A.

CURRICULUM IN VIETNAM
Curriculum Development And Reform
Curriculum development in Viet Nam is based on three factors:
1. The vision of the countrys leaders concerning the economy and society within the next
ten to twenty years;
2. Educational achievements and curriculum development experiences, based on the
countrys characteristics;
3. The curriculum development trends and experiences of other countries. Current reforms
are based on the following orientations:
a focus on basic, practical content which can be applied in everyday life;
an update of content based on scientific, technological and other developments in
modern society;
the renovation of teaching/learning methods in order to help students develop
initiative and creativity in learning;
development of each students ability, especially the ability and methods for selflearning;
due consideration for humanistic and international education;
preservation of the national identity of Viet Nam, while participating in the world
community;
focus on international curriculum goals of learning to know, learning to do, learning
to be, learning to live together
The Curriculum Adaptation Process
Administrative structures of curriculum reform
The system of curriculum development in Viet Nam is centrally managed by the Ministry
of Education and Training (MOET). However, the Centre for the Development of Curriculum
and Methods of Education (CDCME), established in 1961 under National Institute of
Educational Sciences (NIES), is the agency with major responsibility for curriculum research
and development (including curricular reform). NIESs extensive curriculum mandate was
given when the Minister of Education and Training took the decision to establish a
Curriculum Development Board (CDB) and designated NIES as the agency in charge.

In undertaking the current reforms, the Minister of Education and Training decided to
establish the following additional agencies:
In 1996, a Board of Primary Education Curriculum Development2000 was set up,
consisting of seventy-five members drawn from research agencies or administrations of
primary education at central or local level, including universities. During the curriculum
reform, this board benefited from a short training course held in Viet Nam by education
specialists from the United States of America, Japan and Australia.
A Council for Curriculum Evaluation consisting of ninety-eight members belonging to
twenty-eight educational agencies at central and local levels, including universities. In

addition, there is a primary education project: Evaluation of mathematics and mother

tongue teaching at 4th and 5th grades supported by the World Bank and co-ordinated by
the National Institute of Education.
In 1998, a Board of Junior Secondary Education Curriculum Development, consisting of
twenty-five experts drawn from NIES, universities and departments within the MOET.
This Board operates within an Asian Development BankViet Namese Government
Project, Junior Secondary Education Innovation (19992004). During the realization of
the project, two groups of curriculum developers were sent to Germany, Thailand and
Australia in order to collect documents about curriculum development
and to exchange experiences.
The stakeholder method guides curriculum development and implementation in
Viet Nam. Various MOET subject experts, university teachers and outstanding general
education teachers are selected for CDB membership. During the development process,
experts, professors, administrators, teachers and parents are all invited to provide
comments on, or evaluate the curriculum. An evaluation council, established by MOET,
is comprised of representatives drawn from central and local level educational
administration and universities.
Process of curriculum development
The primary and secondary school objectives are based on the general statement
of national aims and the curriculum orientation guidelines. Different subjects are
identified and defined for each level by curriculum specialists. Teachers can emphasize or
omit parts of subject objectives.
In Viet Nam, the curriculum has traditionally been regarded primarily as a written
document which sets up the subject contents, consisting (essentially) of three parts:
1. educational objectives;
2. educational contents for each school year; and
3. curriculum interpretation.
However, the view of the curriculum document has changed, resulting in
modifications that include:
a. considerations of experiences in foreign countries;
b. the methods, orientation and learning aids; and
c. ways of organizing the assessment and evaluation of student learning
outcomes.
Also, several new actions are being undertaken:
a. standards for each subject are being designed
b. some 10-15% of the content now includes a local component (local
geography, history, economy, culture)
c. local variations in the national syllabus are being introduced by teachers (i.e.
local timetables, local schemes of work, etc.)
Learning methods and approaches

Teaching and learning methods are presently being reformed, with the intention of
fostering, under the supervision and guidance of the teacher, self-directed discovery
learning, based on each students individual abilities. This is an attempt to transform
traditional teacher-centred approaches, in which students play a largely passive role, and
which stifle both the pupils and teachers creativity. The curriculum development
centres, educational research centres and teacher-training colleges recommend the
various learning methods, orientations and approaches to be used. The teacher-training
colleges serve as moderators and monitors in the use of certain methodologies
(discussion, role play, experimental methods, etc.).
Curriculum Materials
The State controls the development and writing of various instructional materials
for schools. The government directly supports the compilation and development of
textbooks and teachers guides. Books are sold to teachers and studentsthey are
distributed free of charge only to those students who are particularly disadvantaged. At
present, a programmer of loaning textbooks to primary students in disadvantaged areas is
being developed. Private companies only have the right to develop and print noncompulsory reference books for teachers and students. The typical procedure for textbook
preparation is as follows:

The National Institute for Educational Science, the Educational Publishing House
and the MOET Councils of Subjects jointly select and introduce a list of authors
for approval by the Minister in the MOET;
The Educational Publishing House (an agency of MOET) organizes the writing of
textbooks by giving financial support (creating favourable conditions for
consulting professionals and experts);
The Council for Textbooks evaluates the textbook drafts, then submits them to the
Minister for approval. Each level of education usually has only one set of
textbooks and there is no option for other textbook use. Apart from textbooks,
teachers guides, exercise books, reference books for teachers and students, and
videocassette tapes are produced for each subject. Other learning aids are
reviewed by a committee before being produced and supplied to schools.
Learning aids are also made from local materials by teachers and pupils
themselves, while others are imported (from China, Germany).

