Reader's lens: Shedding the 'achievement sickness' for real results

Vietnam's Ministry of Education and Training has signaled a significant shift in its approach to academic evaluation, with a directive to reduce formalistic competitions, movements, and awards by at least 50%. This move, championed by Minister of Education and Training Hoang Minh Son, aims to alleviate the pressure on educators and refocus the system on substantive educational outcomes.

The directive is a response to widespread concerns about the burden of administrative tasks and superficial activities that have increasingly weighed down teachers. By cutting down on these formalistic elements, the ministry hopes to free up educators' time and energy, allowing them to concentrate on teaching and student development. This initiative has been met with strong approval from teachers and parents alike, who anticipate a more student-centered educational environment.

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To know who is responsible, just follow the signature. If the department issues an inappropriate plan, the director must answer. If the education department assigns additional targets, the head of the department must explain. If the principal adds to the paperwork themselves, the principal must be responsible. It should not be that a request goes through multiple levels and finally becomes a collective responsibility. Collective responsibility often means no one is punished.

Readers have voiced their support, viewing the decision as a decisive step towards reforming the education sector and tackling the persistent issue of "achievement sickness", an overemphasis on superficial metrics. The hope is that this reform will foster a system that prioritizes genuine learning and the development of practical skills over inflated, artificial achievements.

While the intention is widely praised, some readers have raised concerns about the implementation process, particularly regarding accountability. Suggestions include clearly assigning responsibility for any new initiatives or policies to specific individuals, rather than allowing responsibility to become diffused within collective structures. The proposal is to create a public registry of all approved academic activities, specifying the proposing body, approving official, funding source, and mandatory participation level. This would empower teachers to identify and report any unauthorized or excessive demands, ensuring that the reforms translate into tangible improvements in the educational landscape.

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Wanting to know responsibility, follow the signature.