Orientation on Educational Methods and Assessment of Educational Outcomes for the Literacy Eradication Program in Vietnam

Orientation on the Educational Methods of the Literacy Eradication Program in Vietnam

Based on Subsection 1, Section 5, Part 1 of the Literacy Eradication Program in Vietnam promulgated according to Circular 33/2021/TT-BGDDT, the orientation on the educational methods of the Literacy Eradication Program in Vietnam is as follows:

The primary perspective: organize active teaching, making learners the center. Create opportunities for learners to utilize their existing knowledge and experience to engage in the formation of new knowledge.

Teachers provide learning tasks with appropriate questions based on organizing learners to observe specimens, pictures, and explore auxiliary resource materials.

Flexibly and creatively apply teaching methods and techniques suitable for educational goals, content, learners' characteristics, and specific conditions.

Combine traditional teaching education methods (lecturing, conversational, etc.) with active teaching methods (discussion, debate, etc.).

Design problematic situations, especially those frequently occurring in reality, linked with learners' production and living environments, creating conditions for learners to actively participate in solving lesson problems and applying learned knowledge practically.

Orientation on Educational Methods and Evaluation of Educational Outcomes for the Literacy Eradication Program in Vietnam (Image from the Internet)

Orientation on the Evaluation of Educational Outcomes of the Literacy Eradication Program in Vietnam

Based on Subsection 2, Section 5, Part 1 of the Literacy Eradication Program in Vietnam promulgated according to Circular 33/2021/TT-BGDDT, the orientation on the evaluation of educational outcomes of the Literacy Eradication Program in Vietnam is as follows:

(1) Evaluation Objectives

Evaluate learners' learning outcomes to provide accurate, timely, and valuable information about the extent of meeting learning requirements and learners' progress throughout the course, guiding learning activities, adjusting teaching activities, managing, and developing the program, ensuring the progress of each learner and improving the quality of education.

(2) Evaluation Methods

There are two methods to evaluate learning outcomes of the subjects: continuous evaluation and periodic evaluation.

Continuous evaluation is carried out throughout the teaching process, organized by the teacher; the evaluation forms include: teacher evaluation of learners, learners evaluating each other, and self-evaluation by learners.

For continuous evaluation, teachers can rely on daily observations and notes about learners, their responses to questions, test performance, etc.

Periodic evaluation is performed at the end of each semester and each phase by the educational institution implementing the Literacy Eradication Program in Vietnam.

Periodic evaluation usually involves written tests or exams.

Test and exam papers can require subjective essays (one or more questions); they can combine with objective multiple-choice forms (simple right/wrong questions, choosing one of 2 to 4 given options, or assembling provided parts, etc.).

Oral tests can be used (to evaluate speaking and listening) if deemed necessary and feasible.

(3) Evaluation Requirements

Evaluate learners by assessing the extent to which they meet knowledge and skill requirements as stipulated in the Literacy Eradication Program in Vietnam; focus on learners' ability to apply knowledge and skills in specific situations.

Evaluation of learners' attitudes towards the subject is incorporated in the assessment of knowledge and skills.

Evaluate learners’ progress and for their progress; emphasize motivating, encouraging learners' progress in learning and practice; ensure timeliness, fairness, and objectivity, without comparison or creating pressure on learners.

Continuous evaluation by commenting, periodic evaluation by combining scores with comments. Combine continuous and periodic evaluations; and combine qualitative and quantitative assessments.

Particularly emphasize evaluating the ability to apply acquired knowledge and skills in real-life, labor, and production.

What is the implementation of the Literacy Eradication Program in Vietnam according to Circular 33?

Based on Section 6, Part 1 of the Literacy Eradication Program in Vietnam promulgated according to Circular 33/2021/TT-BGDDT, the Literacy Eradication Program in Vietnam is guided for implementation as follows:

- The learning modules are implemented in the 5th semester of the Program. Each subject in phase 2 is designed with 3-5 learning modules.

The duration of each learning module is equivalent to 5-10 lessons (depending on the subject's characteristics). Each subject's modules have an equal number of lessons.

Learners must choose 2 modules/subject according to their needs. The duration of these 2 compulsory learning modules is within the total duration of the subject.

Each learning module allocates at least 50% of the duration for learners to self-study.

Learning modules on Science and Technology allocate 10 lessons/module, with each content/topic designed with a minimum of 04 learning modules for learners to choose from.

For Computer Science, it is conducted in the classroom where conditions for organization exist (availability of computers and teachers).

Where conditions for teaching Computer Science exist, teaching the required duration of 40 lessons is mandatory; simultaneously, learners must choose 02 compulsory learning modules within the Science and Technology content/topic.

Where conditions for teaching Computer Science do not exist, Computer Science learning modules are not implemented, but 02 additional Science modules and 02 additional Technology modules must be chosen to compensate for the 40 lessons of Computer Science.

Additionally, learners must choose 02 additional compulsory modules from the remaining Science and Technology modules to ensure the 200 lessons duration as stipulated for Science.

- Each subject has 02 periodic tests and evaluations in the middle and end of each semester.

The evaluation result of the 3rd semester is the evaluation result of phase 1; the evaluation result of the 5th semester is the evaluation result of phase 2.

The duration of periodic tests and evaluations is stipulated from 01-02 lessons depending on the subject.

- Teaching equipment to implement the Literacy Eradication Program in Vietnam is applied according to the primary school education program.

- The implementation and completion time of the Literacy Eradication Program in Vietnam in each semester and phase is regulated according to the number of lessons. Each lesson is equivalent to 35 minutes. Organize literacy eradication teaching in a part-time learning mode.

Depending on local situations and learners' conditions, it is organized into classes, groups, or individuals; the learning time can be continuous (from 2 - 5 sessions/week and from 3 - 5 lessons/session) or intermittent.

Learners completing phase 1 are recognized as meeting Literacy Level 1 standards, and those completing phase 2 are recognized as meeting Literacy Level 2 standards.