Mr. Tran Duc Canh, member of the National Council for Education and Human Resource Development for the 2016-2021 term

Previously, grade manipulation typically occurred at the individual student level, involving a few teachers and was often just aimed at avoiding failure, just enough to pass the exam. However, nowadays, grade manipulation has infiltrated the system, reaching those in charge of organizing and supervising exams at the provincial level. The goal is no longer just to pass but to transform the incompetent and average into the excellent, those who are honored for having top scores in the exam!
The negative aspects of education exposed by the exam cheating scandal have struck at the deepest layers of human foundations, such as dignity, morality, and trust, turning the social value system upside down.
How can we avoid the “systemic error” in education as has occurred? TheLEADER discussed this with American education expert Mr. Tran Duc Canh, a member of the National Council for Education and Human Resource Development for the 2016-2021 term.
In the exam cheating scandal in Ha Giang and Son La, it’s not simply about correcting the scores; perhaps we need to return to the root of the issue to find a satisfactory answer. In your opinion, what is the motive and cause that led to such actions?
Expert Tran Duc Canh: In my opinion, we should analyze the exam cheating issue in Ha Giang and Son La from a broader perspective, from the angle of management, policy, and educational goals, to find solutions for both short-term and long-term issues.
It’s unfortunate that the incident occurred, but the fortunate aspect is that society and the media paid great attention; the Ministry of Education and Training quickly intervened, checked, and addressed the issue in the two provinces mentioned.
Technically speaking, regarding organization, exam supervision, and post-exam checks by the ministry, there were no major issues. When there is suspicion or the detection of systematic cheating, a full inspection and prosecution, as done recently, is necessary.
However, where did the cause of the exam cheating problem come from? Is it because the higher education system places too much emphasis on entrance exams instead of focusing on admissions review? Could it be that society increasingly values degrees over actual learning, leading to the need to obtain degrees at all costs, to get into prestigious schools, with less focus on the ability to study or on choosing fields that align with individual capabilities for long-term development?
The most dangerous aspect is that those who engaged in cheating see it as a normal act, disregarding social ethics and values.
So how can we address the “systemic error” in today’s education?
Expert Tran Duc Canh: A few years ago, I was among those who advocated for the elimination of one exam. The high school graduation exam and university entrance exam are only about a month apart, consuming resources and time for the entire society without yielding significant benefits.
The issue at that time was which exam to eliminate: high school or university? If we eliminate the high school exam, we would only have the graduation assessment. Under that mindset, 12th-grade students would only need to study the required subjects (for high school) and achieve the minimum average score to graduate, while students wishing to enter university would have to take the university entrance exam, similar to the American high school model.
The concern at that time was that if we only assess high school graduation, grade manipulation in schools would become more widespread, and controlling the quality of high school graduates would be challenging. There was also a counterargument that with the high school graduation rate ranging from 92% to 100%, what is the value of the high school graduation exam?
If we opt for an exam to obtain scores for submission to colleges and universities, the number of students taking the exam would be lower, approximately 70% of the annual high school graduation students, equivalent to about 630,000 students taking the exam this year. In the current information technology era, organizing exams to obtain scores for university admissions is technically simple, safe, and efficient in terms of time and resources.
For instance, localities could equip computer systems at a test center, and students could register for exams at any time within six months. The exam time could be organized between 3 to 7 hours, and the test should be multiple-choice, making it easy to grade and receive results immediately. Since it’s a computer-based exam with programmed tests and specific times, cheating is nearly impossible. This testing method is quite common in other countries.
The current high school graduation exam essentially serves two purposes: high school graduation and university admissions. However, this exam leans heavily towards university admissions, and the recent score manipulation in the two provinces was aimed at obtaining high scores for university admission.
In countries like Japan, China, and India, university entrance exams are quite stressful, whereas in the U.S., the “admissions review” system, especially at major universities, is relatively more balanced. In the U.S. university admissions process, lower-tier schools consider at least three criteria, while higher-tier schools consider 5-6 criteria.
I have extensive experience with “admissions review” at top schools and favor this model because it evaluates overall ability, including interests, talents, and potential for future development. Test scores are an important criterion, but they are not everything.
