The new general education program: Many concerns and worries.

(Baonghean.vn) - After more than a month, the draft of the comprehensive general education program has received many comments from educators in Nghe An. However, alongside expectations, the new general education program still raises many concerns and worries.

Teacher Nguyen Van Tuan - Principal of Nguyen Thi Minh Khai Primary School - Hung Nguyen:

The draft curriculum is still too demanding for elementary school students.

At the primary school level, students still learn through play and play through learning. Therefore, the general education curriculum proposed by the Ministry is still too demanding for them. My view is that some knowledge should be integrated into several subjects so that students have the opportunity to access it. As for the draft, dividing it into so many subjects is overwhelming.

I calculated that there are seven compulsory subjects and two educational activities, but in reality, there are many more. This doesn't even include the numerous supplementary programs and activities students participate in, such as life skills training, traffic safety education, and water safety education. While teaching these programs is necessary, they need to be streamlined, with a manageable amount of material to avoid overwhelming students and to suit their individual needs and psychological development. Sometimes, teaching too many subjects can be daunting for students, especially since they will have to relearn all of this later.

Ms. Tran Thi Thu Huong - Deputy Principal of Nghi Huong Secondary School - Cua Lo Town:

Reduce the amount of theoretical knowledge.

Currently, the secondary school curriculum includes 11-13 subjects for students. In my opinion, this number of subjects is excessive for students. The five class periods per morning are also overwhelming for them. Therefore, in the new draft of the overall education program, my first wish for secondary school students is a reduction in the number of subjects. Secondly, I hope the class time will be reduced, perhaps to just four periods. Thirdly, I hope students will have less emphasis on theoretical academic knowledge and more time for practical application, hands-on experience, and especially for applying knowledge to real-life situations and solving practical problems.

Extracurricular class for students at Nghi Huong Secondary School. Photo: My Ha

Besides curriculum and textbook reform, I believe there are other urgent reforms needed for success. These include reforming the teaching staff and improving the quality of teachers. This is the crucial factor determining the program's success. If the teaching staff is not suitable for the new curriculum, it will not be effective. Alongside this, there needs to be reform in infrastructure and teaching equipment; only then can the goals of curriculum and textbook reform be met. Furthermore, reforms in testing and evaluation are also necessary.

Mr. Le Xuan Huong - Principal of Thanh Chuong 1 High School:

Teachers must be at the forefront of innovation.

Traditionally, our education system has been heavily focused on theory, and in Nghe An province, this emphasis has been even more pronounced on academic rigor and examinations. Consequently, students lack comprehensive knowledge, particularly the ability to integrate subjects, and tend to focus solely on "studying for exams." According to the draft of the comprehensive general education program, students will receive holistic education in all areas, from natural sciences and social sciences to physical education, arts, and life skills. They will then be streamed into different tracks and receive career guidance to choose the path that best suits them. This is a very welcome development in the draft of the comprehensive general education program. Because with a solid foundation, students can then develop self-awareness and pursue in-depth study in areas where they have the ability and advantage.

However, there remains a significant gap between ideal and reality. The draft curriculum, when implemented in schools, requires a robust infrastructure. For example, in addition to compulsory subjects and educational activities, allowing 11th and 12th grade students to choose one study topic and three subjects (out of the 11 subjects listed in the draft curriculum) that align with their personal aspirations and the school's organizational capabilities is essentially similar to the "credit" system used in universities and colleges. This would lead to changes in class structure and student numbers, making them less fixed than before. Investing in classroom organization and teaching equipment to accommodate these differentiated and streamed classes would also be necessary.

Computer class for elementary school students in Do Luong district. Photo: My Ha

But facilities can be gradually improved, and there are ways to manage resources wisely. The most worrying aspect is the teaching staff, who are the pioneers of innovation.

As mentioned, our education system has gone through a long period of "distortion," and a large number of current teachers are products of that distorted education process. How can they possibly meet the demands and teach a comprehensive, integrated new curriculum? Not to mention that many teachers are hesitant to embrace change, preferring stability and adherence to old methods.

Teacher Le Xuan Son - Vice Principal of Vinh University High School for Gifted Students:

There is still much work to be done to make the program truly feasible.

Reading the draft of the new general education curriculum, my first impression is its high scientific rigor. This is evident in the main contents of the program, which are all well-founded and based on sound principles. The program clearly demonstrates the interconnectedness between different educational levels. At the same time, it grants significant authority and responsibility to localities and schools; creating conditions for localities, educational institutions, and teachers to be both proactive and to maximize their capabilities in implementing educational content and plans.

Many people will be concerned about its feasibility. When implementing the new general education program, we will face challenges such as a shortage of teachers in certain subjects, inertia among a significant number of teachers, management issues, equipment, and infrastructure. To overcome these, in my opinion, the capacity of the teaching staff is the decisive factor in the program's success or failure. Therefore, after the overall general education program is approved, it is necessary to urgently complete the subject curricula and publish them early so that localities can organize the development of teaching content, creating opportunities for teachers to participate in content development.

Teacher Le Xuan Son (far right) and his students. Photo: My Ha

Furthermore, the curriculum needs to clarify the role of each subject and its relationship with other subjects in shaping students' qualities and competencies. Particular investment is needed in developing content and guiding the organization of creative experiential activities, as these activities relate to many subjects and play a significant role in shaping and developing students' qualities and competencies. Teacher training programs should focus on developing active teaching methods, modern teaching techniques, and competency-based assessment methods.

A survey and classification of the capacity of localities and educational institutions to respond should be conducted to provide guidance on the implementation roadmap for each category, especially in localities facing significant difficulties.

My Ha