What does this research mean for the field?

Effective implementation of competency-based education in Vietnam requires systemic support beyond policy reform—including capacity building, technological infrastructure, and stakeholder engagement—to overcome significant gaps in teacher practice, assessment literacy, and resources. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate competency-based education reforms and assessment strategies in early childhood and primary education by comparing international practices with Vietnam's policy implementation.

August 23, 2026Social Sciences & Humanities OpenOpen Access

Competency-based education policies and assessment reform in early childhood and primary education: International experiences and policy implications for Vietnam

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Authors

HVHong Thanh Thi Vu HPHai Thi Phan MTMinh Chau Thi Tran

Discussion

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Overview

Comparative policy analysis reveals persistent implementation gaps in early competency-based education, highlighting the need for practical teacher training and educational technology.

Key Points

To evaluate competency-based education reforms and assessment strategies in early childhood and primary education by comparing international practices with Vietnam's policy implementation.
Conducted a policy analysis and synthesis of international literature regarding governance models, curriculum design, and assessment frameworks in competency-based education (CBE).
Evaluated the implementation challenges of Vietnam's 2018 General Education Program within early childhood and primary school contexts.
Identified critical gaps between national policy and classroom practice, primarily caused by limited teacher assessment literacy, insufficient professional development, and deeply ingrained exam-oriented cultural expectations.
Found notable regional disparities in educational resources that hinder consistent competency-based curriculum delivery.
Highlighted targeted practice-based teacher training, artificial intelligence, learning analytics, and school-family partnerships as essential mechanisms to bridge implementation divides.

Cite This Study

Vu et al. (2026) studied this question.

synapsesocial.com/papers/6a8aad667677a341144458ec https://doi.org/10.1016/j.ssaho.2026.103462

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August 23, 2026Social Sciences & Humanities OpenOpen Access

Competency-based education policies and assessment reform in early childhood and primary education: International experiences and policy implications for Vietnam

View Full Paper

Ask AI

Bookmark

Authors

HVHong Thanh Thi Vu HPHai Thi Phan MTMinh Chau Thi Tran

Discussion

Member takes

Overview

Comparative policy analysis reveals persistent implementation gaps in early competency-based education, highlighting the need for practical teacher training and educational technology.

Key Points

To evaluate competency-based education reforms and assessment strategies in early childhood and primary education by comparing international practices with Vietnam's policy implementation.
Conducted a policy analysis and synthesis of international literature regarding governance models, curriculum design, and assessment frameworks in competency-based education (CBE).
Evaluated the implementation challenges of Vietnam's 2018 General Education Program within early childhood and primary school contexts.
Identified critical gaps between national policy and classroom practice, primarily caused by limited teacher assessment literacy, insufficient professional development, and deeply ingrained exam-oriented cultural expectations.
Found notable regional disparities in educational resources that hinder consistent competency-based curriculum delivery.
Highlighted targeted practice-based teacher training, artificial intelligence, learning analytics, and school-family partnerships as essential mechanisms to bridge implementation divides.

Cite This Study

Vu et al. (2026) studied this question.

synapsesocial.com/papers/6a8aad667677a341144458ec https://doi.org/10.1016/j.ssaho.2026.103462

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