GENERAL ISSUES WITH

DEVELOPING STANDARDS FOR

SCHOOL EDUCATION IN VIETNAM

 Dr. Prof. PHAM DUC QUANG

 VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES (VNIES)

 24/6/2022
I. Vietnam was born and officially appeared on the
world map on September 2nd, 1945.
2. Curriculum Reform Since 1945

 So far, Vietnam has undergone numerous changes in the

School Education Program (in 1950, 1956, 1979, 2006,
2018).
 Before 2006, “standards” in the School Education Program
had been overlooked, especially at high school level.
 In 2006, the standards were officially announced for the
first time in light of knowledge and skills.
3. Illustration of the program
GRADE 10 (2006)
3 LESSONS/WEEK X 35 WEEKS =105 LESSONS

Statistics Geometry Algebra

1. Vector. Sum, subtraction of

two vectors. Symmetric line.
1. Mathematical proposition. Sets, operations: combination, Statistics: Frequency
Shaft, coordinate shaft
delivery, difference of two sets. Sets of figures. Disturbance distribution table -
system. Coordinates of the
term, rough estimate frequency,
point and coordinates of the
2. Review and supplement functions. Quadratic function and frequency
vector.
graph. Function y = |x| distribution table -
2. Scalar accumulation of two
3. Outline of equation, equation systems: basic concepts. The layering frequency.
vectors. application to
simple equation, quadratic equations. The quadratic equation Chart of columns of
triangles (cosin theorem, sine
with two unknowns; three unknowns. frequency,
theorem, median line length,
4. Inequality between the average plus and the multiplication frequency, folding
triangular area).
average, the inequality of consciousness contains the mark of lines of frequency,
3. Straight line equations
absolute value. The mark of the first binomial. Linear frequency.
(general equations, parameter
inequation with one unknown, two unknowns. The square of Averages, medians,
equations). Distance and
the trinomial. Quadratic inequation. and fads. Variance
angle. The circular equation,
5. Trigonometric angles and arcs, their trigonometric values. and standard
the tangential equation of the
Addition formula. Double formula. Formula to transform total deviation.
circle. Elliptical line
performance. Formula to convert multiplication to sum.
(definition, main equation,
shape).
 3. Illustration of “standards” in the program
According to Standard Knowledge & Skills
the Subject Year 10
Topic Program Requirements Notes
I - Propositions, sets    

1. Proposition 1. Knowledge (Illustrated by Example if words can not

- Proposition - Know what a proposition is, negative describe clearly)
- Propositions containing proposition, proposition containing Example: State the negative statement of
variable variables each of the following and determine
- Negation of a - Know common symbols and existential whether the negative statement is true or
proposition symbols false:
- Implicate proposition - Know the Implicate proposition - The number 111 is a prime number
- Converse proposition , Converse proposition - Number 111 is divisible by Level:
3
- Equivalent proposition - Distinguish between necessary and   •Be aware
- Necessary conditions, sufficient conditions, hypothesis and For example, consider two clauses
sufficient conclusion P: π is irrational and Q: π is•not
Understand
an integer
conditions, 2. Skills a) State the proposition P=> Q
Contentnecessary and
of Standards - Know how to give examples of negative •Apply
b) State the inverse of the above proposition
sufficient propositions, clauses of a proposition,  
conditions determine the truth and falsehood of a Example: Given two triangles ABC and
Regulating scope proposition in simple cases A'B'C'. Consider two propositions
(knowledge depth, - State examples of propositions and P: triangle ABC and triangle A'B'C' are
difficulty…); both equivalent propositions congruent mkamil@stanford.edu
taught and non-taught - Know how to make converse proposition of Q: triangle ABC and triangle A'B'C' have
a Implicate proposition the same area
 Analyze
nd
Choose the nearest
Development Zone
TEST ANALYSIS RESULTS

Apply

The Most
Proximal
Understand
Development
Area of
Students
Be aware
 4. Illustration of Standard Implementation Guidelines
Standard knowledge – skills
Skills:
- Determine whether a given
sentence is a clause or not
- Understand the negation of a
proposition, determine the truth or
falsehood of the propositions in
simple cases
- Form the following proposition
and the equivalent clause from
two given propositions
- Determine the true or false of the
following proposition; equivalent
clause
- Understand how to make an
inverse of a given proposition
 
Instructions
Basic knowledge
3. Negative proposition of P is P,
is true if and only if P is false and
false if and only if P is true
 
With two propositions P and Q
4. The proposition P => Q is false
only when P is true and Q is false
(in all other cases P => Q is true)
 
 
 
Source: Guidelines for the
Implementation of Grade 10
Math Standards, issued in 2006
Math form – Examples - Notes
Example: State the negative
statement of each of the following
statements and state the true or
false value of each negative
statement!
- Number 11 is a prime number
Number 111 is divisible by 3
Example: Consider two
propositions:
P: π is an irrational number and
Q: π not an integer
a) State the proposition P=> Q
b) State the converse of the above
proposition
c) Consider the true and false of
the above propositions
 5. Standard Formation for
the 2018 Education Program – Moving Forward

