School performance indicators – They need to be realistic!

(Baonghean) - Currently, schools are holding staff conferences to set directions and tasks for the new school year, with specific targets regarding the quality of teaching by teachers; the quality of learning, training, and self-improvement of students, etc. This is considered one of the important bases for evaluating the school's performance. However, the question is: what are the appropriate targets to strive for?

As is well known, for a long time the education sector was affected by the "achievement-oriented" mentality, with many schools including excessively high targets in their draft directions and activity plans. For example, some schools set targets of over 60% of students achieving average, good, or excellent academic performance; and over 90% achieving good or excellent conduct. However, when the sector implemented the "two no's" campaign (no cheating, no cheating, no corruption ...

When conducting actual exams and assessments, comparing the actual results with the set targets at the end of the school year often leaves schools in a "laughing and crying" situation. Even in the 2006-2007 school year, the first year of implementing the "two no's" policy (no cheating, no cheating, no real exams ...

Since the implementation of the "two no's" policy (no extra work, no extra work), and to avoid being perceived as "obsessed with achievement," many schools have abruptly lowered their targets in the initial guidelines and tasks for the school year. For example, the target for students achieving an average academic performance or higher, which was previously over 60%, has now been reduced to below 20%; or the target for students with good or excellent conduct, which was previously over 90%, is now below 50%. The consequence is a sense of confusion and pessimism among many teachers, parents, and students.

In the current context, it is necessary for schools to research and adjust their performance targets to align with the spirit of the "two no's" campaign (referring to the campaign against corruption and negative practices). However, these targets should be based on the actual situation of each school and should be highly feasible. Perhaps, based on reality, targets for student academic performance and conduct could be assigned to individual classes, homeroom teachers, and subject teachers. Besides setting achievable targets, schools need to establish mechanisms to monitor and evaluate their implementation, thereby providing timely rewards and disciplinary actions. Only then will the targets truly become practical and create real motivation to strive for improved educational quality in schools.

Bui Minh Tuan

(Kim Lien High School – Nam Dan)