Towards Better Skills Development in the Vietnam 2018 General Education Curriculum
In this case study we review the extent to which 21st century skills have been integrated across the education system in Vietnam so far and take a deeper look at coverage within elements of the curriculum.
We first conducted a needs analysis of alignment components to understand the steps to be undertaken. The needs analysis highlighted the challenges with implementing the new general education program (GEP). The GEP has core competencies reflecting 21st century learning embedded within it. We then explain some of the challenges we discovered with implementing the GEP. These are lack of school facilities, insufficient time, and opportunity to train teachers on the new curriculum, insufficient time, and willingness on the part of the teachers to learn and apply the new methodology and diversity of textbooks between different provinces.
Next, we carried out a skills audit to provide insight into how the skills are currently being integrated into learning goals. We specifically looked at existing core competencies/21st century skills for first grade subjects. After the audit we concluded that core competencies in all subjects are prioritised, and the aim is to form and develop these skills further across all subjects. Specific competencies have more opportunities and relevance in specific subjects.
Last, we brought all the elements of analysis together to form a strategic plan for further integrating skills into the curriculum and the system more broadly. The strategic plan consists of six phases. The first involves the establishment of a steering committee and working group to oversee the direction of all the activities and ensure commitment and alignment with the curriculum framework and harmonisation with other similar efforts in the country. Phase two is intended to review relevant holistic policies and develop a full-fledged 21st century skills framework for the national education system. The third phase, apply and advocate, involves refining and finalizing the policies and assessment frameworks after phase two consultations. The aim of phase four is to conduct a structured skills audit of the curriculum and classroom observations for all priority skills across all grades. Based on the priority initiatives and committed resources endorsed in phase four and a review of the available existing learning resources and teachers’ guides in relation to the priority skills, development work will commence in phase five across all the alignment areas. The final phase is intended to review the existing approach, plan, and practice of training for teachers and administrators, including the training programmes offered by local publishers in relation to textbooks. Correspondingly a capacity-building plan will be developed.