What are requirements for general competencies for lower secondary school students in Vietnam?
What are general competencies of lower secondary school students in Vietnam?
Based on the provisions in the General Education Program issued together with Circular 32/2018/TT-BGDDT, it clearly states 5 qualities and 10 core competencies of students, in which, the general competencies of lower secondary school students include:
- Self-control and self-study competencies
- Communication and cooperation competencies
- Problem-solving and creativity competencies
What are requirements for general competencies for lower secondary school students in Vietnam?
Based on Section 9 of the General Education Program issued together with Circular 32/2018/TT-BGDDT, the specific requirements for general competencies of lower secondary school students are as follows:
| Competency | Lower secondary school level |
| Self-control and self-study competencies | |
| Independence | Proactively and actively carrying out personal tasks in learning and in life; disagreeing with dependent and reliant behaviors. |
| Self-affirmation and protection of legitimate rights and needs | Understanding individual rights and needs; distinguishing between legitimate and illegitimate rights and needs. |
| Emotional, attitudinal, and behavioral self-regulation | - Recognizing one's own feelings and emotions and understanding how they influence behavior. - Mastering feelings and emotions to behave appropriately in learning and life; refraining from extravagant dressing, mischief, and misconduct; not endorsing or engaging in bad actions. - Persistently carrying out study plans and labor activities. |
| Adaptation to life | - Flexibly applying learned knowledge, skills, or existing experience to solve problems in new situations. - Remaining calm in the face of unexpected changes; persevering through difficulties to complete necessary tasks. |
| Career orientation | - Recognizing personal preferences and abilities. - Understanding the role of economic activities in social life. - Grasping essential information about local industries and major sectors; choosing suitable developmental directions after lower secondary school. |
| Self-study, self-improvement | - Setting study goals for self-motivated effort. - Planning and executing study plans; selecting appropriate study resources; retaining selective information using summaries, concept maps, tables, and keywords; taking lecture notes based on key ideas. - Recognizing and correcting personal mistakes and limitations when advised by teachers and peers; actively seeking help in learning challenges. - Striving to overcome personal limitations towards social values. |
| Communication and cooperation competencies | |
| Identifying the purpose, content, means, and attitude of communication | - Setting communication goals and understanding the importance of setting objectives before communicating. - Understanding the content and means of communication to suit the communication purpose and utilizing them effectively. - Receiving documents on simple life, scientific, and artistic issues that use language combined with charts, figures, formulas, symbols, and images. - Using language combined with charts, figures, formulas, symbols, and images to present information, ideas, and discuss simple issues about life, science, and art. - Listening and providing positive feedback in communication; recognizing the communication context and the characteristics and attitudes of the communication object. |
| Establishing, developing social relations; resolving and diffusing conflicts | - Establishing, maintaining, and developing relationships with community members (relatives, friends, neighbors, etc.). - Recognizing conflicts between oneself and others or among others; having goodwill to mediate and knowing how to resolve conflicts. |
| Identifying the purpose and method of cooperation | Proactively proposing cooperation purposes when assigned tasks; recognizing tasks that can be best accomplished through group cooperation. |
| Identifying personal responsibilities and activities | Understanding group tasks; assessing one's own abilities and choosing suitable tasks. |
| Identifying the needs and capabilities of collaborators | Assessing the desires and capabilities of each group member to propose cooperation activity plans. |
| Organizing and persuading others | Proactively and exemplary completing assigned tasks, giving suggestions to improve group activities; modestly learning from group members. |
| Evaluating cooperation activities | Commenting on the strengths and shortcomings of oneself, each group member, and the overall group in tasks. |
| International integration | - Having basic knowledge about Vietnam's relations with some countries and about international organizations that frequently engage with Vietnam. - Actively participating in some appropriate international integration activities according to personal and school/local characteristics. |
| Problem-solving and creativity competencies | |
| Recognizing new ideas | Identifying and clarifying new information and ideas; analyzing and summarizing related information from various sources. |
| Discovering and clarifying issues | Analyzing study situations; identifying and articulating study-related issues. |
| Forming and implementing new ideas | Discovering new, positive elements in others' opinions; forming ideas based on provided information sources; proposing solutions to obsolete or inappropriate solutions; comparing and commenting on proposed solutions. |
| Proposing, selecting solutions | Identifying and researching information related to the issue; proposing solutions to solve problems. |
| Designing and organizing activities | - Creating activity plans with suitable objectives, content, and forms. - Appropriate task delegation to activity participants. - Evaluating the suitability of plans, solutions, and their implementation. |
| Independent thinking | Asking different questions about an object, phenomenon, or issue; attentively listening and thoughtfully accepting information and ideas; considering evidence in evaluating objects and phenomena; analyzing issues from different perspectives. |
What are requirements for general competencies for lower secondary school students in Vietnam? (Image from the Internet)
How many levels of academic performance evaluation currently exist for lower secondary school students in Vietnam?
According to Clause 2, Article 9 of Circular 22/2021/TT-BGDDT, there are four levels of academic performance evaluation for lower secondary school students as follows:
Evaluation based on academic performance per semester and throughout the school year.
For subjects evaluated by both comments and scores, the average semester score (DTBmhk) is used to evaluate the student's performance for each semester, and the annual average score (DTBmcn) is used to evaluate the annual performance.
Student academic performance for each semester and the entire school year is evaluated into one of the four levels: Excellent, Good, Pass, Fail.
(1) Excellent Level:
- All subjects evaluated by comments are at Pass level.
- All subjects evaluated by both comments and scores have DTBmhk, DTBmcn of 6.5 or higher, with at least 6 subjects having DTBmhk, DTBmcn of 8.0 or higher.
(2) Good Level:
- All subjects evaluated by comments are at Pass level.
- All subjects evaluated by both comments and scores have DTBmhk, DTBmcn of 5.0 or higher, with at least 6 subjects having DTBmhk, DTBmcn of 6.5 or higher.
(3) Pass Level:
- At most one subject evaluated by comments is at Fail level.
- At least 6 subjects evaluated by both comments and scores have DTBmhk, DTBmcn of 5.0 or higher; no subject has DTBmhk, DTBmcn below 3.5.
(4) Fail Level: All other cases.
Additionally, if the performance evaluation level of a semester or the whole school year decreases by two or more levels solely due to the result of only one subject, the performance evaluation level of that semester or school year will be adjusted to the next higher level.
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