be separated from the high school graduation exam. Therefore, the exam questions must be tested and standardized; the number of subjects for the graduation exam and university entrance exam must be large enough to accurately assess admission abilities, while avoiding the negative consequences of unbalanced learning.

Resolution 71 has provided clear direction. What the education sector needs to do now is not just make technical adjustments for the 2026 admissions season, but also resolutely rebuild the entire process, prioritizing the quality and true capabilities of candidates. Only when admissions return to serving the needs of learners and the training demands of society can we build a fair, transparent, and sustainable higher education system.

Dr. HOANG NGOC VINH

Source: https://www.sggp.org.vn/trong-nang-luc-trong-tuyen-sinh-dai-hoc-post814241.html