If you were to propose a different model for high school graduation exams and university and college admissions in the coming years, compared to the current method, what would that model look like?
Mr. Tran Duc Canh: My long-term proposal is to have only one university entrance exam, using the scores from this exam for university admissions.
Exam scores should be one of the criteria for admissions, along with: grades from 3 years of high school, letters of recommendation, interviews, and in-school exams. Each university sets its own criteria, but there should be at least two criteria: university entrance exam scores and 3 years of high school transcripts.
There are many concerns today that using 3 years of high school transcripts for university admissions may lead to rampant grade inflation, making them unreliable.
This concern may not be wrong at this stage, but if we cannot trust the entire 3-year high school process and instead rely on a single high school graduation exam, it is a tragedy for the entire education system.
My proposal is to restructure the high school curriculum to a course-based, credit-based system. Students must complete the required courses to receive a graduation diploma.
If they fail any subject, they must retake it until they pass. If 80% of students graduate on time, compared to 95% or 97% today, it would be normal; the remaining students can continue studying until they meet the graduation requirements.
Organize university entrance exams in a scientific and high-quality manner, assessing both general knowledge and potential. These exams could be held multiple times a year. The exam scores would be used for admissions based on each university’s requirements. If this proposal is followed, the curriculum structure should start from middle school. It would require 3 to 5 years of preparation to be implemented effectively.
Typically, when evaluating university admissions abroad, the admissions committee reviews the scores of each subject and the average of 3 years of high school, comparing them with the university entrance exam scores. If there is a significant discrepancy, it will raise concerns. Therefore, if teachers or schools deliberately inflate grades, it could create disadvantages for students during admissions.
Those involved in admissions over the long term will gain experience and sensitivity in evaluating and ranking each candidate and the type of high school that produced them.
This would gradually create a more stable and reliable environment for admissions. Currently, the disruption caused by changing policies and educational environments presents a significant challenge for admissions work. Compared to other countries, investment in admissions work at Vietnamese universities is very low, yet it is the most crucial aspect of the university if long-term success is desired.
Additionally, universities should introduce other requirements for admissions to evaluate an applicant’s talent, physical fitness, aptitude, and passion, alongside their academic performance and exam results.
This would allow universities to select a group of students that fits the school’s culture and academic environment, with a higher likelihood of success. An education system that focuses only on exams, achievements, and diplomas is a stagnant one.
To change education, one must have a comprehensive and consistent view, from educational philosophy to each small detail. This should be reflected in teaching methods, learning approaches, awareness, exams and admissions, and the utilization of trained human resources in society.
At the same time, the world is training people for the remainder of the 21st century, deeply integrating information technology into education and training… quickly, efficiently, and simply, but very profoundly and effectively. I hope that Vietnam’s education system will catch up with this trend in the coming years.
Thank you very much.
Source: http://giaoduc.net.vn/Giao-duc-24h/Nen-giao-duc-luan-quan-khi-chi-dua-vao-bang-cap-thi-cu-nen-phai-thay-doi-post156622.gd