Some people are concerned that in the current educational environment, if we choose the admissions review model, the potential for cheating would be higher than with the current entrance exams. That may be true, but it is also a test of the educational, political, and societal system’s determination.
Regarding whether we should eliminate the current high school graduation exam, in my opinion, we need to present 2-3 different options, analyze the pros and cons, and then formulate a policy that is most appropriate, which is the ministry’s job. However, when choosing an option and planning its implementation, sufficient time must be allocated for each stage to avoid unnecessary changes and disruptions in an already problematic educational system.
Apart from the systemic errors in education, are there any other issues related to family and society?
Expert Tran Duc Canh: Recently, I have had many opportunities to visit and work with top high schools and universities in the U.S. When mentioning Vietnamese students at these schools, they are mostly praised for their character, behavior, and academic ability.
I am very proud of Vietnamese students studying abroad. Perhaps the spirit and tradition of learning among Vietnamese people excel when they are in a good learning environment, or in other words, when they have the “right soil.”
However, not all students and families want or have the ability to study abroad. What about those who study domestically?
If you ask ten Vietnamese parents what they think about their child’s education, schooling, and activities (excluding some private and international schools), most would likely express dissatisfaction with the current educational system.
Common complaints include: students study too much, take extra classes outside school hours, teachers lecture while students take notes, memorize, theoretical, dogmatic, lacking practicality, lacking physical education and extracurricular activities. At the university level, the issues differ slightly: too focused on theory but lacking practicality, creativity, and the connection between learning and practice.
Comparing the environment, conditions, and development stages between countries can sometimes be problematic, but current systemic educational issues, if not quickly addressed, will make Vietnam’s integration and competition with the world a distant goal.
From the family’s perspective, it depends. Many families put significant pressure on their children regarding studies, exams, and career choices. Parents do not give their children space and autonomy to choose suitable fields of study, viewing education and success or failure as their own issues.
Even the manipulation of grades by teachers sometimes originates from parents, unintentionally turning their children into victims of parental expectations. A student cannot develop well if the school and/or parents do not allow them to become who they truly are.
Returning to the exam cheating issue in Ha Giang and Son La, how do you assess the current state of social ethics, especially among those in positions of power?
Expert Tran Duc Canh: I hope the incidents in Ha Giang and Son La are isolated cases, but they are also significant lessons not only for organizing and grading exams but also for the moral degradation of some individuals in power and society’s response.
The exam cheating not only tarnished the moral values of these individuals but also stole many opportunities from others, unintentionally hindering the overall development of society. In a society, the presence of both the rich and the poor is normal, but what cannot be lost is the principle that everyone must have equal opportunities; denying equal opportunities to others is the greatest injustice.
What is the long-term solution for genuine learning, real exams, and authentic results to contribute to national development?
Expert Tran Duc Canh: In developed countries, having a good job after graduating from university is a top concern for students. Therefore, the motivation to study hard and the ability to create opportunities while studying at school to be competitive in the job market later on is the main driver, almost without the need for encouragement or reminders.
Students strive during high school to get good grades, perform well in exams, and get into reputable universities, making it easier to find a job later. Private companies undoubtedly want to recruit talented people because they have the potential to bring more benefits. Universities want their students to find jobs, and their reputation depends on the quality of their training and alignment with industry requirements.
This creates a value chain that operates naturally and effectively in the education and training system and the job market without the need for strong state intervention or influence.
Even government ministries and the Government itself need talented individuals, as seen in countries like Singapore. They do not overly emphasize degrees but seek people with true management and professional skills. They rarely allow individuals lacking competence to stay in a position for long.
When the system is designed according to the needs of the public and private labor market and there is competition for output, it will positively impact the training process and the selection of input. Any weaknesses or lack of capability, if not self-corrected, will be eliminated by the very operation of the system.
In this way, the country will have a chance to develop.
Thank you!
Source: https://theleader.vn/loi-he-thong-trong-giao-duc-nhin-tu-vu-gian-lan-thi-cu-o-ha-giang-son-la-1532950806836.htm