User:FlowerrGirl/sandbox

Teaching quality issues[edit]
The higher education system has been criticised by Vietnam's diaspora, such as outdated curricula, a lecturer-centered method of teaching and learning, a lack of linkage between teaching and research activities, and a large discord between theory and practical training that leads to a large number of graduates being unable to find a job, while skills shortages drive inflation to double-digit levels. Vietnamese students perceive themselves to have a lack of knowledge despite being taught a lot due to the fact that the main purpose of studying was to pass exams or to achieve high test scores without real-life implementation. According to the survey on graduate employment in 2009-2010 conducted by Center for Policy Studies and Analysis- University of Social Sciences and Humanities, Vietnam National University, Hanoi, among 3000 respondents, 26.2% were unemployed. Among those employed, 61% lacked sufficient working skill, 42% lacked experience, and 32% felt insecure in providing professional expertise.

Teaching methods delivered in the public system are mainly teacher-oriented. Class discussions are uncommon as students are expected to be studious and passively attentive in the classroom. This method may be a manifestation of Confucian culture and is in contrast to British and American pedagogy, where interaction and debate is prominent.

Advanced and specialized high school students are generally expected to study additional courses, which can amount to a total of nine periods a day. Parents also enroll their children into extensive tutoring sessions, which is not to be confused with cram schools, because the tutoring sessions are taken regardless of any upcoming tests or exams. The average monthly salary of local Vietnamese public teachers is between US$60 and US$100, so many supplement their income by moonlighting, working in the private sector or tutoring. Students who do not attend these sessions are always at a disadvantage, as materials appearing on tests and exams are often covered only in tutoring sessions.

Public schools are underfunded. Currently, only primary schools are subsidized by the government, to 50% of the total tuition cost. Enrollment rates may be high; however, primary education quality, particularly in poor areas, is below the required standard. Moreover, the drop-out rate after fifth grade is also high for those in rural and mountainous area since most students cannot afford to attend secondary school or university due to poverty. Participatory Poverty Assessments (PPAs) found that for many poor households, child labor is considered more valuable than school attendance in short-term economics. Regular school absenteeism also leads to poor academic performance. For poor families, the opportunity cost of sending their children to school is perceived to be high and the long-term benefit of education cannot outweigh the short-term economic losses. In response to these challenges, the Ministry of Education and Training has implemented a number of educational reforms from 2015 to onwards.