EDUCATIONAL

SYSTEM IN
VIETNAM

PRESENTED BY
SHYRA MAE S. SERENCIO
 1 Vietnam’s Education and Training Structure

VIETNAM 2 The School Education System

SCHOOL Examination and Assessment in Teaching and

EDUCATION 3
Learning
POLICY AND 4 Teacher Training
SYSTEM
UPDATE 5 In-Service Teacher Training

6 Conclusion
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VIETNAM’S
EDUCATION
AND TRAINING
STRUCTURE

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 Vietnam’s Education and Training Structure

Vietnam’s education and training system encompasses formal and non-formal education
and includes four main levels:

• Early Childhood Education: nurseries (3 months–3 years old) and kindergarten (3–
5 years old);
• General Education: primary education (grades 1–5), lower-secondary education
(grades 6–9), and upper-secondary education (grades 10–12);
• Vocational Education and Training (VET); and
• Higher Education.

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04
 Philippines’s Education and Training Structure

Education in the Philippines is compulsory at the basic education level, composed of:
• kindergarten, elementary school (grades 1–6),
• junior high school (grades 7–10),
• and senior high school (grades 11–12).
The educational system is managed by three government agencies by level of education:
• the Department of Education (DepEd) for basic education;
• the Commission on Higher Education (CHED) for higher education;
• and the Technical Education and Skills Development Authority (TESDA) for technical and
vocational education.

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03
 THE SCHOOL EDUCATION SYSTEM
Schools are under the administration of the Provincial Department of
Education and Training (DOET), and District-level Bureau of Education and
Training.
Governance The MOET’s centralized authority over policies and curriculum ensures
homogeneous standards for goals and regulations across the country. However,
management responsibility for school buildings, staffing, and the distribution
of financial resources is with local governments.

There are three types of educational establishments:

• Public education establishments: established and monitored by the State
Types of Ownership (the central Government).
• People-founded educational establishments
• Private educational establishments

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04
THE SCHOOL EDUCATION SYSTEM

The Philippine education system includes Early Childhood Care and

Development (ECCD), Basic Education, Technical and Vocational Education
and Training (TVET), and Higher Education.
The Department of Education (DepEd) is responsible for basic education, the
ECCD Council for ECCD, the Technical Education and Skills Development
Governance Authority (TESDA) for post-secondary, technical, and vocational education,
and the Commission on Higher Education (CHED) for higher education.

In addition, two agencies were also created to focus on culture and sports:
National Commission for Culture and the Arts (NCCA) and the Philippine
Sports Commission (PSC), respectively.

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THE SCHOOL EDUCATION SYSTEM
There are three types of educational establishments:
• A proprietary educational institution is registered with the Security and
Exchange Commission (SEC) as a private stock organization to engage in
maintaining and administering a school.
• Non-stock, a non-profit educational institution is registered with the
Security and Exchange Commission (SEC) as a non-stock corporation to
Types of
engage in maintaining and administering a school.
Ownership • A Governmental Institution is one created by the legislative body, the
Congress of the Philippines. Some of which includes:
a. University of the Philippines
b. Polytechnic University of the Philippines
c. Eastern Samar State University
d. Eastern Visayas State University

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03
EXAMINATION AND ASSESSMENT IN
TEACHING AND LEARNING
• Competence approach for examination and assessment is an important measure to innovate
general education in Vietnam.
• Assessment is measured through learning (increasing the formative assessment rather than
focusing primarily on the summative assessment), involving identifying and solving, in a variety
of contexts, problems that are characteristic of a specific domain of knowledge and field of
activity.
• Teachers are focused on both formative assessment and summative assessment.
• Assessment process are through self-assessment and peer assessment activities which is
important to help develop students’ self-study abilities.

Back to Agenda 05
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EXAMINATION AND ASSESSMENT IN
TEACHING AND LEARNING

DepEd Order No. 8, s. 2015, Classroom Assessment Guidelines

• Two types of classroom assessment: Formative Assessment and Summative

Assessments

Back to Agenda 05
Back to Agenda 05
Back to Agenda 05
Back to Agenda 05
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 TEACHER TRAINING
• Pre-Service Teacher Training
Pre-service teachers enter education programs as undergraduate students take four years of
coursework and complete about 10 weeks of student-teaching practicum.
The practicum may be divided into two periods:
a. the first five-week practicum in the third year
b. and the second five-week practicum in the final year of the course.

In Vietnam, teacher candidates do not have to take the national teaching exam to get teaching
licenses. Students who graduate from teacher education programs in Vietnam will become nationally
certified teachers if recruited into public or private schools.

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 TEACHER TRAINING
• In-Service Teacher Training
In-service teacher education programs (ITEP) in Vietnam specifically aim to update teachers on
political and socio-economic issues, foster political and professional attributes, and develop
practical competencies in teaching, educating, and other areas based on professional standards
for teachers and the need to improve and reinforce educational quality

Teachers are expected to be capable of self-study, self-assessment, and organization of self-

training activities in their educational institutions or departments.
The most important purpose of ITEP is to enhance teachers’ competences to meet job positions’
requirements.

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04
 TEACHER TRAINING
• In-Service Teacher Training
INSET refers to a modality of professional development intervention organized
either at the school (school-based INSET) or division/district level (cluster-based
INSET) which is done to address and resolve areas of need identified by the
teachers or school leaders to continuously improve their competencies. INSET
classes are participatory and should be offered to small groups to maximize
impact on teacher and school leader quality.

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TEACHER TRAINING
School-based INSET often focuses on the teachers’ learning and development needs and on sharing
information on the following policies and priority programs, which change every year depending on
the teachers’ needs.
For the current SY, the following are given much priority:
a. Training for Teachers Teaching Non-Major Subjects (e.g., Filipino, MAPEH, etc.);
b. Microsoft 365 Productivity Online Training through DepEd Philippines;
c. National Learning Camp;
d. National Reading Program; e. National Mathematics Program;
f. Catch-up Fridays;
g. Early Language Literacy and Numeracy (ELLN);
h. Policy Guidelines on Implementing Comprehensive Sexuality Education (DepEd Order No. 31, s.
2018);
i. Child Rights Policy: Adopting the Rights-Based Education Framework in Philippine Basic
Education (DepEd Order No. 31, s. 2022);
j. DepEd Child Protection Policy (DepEd Order No. 40, s. 2012); and
k. Safe Spaces Act (Republic Act No. 11313). 06
 CONCLUSION
One of Vietnam’s strategies to achieve further economic growth is the modernization of its
education system.

The resolutions done for education are improving the institution and promoting administrative
reforms, enhancing the management capacity of educational administrators, increasing investment
resources for education, strengthening educational quality assessment, and increasing promotion
rate.

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