What are the regulations on question papers in the competency assessment exam held by Ho Chi Minh City National Parent University from 2025?

What are the regulations on question papers in the competency assessment exam held by Ho Chi Minh City National Parent University from 2025?

On November 12, Professor Nguyen Thi Thanh Mai, Vice President of Vietnam National University Ho Chi Minh City, signed a decision issuing the structure of question papers in the competency assessment exam held by Ho Chi Minh City National Parent University from 2025.

Refer to the sample question papers in the competency assessment exam held by Ho Chi Minh City National Parent University form 2025...Download.

The structure of question papers in the competency assessment exam held by Ho Chi Minh City National Parent University from 2025 is as follows:

- The structure of question papers will still include three parts, but adjustments will be made compared to the current exam, focusing primarily on problem-solving skills.

- The structure of question papers will maintain the usage of language and mathematics sections while increasing the number of questions in these sections to enhance exam reliability and discrimination.

- The logic-data analysis and problem-solving section will be restructured into a scientific thinking section to evaluate candidates' skills in logic and scientific reasoning when addressing real-world scenarios in fields such as science, technology, economics, and society.

- Questions in the scientific thinking section are designed to provide information, data, facts, experiment planning, and experimental results, requiring candidates to demonstrate their ability to understand and apply information, determine experimental outcomes, and predict laws.

- The competency assessment exam 2025 will still comprise 120 objective multiple-choice questions with 150 minutes allocated for completion, conducted on paper. Exam results are determined using modern objective examing methods based on item response theory. Each question is weighted differently depending on its difficulty level.

- Scores are converted for each section. The maximum score for the exam is 1,200 points, divided as follows on the scorecard: Vietnamese 300 points, English 300 points, mathematics 300 points, and scientific thinking 300 points.

What is the structure of question papers in the competency assessment exam held by Ho Chi Minh City National Parent University from 2025? (Image from the Internet)

Can universities in Vietnam autonomously organize competency assessment exams?

According to Article 60 of the Education Law 2019, the regulations are as follows:

Duties and powers of schools

1. Schools have the following duties and powers:

a) Publicly announce objectives, programmes, educational plans, conditions of education quality assurance, evaluation and accreditation results of education quality; systems of degrees/diplomas and certificates of schools;

b) Conduct admission, education, training, scientific research, transfer results of training and scientific research as appropriate of functions, duties and powers; to ratify or issue degrees/diplomas and certificates within authority;

c) Propose demands and participate in recruitment of teachers and labour workers in public schools; to manage and employ teachers and labour workers; to manage learners;

d) Mobilize, manage and utilize resources according to the law; to build up infrastructure in conformity with the requirements of standardisation and modernisation;

dd) To coordinate with learners' families, organisations and individuals in educational activities; to arrange for teachers, labour workers and learners to participate in social activities and community service.

2. The performance of duties, organisational structure, personnel and finance of public schools are regulated as follows:

a) Institutions of preschool education and general education shall implement democratic regulations in schools; be answerable to society, learners, authorities; ensure the participation of learners, families and society in school management. Management in institutions of preschool education and public institutions of general education shall be in accordance with the Government’s regulations;

b) Institutions of vocational education and higher education shall implement democratic rights and be held accountable in accordance with the Law on Vocational education, Law on Higher education and other relevant regulations.

3. People-founded schools and private schools shall exercise democracy and be responsible for their own development plans, organisation of educational activities, formation and improvement of teacher resources, mobilization, use and management of resources for the realisation of educational objectives.

Additionally, Clause 2, Article 34 of the Higher Education Law 2012 states:

Enrolment targets and enrolment organization

...

2. Enrolment organization:

a) The methods of enrolment include: entrance exams, profile evaluation or combination methods;

b) higher education institutions shall autonomously make decisions on the enrolment methods and bear responsibilities for the enrolment.

Thus, according to the above regulations, universities have the right to self-determine their enrollment processes, but they must have mechanisms and provide notifications to inform candidates.

What are the objectives of the new general education program in Vietnam?

Under Section 2 of the General Education Program issued with Circular 32/2018/TT-BGDDT, the objectives of the new general education program are:

- Specifically, the general education program aims to help students master general education knowledge, effectively apply learned knowledge and skills in life, and pursue lifelong learning. It also aims to orient students towards appropriate career choices, build and develop harmonious social relationships, and possess individuality, character, and a rich spiritual life, thus having a meaningful life and contributing positively to the development of the country and humanity.

- The primary education program assists students in forming and developing foundational elements for harmonious physical and mental development, qualities, and capabilities; focusing mainly on education about personal values, family, community, and necessary habits in learning and living.

- The lower secondary education program helps students develop qualities and capabilities that have been formed and developed in primary education, self-adjust according to common social norms, apply positive learning methods to complete fundamental knowledge and skills, have initial awareness of different professions, and career orientation to continue studying higher education, learning a trade, or participating in the workforce.

- The upper secondary education program helps students continue to develop necessary qualities and capabilities for the workforce, citizen awareness and character, self-learning ability, and lifelong learning mindset, choosing a profession suitable to their competencies and interests, conditions, and personal circumstances to pursue further education, learn a trade, or engage in labor, adapt to changes in the context of globalization and new industrial revolutions.