(1) Viewpoint: There is no definition as this term can not be defined; It is a “standard”
when we build a set of criteria to define it.
• Standards are the specifications of the educational environments and educational
requirements in the School Program (attached to the high school education programs).
The Essence of “Standards”
(i) Content: specify the scope (depth, difficulty) of the content, taught or non-taught in the
school programs.
(ii) Degree: describe the zone of proximal growth of HS (in need and reachable), including
03 steps.
(2) How to build: Self-edited (experts) + Experiment (on students, in teaching) +
Adjustment (in principle, standards are experimented on a given education program and
adjusted if needed).
 Components of standards need to be constructed by researchers, teachers, educators,
etc.
(3) Standard figure: a frame (table) or a paragraph
(4) Product: (1) official document; (2) instruction document – how to achieve these
standards; (3) Measurement tool illustration
 6. Meaning of “Standard”

 In Teaching and Assessing Learning Outcomes: help

assess the extent of achievable long-term goals (especially
evaluating the process, by unit/technical topic).
 In Compilation, Evaluation, Selection of Textbooks:
especially among many available textbooks
 Management the Quality of Education: Based on standards
 Standards are applied on: Teachers, Students, Education
Managers, ….
 7. Illustration of “standards” in the 2018 program
NATIONAL HIGH-SCHOOL CURRICULUM
MATHEMATICS
(Promulgated with Circular No. 32/2018/TT-BGDDT
dated 26/12/2018 by the Minister of Education)

Grade 8
Content   Requirements
Geometry and Measurement
Flat geometry
Quadrilateral Properties and signs to - Explain properties of angles adjacent to a
  recognize special base, side, and diagonal of an isosceles
quadrilaterals trapezoid
  - Recognize the signs that a trapezoid is an
isosceles trapezoid (e.g., a trapezoid with
two equal diagonals is an isosceles
trapezoid)
 
 
7. Illustration of “Standards”in the 2018 program
Content Requirements Outcomes
Geometry and Measurement
Flat Geometry
Quadrilateral • Properties and signs • Explain properties of • Know the concept of an
to identify special angles adjacent to a base, isosceles trapezoid
quadrilaterals side, and diagonal of an • Understand the properties:
(Isosceles trapezoid) isosceles trapezoid pairs of adjacent angles and
• Recognize the signs that a bases are congruent; equal
trapezoid is an isosceles sides; two equal diagonals
trapezoid (e.g., a trapezoid • Understand the signs for a
with two equal diagonals is trapezoid to be an isosceles
an isosceles trapezoid) trapezoid; have pairs of
angles adjacent to a base are
equal; two equal diagonals
Grade 8 (According to the 2018 Program)  
Instructions for “Standards” Math form – Examples - Notes
   
We know that an isosceles trapezoid is a trapezoid Example: Observe the following trapezoids and tell which
whose pairs of adjacent angles to the base are one is an isosceles trapezoid
congruent  
understood in an isosceles trapezoid Example: Given a QRST scale (with QT//SR, QT>RS)
(i) pairs of angles adjacent to the base are congruent with two diagonals QS, RT. Prove that the two triangles
(ii) equal sides RAT and STQ are congruent
(iii) two equal diagonals  
 Thank you so much for listening!

I wish you all great health,

happiness and all the best!
 Proximal
Development Zone

mkamil@stanford.edu
mkamil@stanford.edu
 NATIONAL HIGH-SCHOOL CURRICULUM
MATHEMATICS
(Promulgated with Circular No. 32/2018/TT-BGDDT dated 26/12/2018 by the Minister of Education)

Competence (Structure) Behaviors of Competence (Visible, Assessable)

Competence Components Primary level Secondary level High school level

• Mathematical thinking • Relatively
and reasoning abilities • Perform thinking • Perform thinking proficiently perform
are demonstrated operations (at a simple operations, especially thinking operations,
through: level), especially observation, to explain especially detect
• Perform thinking observing, looking for similarities and similarities and
operations such as similarities and differences differences in many differences in
comparison, analysis, in forgotten situations, situations, and to show relatively complex
synthesis, specialization, describing the results of the results of situations and
generalization, analogy, observations. observations. interpret the results
induction, deduction of observations.
• Use reasoning,
• Point out evidence, • State evidence, arguments inductive, and
• Make logical
reasons and know and know reasonable deductive methods
arguments when
reasonable arguments arguments before to easily see
solving problems
before concluding concluding different ways of
solving problems
 Specific Content and Requirements of Each Grade

Grade 1

Content   Aim requirements

Numbers and calculations
Natural Number 
Natural number Reading, writing scores for Reading, writing scores for
numbers within 100 numbers within 10. 20. 100

mkamil@stanford.edu
 Index 1.
1 . 1. 1
Index 1.
Competence

Compo Skill 1.
nen t1 1 1 .1 Index 1.
1 .1.2
Skill 1. Index 1.
2 1 .2 Index 1.
1.1.3
Compo Skill 2.
nen t2 1
Skill 2.
2

Behaviors Indicators Quality

Trend
Evidences Proficiency Level
Components
Competences Performance Indicators
Hidden variable Units
Topics Requirements
Subject
Learning
Learning Field outcomes
mkamil@stanford.edu