Contributing to the discussion on the success of an advanced school.

Undeniably, the advanced school model has many advantages. It creates an educational environment for practicing management skills with a new mindset compared to the traditional school management model. It also provides teachers and students with more opportunities to explore their potential, unleash their abilities, and ultimately produce high-quality educational products that meet the demands for high-quality human resources and the global aspirations of young people.

In fact, according to assessments from several media outlets, some advanced schools are now operating effectively. However, some advanced schools/classes still do not fully meet the expectations of learners and the community.

The causes have been quite convincingly pointed out in numerous articles, based on a synthesis of opinions from all relevant parties. However, identifying the causes is one thing, but finding solutions and remedies is another. I believe that to effectively implement the advanced school model, a coordinated effort from various departments and agencies is essential, especially those within the education system.

First and foremost, a strategic mindset with a long-term vision is needed. In the past, the implementation of building advanced classes within traditional schools—what I'll call mass schools—has shown a rather hasty approach. It's important to remember that, although still part of the national education system, advanced schools must operate under a different model, ensuring advanced and modern characteristics in all aspects.

Previously, we had a system of specialized schools. Later, there was a policy to abolish specialized schools and selective classes, which was then changed to high-quality schools, and these schools still operate under the specialized school model. The difference with specialized schools is that they educate and train an elite group of students; the quality of the school becomes the spearhead, the "face" of education in each locality. As a product of education based on the specialized school and selective class model, I understand this difference. With advanced schools, the differences are even more pronounced.

While specialized schools and selective classes are judged solely on the quality of their students, assessed through entrance exams, and the qualifications and abilities of their teachers, advanced schools, built on a global awareness education model, differ not only in these aspects but also, and most importantly, in their state-of-the-art facilities and equipment to support an advanced curriculum.

Some advanced schools in Ho Chi Minh City have achieved initial success largely due to their comprehensive fulfillment of infrastructure and technical requirements. This is an example of the value of strategic vision and well-planned, systematic implementation. In other words, establishing advanced schools requires, first and foremost, policy and strategic planning, attracting investment, mobilizing necessary resources, and concretizing them into key projects.

Along with preparing the physical and technical infrastructure, it is crucial to establish educational goals, which must include defining the learning outcomes of the curriculum at each level, grade, and subject as a commitment to quality. Some parents believe that students in advanced schools or classes are easily overloaded, but I believe this is entirely understandable. When appropriate learning outcomes and curriculum goals are established (of course, in the spirit of the national education curriculum but with adjustments, or even proposing a separate curriculum, as long as students meet the requirements for qualities and competencies according to the general conventions of national education), both students and teachers will experience less pressure and can focus more on achieving the desired results as committed in the established learning outcomes.

Specialized schools and selective classes, as far as I know, while respecting and adhering to the national curriculum framework, will make adjustments to suit their specialized and in-depth goals. The current model of advanced schools tends to require students to learn many additional subjects/skills beyond the already demanding curriculum, which needs to be reconsidered. One of the conditions that advanced schools must provide for students is time for relaxation to cleanse their minds and regenerate energy.

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In my opinion, the curriculum and subject matter in advanced schools should aim for the simplest possible approach. It's also important to note that the program's objectives and learning outcomes must be defined appropriately for each educational level and grade, and cannot be vague goals like "modern skills," "global thinking," or "creating global citizens." Obviously, it's impossible to associate preschool children with the goal of developing global citizenship.

Currently, schools are beginning to selectively recruit students through aptitude tests, meaning they choose the most elite students. Therefore, administrators and teachers must also be elite. This shows that establishing a few advanced classes within a mass school model, forcing teachers to constantly adapt to teaching in classes with diverse needs and requirements, can easily lead to pressure and negatively impact teaching quality. Teachers in advanced schools must be pioneers in self-renewal, meaning they must continuously learn and research.

Financially, advanced schools shouldn't just rely on parents' money but also require active support from stakeholders, especially partners committed to employing graduates or enrolling them in higher education levels. These include businesses, universities, colleges, and vocational schools. To achieve this, the students must, of course, be of high quality. If it's a public school, government involvement is necessary. Of course, the author doesn't believe that the system of advanced schools should be solely public, focusing only on government funding.