What is a Trade War? What are its causes and consequences? What are the objectives of 11th-grade Geography in Vietnam?

What is a Trade War? What are its causes and consequences?

A Trade War is an economic confrontation between two or more countries when one side imposes protectionist trade measures such as tariffs, import restrictions, and subsidies for domestic enterprises, and the other side retaliates with similar policies. This is a form of economic competition rather than cooperation, often occurring between the major economies of the world.

A typical example of a trade war is the ongoing conflict between the United States and China since 2018 when the US imposed high tariffs on Chinese goods, disrupting the global supply chain.

There are multiple causes leading to a trade war; however, fundamentally, the causes include:

- Trade Deficit: A country may impose high tariffs to reduce the trade deficit. For example, the US imposed tariffs on Chinese goods.

- Protection of Domestic Enterprises: The Government of Vietnam might use tariffs to protect domestic industries from the competition of cheap imported goods.

- Technological and Strategic Competition: Countries may prevent rivals from accessing advanced technology through export restrictions.

- National Security Reasons: Certain high-tech products like semiconductors and AI are restricted from export due to national security concerns.

Some consequences of a trade war include:

- Increased Prices of Goods: Tariffs drive up the costs of imported products, creating inflationary pressures.

- Reduced Exports: Countries facing tariffs often retaliate, negatively impacting exporting businesses.

- Supply Chain Disruption: Import tariffs on production materials increase production costs.

- Economic Growth Decline: Stagnated trade can lead to a global economic recession.

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What is a Trade War? What are its causes and consequences? What are the objectives of 11th-grade Geography in Vietnam? (Image from the Internet)

What are the required outcomes regarding globalization, economic regionalization, and global security in the 11th-grade Geography curriculum in Vietnam?

Under the Geography Education Program enclosed with Circular 32/2018/TT-BGDDT, the required outcomes regarding globalization, economic regionalization, and global security in the 11th-grade Geography curriculum in Vietnam are specified as follows:

- Be able to present the expressions and consequences of economic globalization; analyze the impact of economic globalization on countries worldwide.

- Be able to present the expressions and consequences of economic regionalization; analyze the significance of economic regionalization for countries worldwide.

- Be able to present some regional and international organizations: the United Nations (UN), International Monetary Fund (IMF), World Trade Organization (WTO), and Asia-Pacific Economic Cooperation (APEC).

- Be able to gather and systematize documents and data on globalization and regionalization.

- Be able to exchange and discuss the opportunities and challenges of globalization and regionalization for developing countries.

- Be able to identify some current global security issues and affirm the necessity of safeguarding peace.

What are the objectives of 11th-grade Geography in Vietnam?

Under the Geography Education Program enclosed with Circular 32/2018/TT-BGDDT, the objectives of 11th-grade Geography in Vietnam include:

1. The curriculum ensures the development of students' traits and competencies

The geography curriculum clearly defines the traits and competencies that can be formed and developed through the subject. On one hand, the educational content of the curriculum is selected based on the essential and core competencies as a foundation and starting point.

On the other hand, the curriculum forms and develops the essential and core competencies for students by guiding them to absorb and apply the educational content of the subject into practice.

2. The curriculum ensures connectivity between grades, and levels, and meets career orientation requirements

The content of the curriculum is designed along three main lines: general geography, world geography, and Vietnam geography, including core knowledge and learning topics; developing, expanding, and enhancing the geography education content learned at the lower secondary level.

Ensuring simplicity, and fundamental principles, updating modern scientific knowledge of geography, issues of world development, region, Vietnam, and local areas. The educational content and requirements of the curriculum consider the appropriateness with the reality of teaching in upper secondary schools in development orientation.

For students with a career orientation related to geographic knowledge, in addition to core knowledge, the curriculum includes study topics in each class to deeply differentiate, meeting career orientation requirements.

3. The curriculum ensures inheritance and modernity

The geography curriculum inherits and promotes the strengths of previous programs, assimilates the development experience of subject programs from countries with advanced education systems, and approaches achievements in modern science and technology; aligns with the social realities, education conditions, and competencies of students in different regions.

4. The curriculum emphasizes integration, practice, and application

The geography curriculum places emphasis on integrating, practicing, and connecting the educational content of the subject with reality to train students in the skills of applying geographic knowledge in understanding and solving a certain extent of practical problems, meeting life demands.

Integration is expressed at various levels and forms: integration between natural, social, and economic geography knowledge in the subject; incorporating related contents (environmental education, marine and island conservation, disaster prevention, climate change; population education, gender, heritage, traffic safety, etc.) into geography content; applying knowledge from other subjects (Physics, Chemistry, Biology, History, etc.) to clarify geographic knowledge; integrating knowledge from various fields to form highly integrated themes.

The curriculum designates practice, exercise, and application as important content and an effective tool to develop students' competencies. This content emphasizes applying geographic knowledge into practice to contribute to developing the specific competencies of the subject.

5. The curriculum is developed in an open manner

Based on ensuring direction, fundamental requirements, and unified core educational content nationwide, the curriculum allocates a certain period for schools to guide students in exploring local geography suitable to their conditions; simultaneously implementing educational plans appropriate to the educational objects and conditions of the educational institution and locality.

The curriculum is developed in a broad manner, not overly detailed, creating conditions for textbook authors and teachers in schools to be proactive and creative in implementing the curriculum amidst continuously developing science, technology, and society, which consistently poses new demands for education.