Mr. Trần Đức Cảnh: “It requires the involvement of all ministries and society if we want to successfully reform education.”
The Ministry of Education and Training (MOET) will complicate matters further if it follows the current proposal, with exemptions from exams. In my opinion, if a student is excellent, they should prove it not only through classroom subjects but also by taking exams like other students. Only by taking exams can they truly demonstrate their abilities. Exemptions will also touch on regional and preferential factors, making the issue extremely complicated. The exam process should not be made more complex.
The regulation that graduation results will be based on 50% of the student’s grade 12 academic performance is unnecessary. The academic results of three years of high school and the high school graduation exam should be independent of each other.
When considering university admissions, evaluators will easily distinguish between academic performance and exam results according to the university’s specific criteria.
Currently, MOET is inclined to continue organizing the high school graduation exam. If this is the long-term plan, and the goal is to assess high school academic performance, then colleges and universities can use the graduation exam results for admissions instead of the current university entrance exams.
I think the duration of this exam should be shortened, and the organization of the exam should be simple, scientific, and effective, evaluating both knowledge and competence, rather than just rote learning.
Looking at another model, specifically the one I have extensive experience with, is the American model.
There is a framework of requirements, and if students meet them, they receive a high school diploma without having to take a graduation exam like in Vietnam. If we adopt this model, we must restructure the high school curriculum, and possibly even middle and elementary education, to be more appropriate and consistent.
In high school (grades 10, 11, 12), each semester, students must study 5-6 subjects, completing 30-36 subjects over three years, including Math, Physics, Chemistry, Literature, core required subjects, and electives. The learning system is credit-based, with students taking exams as they complete each subject.
In one semester, students spend about 18 hours per week in class, with a significant amount of time for self-study, reading, research, and assignments. Each subject may have 3-5 or more exams per semester, including in-class tests, homework, essays, midterms, and finals.
Although the curriculum is not overly dense or heavy, it requires students to study, prepare quite extensively, and continuously.
If such a system is implemented, students only need to meet the required credits to complete high school, without the need for a graduation exam like the current system. This approach could gradually overcome the situation in Vietnam, where students spend a long time preparing for one exam, only to forget everything afterward.
In this model, whether the high school graduation rate is 90% or 95% is not an issue, as long as the teaching and learning programs are conducted properly. If it is called high school, then most students should have the opportunity to achieve the minimum basic knowledge level of a high school graduate.
Not all high school graduates want or are capable of entering colleges/universities. The university entrance exam would not have pass/fail results, but rather a range of scores. Universities would select candidates based on their own criteria. Of course, no reputable university would want to admit candidates with a very low likelihood of success.
In the U.S. model, once students are certified as high school graduates, they have the right to apply to universities (over 4,000 schools).
If the school is in the average or lower group, a high school diploma is sufficient, but higher-ranked schools typically require passing the Scholastic Aptitude Test (SAT) or American College Testing (ACT) and use those results for admissions. The top 150-200 schools may also require additional criteria like SAT 2 scores and other requirements.
For example, the SAT 1 exam lasts 3 hours and 45 minutes, with nearly 200 questions covering three areas: reading, math, and writing, plus a short essay. This is a general exam, focusing on basic knowledge that a high school graduate should have. The maximum score is 2,400, and the average score for American students on this exam is around 1,510/2,400 each year.
SAT 2, also known as the subject test, is required by about 150-200 top universities in the U.S. Students can choose to take 2-3 subjects based on their abilities and interests, with each subject lasting 1 hour and consisting of 50 to 90 multiple-choice questions.
With SAT 1 and two SAT 2 subjects combined, the total test time is 5 hours and 45 minutes. Thus, the exams can be completed in just two sessions. If we choose this model, the high school graduation exam should be eliminated, but the university entrance exam must be conducted with utmost seriousness.
The current exam system in our country is still a knowledge-based exam, not necessarily a knowledge and competency exam. With tests like the SAT, evaluators can easily assess a candidate’s academic ability by looking at their scores and correct/incorrect answers in the test sections.
I believe that the examination department of MOET has extensive experience with the current exam system, but if we adopt a new approach, we can use or refer to international consultants to help structure the exam programs, including test design, exam format, and scientific evaluation.
