What is the duration of primary education in the general education program in Vietnam?

What is the duration of primary education in the general education program in Vietnam?

Pursuant to the Appendix of the General Education Program issued together with Circular 32/2018/TT-BGDDT (with some contents amended by Articles 1 and 2 of Circular 13/2022/TT-BGDDT), the duration of primary education in the general education program in Vietnam is specified as follows:

Conduct teaching for 2 sessions/day, with no more than 7 periods each day; each period lasts 35 minutes.

Educational institutions that do not have the conditions to organize teaching for 2 sessions/day will implement the education plan according to the guidance of the Ministry of Education and Training.

>> See the Appendix issued together with Circular 32/2018/TT-BGDDT: Download (Note: Some content in above document is amended by Articles 1 and 2 of Circular 13/2022/TT-BGDDT)

What is the duration of primary education in the general education program in Vietnam?​ (Image from the Internet)

What are mandatory subjects in the general primary education in Vietnam?

According to Section 4 of the Appendix of the General Education Program issued together with Circular 32/2018/TT-BGDDT, the educational content at the primary education includes 10 mandatory subjects and 1 mandatory educational activity. To be specific:

- Mandatory subjects: Vietnamese; Mathematics; Morality; Foreign Language 1 (in grades 3, 4, 5); Natural and Social Sciences (in grades 1, 2, 3); History and Geography (in grades 4, 5); Science (in grades 4, 5); Informatics and Technology (in grades 3, 4, 5); Physical Education; Arts (Music, Fine Arts);

- Mandatory educational activity: Experiential Activity.

What are the orientations for educational methods and assessment of education results in the primary education program in Vietnam?

According to Section 6 of the Appendix of the General Education Program issued together with Circular 32/2018/TT-BGDDT, the orientations for educational methods and assessment of education results in the primary education program are as follows:

(1) Orientations for educational methods

Subjects and educational activities in schools apply methods to engage students actively, with teachers playing the role of organizing and guiding activities, creating a friendly learning environment, and problem scenarios to encourage students to participate actively in learning activities, self-discover their abilities and aspirations, cultivate self-study habits, and develop their potential and accumulated knowledge and skills.

Student learning activities include problem exploration, practice, and application activities (applying what has been learned to identify and solve real-life problems), supported by teaching tools, especially informatics tools and automated systems of digital technology.

These learning activities are organized both within and outside the school premises through various forms such as theoretical learning; undertaking exercises, experiments, games, role-playing, research projects; participating in seminars, field trips, camping, reading sessions; collective activities, and community service.

Depending on the objectives and nature of the activities, students are organized to work independently, in groups, or as a whole class but must ensure that each student is given the opportunity to engage in learning tasks and real-life experiences.

(2) Orientations for assessment of education results

The objective of assessing education results is to provide accurate, prompt, valuable information about the level of meeting the requirements of the program and the progress of students to guide learning activities, adjust teaching activities, manage and develop programs, ensure each student's progress, and improve the quality of education.

The assessment criteria are based on the requirements for qualities and capabilities stated in the overall program and the curriculum of subjects and educational activities.

The scope of assessment includes compulsory subjects and educational activities, elective subjects and specialization topics, and optional subjects. The assessment subjects are the products and learning processes of students.

Education results are assessed both qualitatively and quantitatively through regular and periodic evaluations at educational institutions and widespread assessments at national, local, and international levels.

In addition to results from compulsory subjects and educational activities, the results from elective subjects and specialization topics, and optional subjects are used for overall assessment of academic performance in each school year and throughout the learning process.

Regular assessments are conducted by subject teachers in conjunction with evaluations from teachers, parents, the students being assessed, and other students.

Periodic assessments are organized by educational institutions to manage teaching activities, ensure quality at the educational institution, and support program development.

Widespread assessments at national and local levels are organized by national or provincial examination organizations to manage teaching activities, ensure the quality of education results at educational institutions, support program development, and improve education quality.

The assessment method ensures reliability, objectivity, suits each age group and educational level, does not exert undue pressure on students, and minimizes costs for the state budget, students' families, and society.

Research is conducted to gradually apply scientific achievements in measurement, assessment in education, and international experiences to improve the quality of education evaluations, ranking students at educational institutions, and using widespread assessment results to control the quality of evaluations at educational institutions.