Vietnam's Graduation Exam Aims for Too Many Targets

Vietnam's national high school graduation exam is being lauded for its alignment with the 2018 general education program, shifting the focus from knowledge recall to assessing students' practical application, critical thinking, and problem-solving skills. This move reflects a broader educational reform aimed at developing students' qualities and competencies rather than just imparting knowledge.

The exam's design emphasizes connecting academic concepts to real-world situations, a departure from previous years where memorization was heavily weighted. This consistency in educational innovation, from curriculum and teaching methods to assessment, is seen as a positive step toward substantive reform. The Ministry of Education and Training has outlined the exam's objectives: accurately evaluating learning outcomes, granting high school diplomas, assessing the quality of educational institutions, and providing reliable data for university admissions.

Despite these positive aspects, the exam has sparked public debate regarding its difficulty and precision, particularly concerning the literature component. Critics argue that the exam is burdened by trying to fulfill too many diverse goals. Its dual purpose of certifying graduation and selecting university candidates creates a fundamental conflict.

A graduation exam ideally requires students to meet a baseline standard, while university entrance exams necessitate a more rigorous selection process to identify candidates suitable for higher education. If the exam leans towards a basic graduation standard, its use for university admissions may lack objectivity. Conversely, if it is designed for university selection, it could place undue pressure on students who are merely seeking their high school diploma. This multi-pronged approach, while well-intentioned, appears to be the root of the current dissatisfaction.