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The goal of high school education outlined in the 2018 General Education Curriculum is career-oriented. However, many students select high school graduation exam subjects based on the criteria of being "easy to take and easy to pass."
The goal of high school education outlined in the 2018 General Education Curriculum is career-oriented. However, many students select high school graduation exam subjects based on the criteria of being "easy to take and easy to pass."
INCREASING NUMBER OF STUDENTS CHOOSING SOCIAL SCIENCE SUBJECTS
The fundamental and comprehensive education reform defines the goal of general education as ensuring that lower secondary students gain foundational general knowledge and that upper secondary education should be career-oriented, preparing students for high-quality post-secondary education.
High school is a career-oriented level where students choose subjects and exams suitable for their career paths. However, due to various reasons, students often choose subjects and exams that do not align with their career goals, creating a trend that may not match labor market demands.
Over the past eight years (2017–2024), the number of students selecting social science subjects has been increasing. In 2024, 63% of students chose social science subjects, while only 37% selected natural sciences. Meanwhile, the demand for science, technology, and engineering professionals is growing.
One key reason is that social science subjects are perceived as easier to study and score higher. The average annual scores of history, geography, and civic education are consistently higher than those of physics, chemistry, and biology.
Additionally, some high school principals in mountainous districts explain that due to low student proficiency levels, schools guide students toward social science subjects for study and exam preparation starting from Grade 10. Only a small number of naturally gifted students choose the natural sciences track.
The national average high school graduation rate is around 99%, which creates pressure on schools in disadvantaged areas. Some schools achieve a graduation rate of 80–90%, yet are still considered underperforming. As a result, they focus on teaching and learning strategies aimed at boosting graduation rates.
Under the 2018 General Education Curriculum, mandatory high school subjects lean toward social sciences and humanities. The required subjects include mathematics, literature, foreign language, history, physical education, national defense education, career orientation activities, and local education. Among these, only mathematics is a natural science, while the others belong to the social sciences and humanities.
With an education program emphasizing social sciences, it is understandable that students prefer these subjects for study and exams. In reality, over the past three years, according to the Association of Universities and Colleges, some provinces have reported that only 11–15% of students choose natural science subjects (physics, chemistry, and biology).
The number of social science-related fields of study has increased in recent years, including journalism, law, education, culture, tourism, public security, military, and psychology. Even some technical universities accept combinations of history, geography, and economic and legal education subjects for admission. This trend further encourages students to pursue social sciences.
However, in economically developed regions with growing demands for professionals in science, technology, engineering, and economics, students tend to choose natural science subjects. Ho Chi Minh City is a prime example. In 2024, nearly 61% of students in Ho Chi Minh City selected natural science subjects—the highest rate in the country.
BALANCING EXAM SUBJECTS TO MEET LABOR MARKET DEMANDS
In reality, labor market demands are diverse. Vietnam's economic and social development in this transformative era requires an increasing number of professionals in science, technology, engineering, economics, and services, alongside those in the social sciences and humanities.
However, classifying students into just two broad categories—natural sciences and social sciences—is too simplistic. It would be more effective to create smaller subject groups. For example, mathematics, physics, chemistry, biology, computer science, and technology could be divided into smaller clusters like mathematics–physics–chemistry, physics–chemistry–biology, mathematics–computer science–physics, and mathematics–physics–technology.
To address these limitations, the high school education curriculum should be restructured to align more closely with career-oriented goals.
High school students should be classified into three main pathways:
General education track – students study and take the high school graduation exam.
Vocational track – students focus on specific careers such as healthcare, engineering, arts, business administration, social sciences, and foreign languages. This pathway could be implemented in vocational or technical high schools, where students study both general education and vocational training. Upon graduation, they receive a "vocational high school diploma" equivalent to a high school diploma and can continue to college or university.
Direct labor track – students receive basic vocational training to prepare them for immediate employment.
The vocational high school/technical high school model has been successfully implemented in many countries. These programs often involve direct participation from businesses, allowing students to gain both theoretical knowledge and practical experience.
Additionally, there is a need to train a professional team of career guidance counselors. Universities specializing in education should not only train career counseling teachers but also integrate career exploration subjects into all teacher training programs, including primary education. Career guidance counselors could come from public or private schools, professional organizations, and businesses. Middle school students should be given early opportunities to explore careers through internships at businesses and visits to universities and colleges. This would help them make informed decisions about their future education and employment.
The transfer of vocational education oversight to the Ministry of Education and Training presents a favorable opportunity to restructure and streamline student pathways in a scientific and rational manner, ensuring alignment with labor market demands.