The reaction of educators to this information is one of expectation and agreement, but also concern.
The project "Making English the second language in schools in the period 2025-2035, with a vision to 2045" is a major undertaking, requiring a comprehensive change from a shift in understanding the role of English in education and integration; improving relevant institutions and policies; ensuring the quantity and quality of teachers; strengthening infrastructure; developing and implementing curricula and learning materials; innovating teaching methods, testing, and assessment methods; and promoting the creation of an English-speaking environment…
In that chain of factors, teachers are the central link. Without a team with sufficient language and pedagogical skills, all reform ambitions will struggle to reach their goals.
Surveys, if scientifically designed, will provide reliable data, a comprehensive picture of the staff's capabilities, regional disparities, skill gaps, and specific training needs. It's impossible to develop an effective training program without knowing what teachers need.
Without sufficient data, training programs easily fall into the trap of "prescribing what needs to be diagnosed," which is both costly and ineffective. For each teacher, if properly designed, surveys can help them self-assess their abilities, clearly identify their current position in their career development path, and guide them towards effective self-learning and self-improvement.
Therefore, the key requirements for this survey are: it must be scientific, substantive, and not create unnecessary pressure. The survey must be clearly defined as a diagnostic tool, not a ranking exam or a basis for competition. The Ministry of Education and Training has clearly defined the purpose of the survey as understanding the current state of English proficiency among teachers in general, and especially those teaching English and other subjects in English; and at the same time, identifying the need for training to improve the capacity of English teachers, those organizing educational activities, and those teaching other subjects in English.
The implementation process must adhere strictly to this principle, ensuring that the survey truly serves professional development and avoiding a situation where a sound policy is implemented in a way that creates unnecessary pressure on teachers.
It is also important to emphasize that the survey is only meaningful when followed by long-term training and support policies that help teachers improve their capabilities effectively and sustainably.
Regarding this issue, many educators suggest that instead of short, formal training courses, the education sector should invest in digital learning materials, in-depth skills-based training courses, professional learning communities, and mentoring mechanisms within schools. At the same time, there must be specific incentive policies: time support, reduced administrative workload, recognition of learning outcomes, and opportunities for professional development to encourage teachers to proactively improve their capabilities.
Making English a second language in schools is a long journey, requiring perseverance and steady steps. If implemented with a scientific approach, transparency, and a focus on genuine support, this competency assessment could become a crucial starting point for a phase of improving the quality of English teachers. The effectiveness of the policy will then be realized through teachers' confidence in the classroom and students' ability to use English in the classroom.
Source: https://giaoducthoidai.vn/xac-lap-buc-tranh-nang-luc-doi-ngu-post767411.html
