Requirements for general competencies primary school students in Vietnam
Is general competence a core capability of primary school students in Vietnam?
Pursuant to the regulations in the General Education Program issued together with Circular 32/2018/TT-BGDDT, it is clearly stated that there are 5 virtues and 10 core competencies of students as follows:
*The 10 core competencies of students include:
- General competencies of students:
+ Self-control and self-study competence
+ Communication and cooperation competence
+ Problem-solving and creativity competence
- Specific competencies of students:
+ Language competence
+ Computational competence
+ Scientific competence
+ Technological competence
+ Informatics competence
+ Aesthetic competence
+ Physical competence
*The 5 primary virtues of students include:
- Patriotism
- Humanity
- Diligence
- Honesty
- Responsibility
General competencies also belong to the core competencies of primary school students.
>> See the General Education Program issued together with Circular 32/2018/TT-BGDDT: Download (Note: Some content in this file is amended by Articles 1 and 2 of Circular 13/2022/TT-BGDDT)
How is general competence formed?
According to Section 9 of the General Education Program issued together with Circular 32/2018/TT-BGDDT, the General Education Program develops core competencies for students, in which:
General competencies are formed and developed through all subjects and educational activities: self-control and self-study competence, communication and cooperation competence, problem-solving and creativity competence.
What are the achievement requirements for general competence for primary students in Vietnam? (Image from the Internet)
What achievement requirements do primary students need for general competence according to Circular 32?
According to Section 9 of the General Education Program issued together with Circular 32/2018/TT-BGDDT, the specific achievement requirements for general competence of primary school students are as follows:
| Competence | primary Level |
| Self-control and self-study competence | |
| Self-reliance | Able to perform tasks assigned at home and school based on guidance and allocation. |
| Self-assertion and protection of legitimate rights and needs | Aware of personal rights and wishes; initially able to present and fulfill some rights and legitimate needs. |
| Self-regulation of emotions, attitudes, and behaviors | - Recognize and express personal sentiments and emotions; share personal sentiments and emotions with others. - Treat everyone amicably; refrain from saying or doing anything offensive to others. - Follow study and labor plans correctly; do not play excessively, which affects studying and other activities. |
| Adaptation to life | - Find different solutions to the same problem. - Complete different tasks with varying requirements. |
| Career orientation | - Demonstrate personal interests and abilities. - Know the names, main activities, and roles of several professions; connect this knowledge with family members' professions. |
| Self-study and self-improvement | - Have the awareness to summarize and present learned information. - Identify and correct mistakes in tests based on teachers' comments. - Be conscious of learning from teachers, friends, and others to consolidate and expand knowledge. - Be aware of learning and following exemplary individuals. |
| Communication and cooperation competence | |
| Identify purposes, content, means, and attitudes of communication | - Recognize the significance of communication in fulfilling personal needs. - Comprehend texts about life, nature, and society using combined language and images like comics, simple articles. - Initially use language combined with images and gestures to present information and ideas. - Focus attention during communication; recognize the attitude of communicative counterparts. |
| Establish and develop social relationships; resolve conflicts | - Know how to make friends and maintain friendships. - Recognize disagreements and conflicts between oneself and friends or among friends; know how to yield or persuade friends. |
| Identify purposes and methods of cooperation | Habituated to exchanging and helping each other in studies; cooperate to finish study tasks under teacher guidance. |
| Identify responsibilities and activities of oneself | Understand group tasks and personal responsibilities, and activities in the group after guidance and allocation. |
| Identify needs and capabilities of collaborators | Notice prominent features of group members to propose appropriate task allocations. |
| Organize and persuade others | Strive to complete assigned portions and assist others in completing theirs. |
| Evaluate cooperation activities | Report the group's task fulfillment results; self-assess personal strengths and weaknesses based on teacher guidance. |
| International integration | - Have initial knowledge about some countries in the region and the world. - Participate in some international integration activities following school guidance. |
| Problem-solving and creativity competence | |
| Identify new ideas | Identify and clarify new information and ideas from given resources with guidance. |
| Identify and clarify problems | Gather information from situations, recognize simple issues, and ask questions. |
| Formulate and implement new ideas | Based on existing knowledge, form new ideas and predict outcomes when executed. |
| Propose and choose solutions | Suggest ways to solve simple problems with guidance. |
| Design and organize activities | - Identify main content and methods to achieve set targets with guidance. - Comment on the significance of activities. |
| Independent thinking | Raise questions about surrounding objects and phenomena; confidently express personal opinions about different information on objects and phenomena; readily change when mistakes are recognized. |
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