The placement of 9th-grade students into different academic tracks must be based on voluntary participation.

These students… voluntarily chose their chosen path.

In early April, Le Thi Huong Nhi, a student in class 9A2 at Quynh Lap Secondary School (Tan Mai ward), after a period of absence from extra classes, approached the school's administration to request to return to class and register for the entrance exam.10th grade.

According to Mr. Ngo Van Binh, the school principal, this is an unusual case. The remaining approximately 30 ninth-grade students proactively requested not to participate in exam preparation classes from the first semester. Our school has five ninth-grade classes with 204 students, and each year, 15-20% of students do not plan to take the tenth-grade entrance exam. When these students request not to participate in exam preparation, the school supports them because if they don't enjoy studying, attending class would negatively impact other students.

Quynh Lap Secondary School is located in a coastal area where most families have many children and the people mainly live by fishing and aquaculture. Economic conditions are still difficult, income is unstable, and heavily dependent on weather and seasons, so attention to children's education is sometimes insufficient. Some students have to help their families from an early age. This has significantly affected their academic performance, and the number of students dropping out of school early each year is quite high.

Ho Nang Chung, a student in class 9A1, said: “I have three siblings, and my parents all want me to go to high school like my older brother, but I don't like it. My academic results are always below average. After finishing 9th grade, I will probably study a vocational course while working.”

Regarding student placement, teacher Ngo Van Binh stated that the school implements this on a voluntary basis. Therefore, the majority of students who do not take the 10th grade entrance exam are those with poor academic performance, difficult circumstances, or those who intend to pursue vocational training to start working early. To date, four vocational schools have approached us for admissions counseling, and we have facilitated direct meetings between the schools and parents. Despite this, many students have decided to pursue employment rather than vocational training. They also have no desire to attend private vocational schools.

In class 9A6 of Nghi Phu Secondary School, this year the class has 40 students, but according to the homeroom teacher, only about 10 students will take the entrance exam for grade 10. The rest will aim for private schools, vocational training, or other options.

Teacher Truong Thi Huyen, the class homeroom teacher, said: “Most of the students in my class have only average or weak academic performance. Many students are in difficult circumstances, such as being orphans, having divorced parents, or living with grandparents, so there is no one to care for or guide them. In some cases, students have been living alone for a long time, and I have to take them home so they don't drop out of school… With their current abilities, it is very difficult for them to get 7 points in each subject, and even that score is unlikely to get them into public high schools in the central area of ​​Vinh city (formerly).”

Although it was acknowledged that students would have difficulty getting into public schools, in order to help them avoid knowledge gaps and create a foundation for vocational training or continuing education later on, the teachers of class 9A6 still seriously focused on exam preparation during the final months of the second semester.

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We teach the material and then practice with sample questions to familiarize the students with the question types. During the lessons, we focus on key areas, concentrating on recognition and comprehension levels. Additionally, for some students who are proactive, we will expand to application and lower-level application problems, practicing them repeatedly. If the students show improvement between now and the end of April, we will encourage them to take the entrance exam for grade 10.

Teacher Truong Thi Huyen

Traffic flow must be purposeful.

Nguyen Y Thien is currently a student in class 11C2 at Vocational College No. 4 (Ministry of National Defense). Alongside her regular studies, this female student from Vinh Loc ward is also pursuing a vocational degree in Information Technology. Thien said that she attended Nghi Thai Secondary School and had initially planned to apply to Nghi Loc 3 High School. However, after finishing 9th grade and realizing she might not pass, she decided to enroll in a vocational school based on her teachers' advice: The program combines general education and vocational training with only 7 subjects, so she found it not too difficult. After graduation, she plans to take the high school graduation exam and may pursue higher education or study abroad.

According to Major Nguyen Nhu Uoc, head of the Automotive Technology Department at Vocational College No. 4, Ministry of National Defense, for students in the vocational training program who are still young, teaching general education and vocational skills must go hand in hand with training and education. I believe that even though they are studying a vocational course, the opportunities for these students remain as wide open as for all other students. In our department, about 200 students register each year, and they all participate in the graduation exams. After completing the intermediate program, 70% of them register for an additional year to obtain a college degree. After graduation, they have many job opportunities and can shorten their study time compared to the usual learning path.

At the Vietnam-Korea College of Technology and Industry, there are currently quite a few students enrolled in the specialized program. Regarding the training program for these special students, Mr. Nguyen Thanh Vinh from the Electronics Department said: “The programs for students graduating from grade 9 and grade 12 only differ in the level of knowledge and skills. Otherwise, we still design the program so that they can continue their studies at the college level. In fact, after completing the program, they all have good vocational skills and can easily continue their education to improve their expertise.”

According to Mr. Ho Van Dam, Principal of the Vietnam-Korea College of Technology and Industry, the school enrolls approximately 600 junior high school students in the vocational training program each year, with nearly 200 of them coming from mountainous areas. To ensure effective training, the school carefully considers its selection criteria, prioritizing students' effort, diligence, and perseverance.

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Students who are streamed into different programs typically fall into three groups: those with poor academic performance, those from disadvantaged family backgrounds, and those with vocational aspirations. After entering the school, these students can simultaneously study academics at the Continuing Education Center (7 subjects) and pursue vocational training, while still being able to take the 12th-grade graduation exam and university entrance exam.

In addition, students can choose to study only intermediate-level subjects (4 cultural subjects) without taking a graduation exam. Depending on their abilities, we will advise them on choosing a suitable program. The advantage of students in this stream is that they are exempt from tuition fees and can work and earn income while studying.

Teacher Ho Van Dam

Regarding student placement, Ms. Ho Thi Chau Loan, Deputy Director of the Department of Education and Training, stated that career guidance after lower secondary and upper secondary education should be implemented in a substantive manner, based on each student's abilities, aptitudes, and aspirations, rather than following the "preference for diplomas" mentality as in the past.

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In the context of a rapidly changing labor market and a growing demand for skilled technical and high-skilled workers, effective career guidance not only reduces pressure on examinations but also contributes to a balanced workforce structure. Therefore, the education sector will continue to strengthen career counseling from an early age, especially at the lower secondary level, to ensure students and parents have sufficient information when choosing a suitable educational path.

In addition, the Department will also coordinate with vocational education institutions and businesses to expand opportunities for practical experience, helping students better understand various professions, thereby changing their perceptions and encouraging them to confidently choose vocational training, intermediate-level education, or college-level education if suitable. At the same time, improving the quality of training at vocational education institutions is also a key factor in building public trust in the career guidance program.

Ms. Ho Thi Chau Loan - Deputy Director of the Department of Education and Training