Student’s full name : Nguy n Th Qu nh Châuễ ị ỳ
Class : B2K5G
Subject : Cross-Cultural Communication 2
Vietnam education is exam oriented
My idea
According to official evaluation for Vietnam education, the quality and
efficiency of education is still low. Level of knowledge, practical skills and
methods of scientific thinking of most students are weak. For many graduated
students, the ability to apply knowledge in production and life is limited. Most
graduates are not able to adapt to the rapid changes in industry as well as in
technology.
In terms of professional aspect, most graduates face difficulties before the
practical issues
A warning problem of quality education in Vietnam is that testing and
assessment. It is primarily to test the remember ability but not orient on the
ability of applying knowledge to new situations.
The Vietnam education focus on exam oriented will make the students
passive, reception of information is expected. The students only have a activities
summarizing describing identifying and applying formulae and information.
They just learn all information that teachers given and reading source usually
limited to one text and teacher notes. Learing memorisation and imitation is
expected; Reading the text at depth in great detail,…
In my opinion, a system of education-oriented implementation of
falsifying exams motivation by emphasizing the importance of the results. When
students take only goal in the score rather than learning for the knowledge,
consequences lead to a lack of active learning in the analysis, exchange and
share feedback from the students.
It can be assumed that the quality of graduates and the quality of
education and training in Vietnam does not meet the requirements of economic
and social development as well as user's desire.
Suggestion
In higher education to carry out curricula in the direction of
diversification, standardization, modernasation, create condictions for quick,
selective adaptation of curricula of modernasation, đ t o ra condictionsể ạ
developed countries closely satisfying country' requirements and practically
serving the socio-economic development of the country. I have some suggestion:
- The innovation of teaching-learning methods and the education
management. Such as: In lessons teachers who give students the problem still is
the problem solving; Regular group discussion activities, extracurricular;…
- Abandon old habits and build active work more dynamic, feedback from
the multi-dimensional
- To equip students with skills for individuals who work and study skills
- To renovate examination systems, enrolment procedures, to build up the
systems for evaluating the quality of training, teaching staff, student's
achievement, to overcome the examination oriented characteristic of current
education.
Currently, most companies will evaluate your job qualifications of
applicants at interview stage. Therefore, the graduates should have sufficient
knowledge and life skills. So the education system need to be taught students the
necessary things like:
- Moral qualities, social awareness and citizenship.
- Level of knowledge, skills
- Understanding and aesthetic ability.
- Ability to live and adapt to society.
Student’s full name : Ph m Th Ph ng Th oạ ị ươ ả
Class : B2K5G
Subject : Cross-Cultural Communication 2
Vietnam education is exam oriented
My idea
In today's world, education is not what it is supposed to be. Education
is preparing a person to face everyday life. If you notice, half of what we learn
in school, isn't needed at all. Education today...doesn't prepare one for the
normal problems faced by a person in life...although, I'm not saying that they
don't prepare you for life in schools. So our education system has to change
fully, and only teach what is necessary
People live in a healthy society should contribute to the development
that is innovative, honest, but never two qualities that go unnoticed during the
construction of education in Vietnam. While social and international
environment has changed very deeply that from kindergarten to university, the
school is based on previous educational experience for education. That is the
underlying cause and victim of false doctrine spread, from negative in
examinations, teaching patterns, memorizing every existing persists despite the
condemnation of public opinion.
School cannot claim that their aim is to train students to perform well at
the examinations as it is incorrect to do so and yet, that is precisely what they
expect from the students.
Students are forced to know and learn everything their study by heart
in order to get good grades during examination. This can be easy for some while
it can be very difficult for others, especially those who are hands-on type of
people. Inability to perform may only result in embarrassment although being
shunned by other friends will bring harsher impact to the students' lives.
A student will have to invest a lot of time if a student wants to excel in
studies. They will lose their childhood in the process, missing the chance to mix
around with their peers. This can hamper their social skills learning skill, a skill
that is bound to be important throughout their lives.
Once the aim is set to get higher grades in tests, other activities will
have to be sacrificed. Teachers are bound to cut extra-curricular activities such
as sports and also discourage creative activities so that students can study
longer. This should not happen because the students have worked hard in the
class and studying so they should be allowed to take part in such activities as an
outlet to release stress. How can they reduce stress if they have to pore over a
book day and night?
However, if we adopt the learner-centred approach in teaching, exams
should elicit productive strategies and positive motivation, so that students can
maximise their performance. These positive features of exam might be attained
through its replacement by performance testing or portfolios of work samples
where assessment is linked to the classroom curriculum and is part of an
ongoing process in which students monitor their personal progress (continuous
assessment). Students may learn to assess and regulate their own performance
when they have the responsibilities and motivation to improve their own
learning and when all students understand that they can progress and succeed in
the classroom.