Given Vietnam’s current situation, when do you think this could be implemented?
With proper preparation, 2-3 years is sufficient, but there must be a specific plan and roadmap. In 2014, there should not be many changes, and we need to boldly propose and clearly announce the upcoming direction to society.
Currently, there is an opinion that while waiting for MOET to prepare a real breakthrough in exams, the high school graduation exam will be maintained with four subjects as a rehearsal for the university entrance exam. It could be applied in parallel with the two exams (high school graduation and a national exam) or only in the first year of reform (2015), after which only one national exam will remain, aiming for a common test that covers all subjects.
In my opinion, at this stage, MOET should allow colleges/universities to have their own admission plans and continue both the high school and university entrance exams until a clear exam plan is prepared. There is no need for a rehearsal (2015), as it would only create more confusion in the exam process.
On the other hand, I think MOET could eliminate the high school graduation exam or combine it with a more standardized and effective university entrance exam in the future. A common exam covering all subjects, but focusing on three main subjects: reading, writing, and math, would effectively assess students’ abilities. The exam should not take more than one day and should focus on multiple-choice questions (200-250 questions) plus 1-3 short essays. This approach would reduce costs, effort, and time for everyone while providing an effective way to evaluate learning abilities.
For example, the morning session could include: Math, Literature, and Writing. This would be a general exam. In the afternoon, if the A, B, C, D exam blocks are still important, then one block subject and one elective subject could be tested. If the blocks are eliminated, then 2-3 subjects related to the intended field of study could be tested. The exam would include multiple-choice questions and 2-3 short essays.
Universities should specify in their admission notices which subjects are required for candidates to make their selections.
In other countries, there are independent and reputable organizations recognized by society and universities that manage the organization of exams.
In the context of Vietnam, there should be a combination and consensus between universities and MOET to establish a unit specializing in exam organization. In the long run, there needs to be a truly professional and reputable organization to manage the exams, so that MOET does not need to be deeply involved.
How many times a year should this exam be held, Mr. Cảnh? And how can we ensure security and avoid stress?
This can be solved very simply, with exam centers located in local areas, and exams can be taken on computers. For students who are not yet able to take the exam on computers, paper exams can be used. In the long run, computer-based exams will be the norm.
For example, 5 paper exams could be organized annually, from January to May, with one exam per month in each locality. If exams are taken on computers, students could register for the exam within a month, but a student would not be allowed to take the exam twice in one month. In the initial phase, it could be limited to two exams per year for each student.
With current exam design and technology, it is not difficult to check the exams and ensure security. An exam question library with about 20-25 different exams should be created. There should be no fear of “leaked questions” or “learning by heart” with this type of exam format.
Without addressing the output, we will remain in a vicious circle.
If there is a disparity in the teaching of subjects, this is an issue unique to Vietnam because of the exam-focused learning style. If the purpose of education is to equip oneself with knowledge and skills, and if the teacher has enthusiasm and responsibility for their work, there will not be such an attitude toward teaching and learning.
Most American students are self-disciplined; if they can’t do the test, they submit a blank paper; they don’t cheat. This is due to awareness; the motivation is to study seriously because, without it, they will not be able to find a good job after graduation, despite the high cost and time investment in education. In a competitive environment, there is always a demand for high productivity and efficiency in every position, not allowing underperformers to survive for long in any form. Americans are very practical; they do not easily invest effort, money, and time in something they consider to be of little value.
This issue is related to how the output is used. If the output system is used fairly and effectively, the negative aspects of learning, exams, and the obsession with degrees will be significantly reduced.
This is the root cause, the key to everything. If the output is used effectively, it will have a reverse impact on the education system, leading to more serious learning and exams. It is the way the output is used that will solve the core issues in training and utilizing human resources for the country’s development.
Vietnam is stuck at the input and middle stages. If the output is not addressed transparently and effectively, the cycle of exams, learning, and degrees will remain unbroken.
Thank you very much, Mr. Cảnh.
Source: http://vietbao.vn/Giao-duc/Viet-Namdang-luan-quan-o-dau-vao-khuc-giua/22161656/202/