Evaluation
There is a link between the regular tests carried out in the classroom and the
periodic tests set by official regulation. The former occur at the end of each important
chapter or textbook subject; the latter at the end of the school term or school year. The
purpose of examinations at different levels of education is mainly to consider student
promotion to a higher class (which is based on the ability to pass the examination) and to
inform the parents about progress. The assessment of students is typically based on
percentage calculations, or grading (very good, good, fair, weak).

It is recognized that the current method of evaluating and assessing student

learning in Viet Nam should be improved, as the current approach does not take into
consideration various categories of student achievement. Due consideration has not yet
been given to the inclusion of other assessment information (records, files, practice
records in the laboratory, etc.) and to a diagnosis of the individual development of
students. This easily results in a biased, one-sided attitude toward teaching/learning and
achievement (on the part of both the teachers and the students).
Research is now being conducted on how to evaluate students in more essential
ways, that is, by using methods that more accurately reflect the curriculum
implementation impact at each level of education.
The Principles Of Learning To Live Together As Curriculum Content
In Viet Nam, there is no specific reform relating only to the principles of learning
to live together. They may be seen as being part of general reforms. These principles have
been translated into objectives for the primary and secondary school based on the
national educational goals. These are incorporated into the curriculum through both a
cross curricula approach and extra-curricular activities. The principles are inherent in the
content of certain subjects, such as Vietnamese language and literature, civics, history,
geography, foreign languages (English, French, Russian). Some aspects of the principles
are also included in the sciences (physics, chemistry, biology) and technology.
In both primary and secondary school, the theme of learning to live together is
also taught through selected content from several interdisciplinary subjects (i.e. global
education, population education, education for environmental protection, technical
education, peace education, HIV/AIDS prevention, etc.). Extra-curricular activities can
create positive attitudes, mutual understanding, responsibility, etc. (i.e. class meetings,
flag saluting, celebrating public days, cultural galas among schools, song and dance
competitions, gymnastics, etc.).
B. COMPARISON INDONESIAS EDUCATION SYSTEM AND VIETNAMS
EDUCATION SYSTEM
1. According the way to continue to the next grade
Each country have a different ways about Reviews their education system. In
Indonesia each respective level of education required to follow the National
Examination before proceeding to the next level. For example, junior high school
students should follow the UN before going to high school. While in Vietnam, to
proceed to the next level must be completed prior education and has a diploma. In
Indonesia, students will go to college should follow SNCA, whereas in Vietnam is
only required to have a diploma before. For example: students who will go on to
college must have a high school diploma.
2. Based on Teacher Quality
When compared to Vietnam, the quality of teachers in Indonesia is superior. Due
in Indonesia to become a professional teacher must pass a minimum of S1 and have
the certifications. But in Vietnam especially in remote areas, the quality of teachers is
still low.

3. Based on the level of students are not in school

Students who are not in school, especially primary education more Vietnam than
Indonesia, for example: Indonesia ranks 36th in 2002 with a number of students are
not in school as much as 107 153 students. While Vietnam was ranked 17 in 2002 to
634 133 the number of children of children. Means more children are out of primary
education in Vietnam than in Indonesia.
4. Based Admission per Year
Based on the registration number of students in a year, more registrants students
in Indonesia than in Vietnam. Perhaps because of the number of people more in
Indonesia than in Vietnam.
5. Based Education Line
Educational paths in Vietnam and Indonesia is almost the same, but different is
the absence of religious education in Vietnam. In Indonesia, there are schools that
teach religious subjects more intensively, such as MTS or religious school to another.
6. Based Curriculum
The curriculum is enforced in Vietnam and in Indonesia is almost the same. An
area has the autonomy to give authority to the education system in the region and is
responsible for initiating long-term local educational programs in their respective
areas, but also for the supervision of the center.
7. Based on the Quality of Education
Overall, the level of quality of education in Indonesia is higher than the rank of
Vietnam. However, Vietnam gradually initiate the change of the education system.
But globally, the quality of education in Indonesia is still very low.
C. THINGS THAT NEED TO BE FOLLOWED BY INDONESIAN EDUCATION
SYSTEM ON VIETNAM EDUCATION SYSTEM
IT curriculum in Vietnam is also better than in the US. Because of their own
elementary schools introduced computer devices and how to operate it. So the result
grade 5 elementary school in Vietnam is equivalent to grade 11 high schools in the US.
Thus the class of 11 students in Vietnam is easier to work in the company Google that we
know its just great people in IT.
So should Indonesia improve IT-based education, because as it is known that the
IT in today's era of rapidly growing Indonesian so that students must follow the course of
the development of globalization.
D. CONCLUSION
Based on the comparison between the education system in Vietnam and
Indonesia, Indonesia is better quality than in Vietnam. However, if the Indonesian
government does not further improve the education system in Indoneisa, it will be left
behind with the development of education in the world. Moreover, the global quality of
education in Indonesia is very low.
In the era of globalization is also demanding changes to the education system
better and be able to compete fairly in all fields. One way that should be done to avoid
increasing the Indonesian people up with other countries is to improve the quality of
education first.

VIETNAM EDUCATION SYSTEM

ANDI SRI HARDIANA

1411441010

DEPARTEMENT OF MATHEMATICS
FACULTY OF MATHEMATICS AND SCIENSE
UNIVERSITY OF MAKASSAR

2016/2017