Suggestion
- In current policy, the Vietnam Government need increase the budget for
education, especially helping the poor students.
- To innovate goals, contents, methods, curricula at all levels; to develop
teaching staff satisfying the increase of enrolment and the improvement of
quality, effectiveness and the innovation of teaching-learning methods; to
innovate the education management; to create legal basis and to bring into play
the internal forces for education development.
- In higher education to carry out strong innovation of curricula in the
direction of diversification, standardization, modernasation, to create
condictions for quick, selective adaptation of curricula of modernasation,
developed countries closely satisfying country' requirements and practically
serving socio-economic development of the country.
- To renovate examination systems, enrolment procedures, to build up the
systems for evaluating the quality of training, teaching staff, student's
achievement, to overcome the examination oriented characteristic of current
education.
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qu c a giáo d c - đào t o còn th p. M c đ ki n th c, k năng th c t vàả ủ ụ ạ ấ ứ ộ ế ứ ỹ ự ế
ph ng pháp khoa h c suy nghĩ h u h t các h c sinh còn y u kém. Đi v iươ ọ ầ ế ọ ế ố ớ
nhi u sinh viên t t nghi p, kh năng áp d ng ki n th c trong s n xu t vàề ố ệ ả ụ ế ứ ả ấ
cu c s ng là h n ch . H u h t sinh viên t t nghi p không có kh năng thíchộ ố ạ ế ầ ế ố ệ ả
ng v i nh ng thay đi nhanh chóng trong ngành công nghi p cũng nh trongứ ớ ữ ổ ệ ư
công ngh )ệ
(V khía c nh chuyên nghi p, h u h t các sinh viên t t nghi p ph i điề ạ ệ ầ ế ố ệ ả ố
m t v i nh ng khó khăn tr c khi các v n đ th c t )ặ ớ ữ ướ ấ ề ự ế
(M t v n đ c nh báo c a giáo d c Vi t Nam là th nghi m và đánh ộ ấ ề ả ủ ụ ở ệ ử ệ
giá. Đó là ch y u đ ki m tra kh năng nh , không đnh h ng vào kh năngủ ế ể ể ả ớ ị ướ ả
áp d ng ki n th c đ m i các tình hu ng. ụ ế ứ ể ớ ố
Theo tôi, m t h th ng giáo d c theo đnh h ng thi các k thi làm sai ộ ệ ố ụ ị ướ ỳ
l ch đng c h c t p b ng cách nh n m nh t m quan tr ng c a các đi m ệ ộ ơ ọ ậ ằ ấ ạ ầ ọ ủ ể
k t qu . Khi sinh viên h c ch l y m c tiêu vào đi m s h n là vi c h c đ ế ả ọ ỉ ấ ụ ể ố ơ ệ ọ ể
l y ki n th c, h u qu d n đn là vi c h c thi u năng đng trong phân tích, ấ ế ứ ậ ả ẫ ế ệ ọ ế ộ
trao đi, chia s thông tin ph n h i t phía sinh viên.ổ ẽ ả ồ ừ
Nó có th đc gi đnh r ng ch t l ng c a sinh viên t t nghi p và ể ượ ả ị ằ ấ ượ ủ ố ệ
ch t l ng c a giáo d c và đào t o t i Vi t Nam không đáp ng các yêu c u ấ ượ ủ ụ ạ ạ ệ ứ ầ
c a kinh t và xã h i phát tri n cũng nh mong mu n c a ng i s d ng)ủ ế ộ ể ư ố ủ ườ ử ụ
(Trong giáo d c đi h c đ th c hi n ch ng trình gi ng d y theo ụ ạ ọ ể ự ệ ươ ả ạ
h ng chu n hóa, đa d ng hóa, thích ng nhanh chóng ch n l c, ch ng trìnhướ ẩ ạ ứ ọ ọ ươ
gi ng d y c a các n c phát tri n ch t ch đáp ng yêu c u c a đt n c vàả ạ ủ ướ ể ặ ẽ ứ ầ ủ ấ ướ
ph c v thi t th c phát tri n kinh t - xã h i c a đt n c)ụ ụ ế ự ể ế ộ ủ ấ ướ
đi m i ph ng pháp d y và h c và đi m i công tác qu n lý giáo d c ổ ớ ươ ạ ọ ổ ớ ả ụ
t o c s pháp lý. Ví d : Trong ti t h c giáo viên là ng i đa ra v n đ còn ạ ơ ở ụ ế ọ ườ ư ấ ề
