📋 Tender Overview
Data from OECD shows that the satisfaction level of Vietnamese people has reached 96% - the highest in ASEAN and far surpassing the level of developed countries. Behind this number, the question is not how good are the results, but rather: what is happening in the classroom? Download Vietnamese education simultaneously meets all 7 criteria according to the OECDs TALIS 2024 survey - Photo: VGP/Thu Trang From the classroom, looking at the exception According to the National Report on the Program for the International Assessment of Teaching and Learning (TALIS) cycle 2024, published in October 2025, the picture of teaching in Vietnam is systematically sketched from classroom practice. Approached from a classroom perspective, the OECD TALIS 2024 survey identifies 7 core criteria of an effective teaching hour, including clear teaching, cognitive activation, feedback, reinforcement, adjustment, support and classroom management. According to Dr. Pham Do Nhat Tien, an education expert, the notable point is that Vietnamese teachers not only meet each individual criterion, but also meet all 7 criteria at the same time. About 72% of teachers said they completed the lesson objectives at a quite a lot or a lot level - a rate significantly higher than the average of OECD countries (about 40%) and countries participating in the survey (50%). This gap partly explains why the learning outcomes of Vietnamese students in assessments like PISA often remain at a positive level. One highlight lies in the criterion that is considered the most difficult: supporting students in social and emotional learning (SEL). While the international average is only about 69% of teachers saying they achieve this criterion, in Vietnam, the rate is up to 91%. Nearly all teachers said they felt comfortable guiding students about emotions and behavior; At the same time, we regularly help children understand themselves and develop empathy. These numbers are not just about pedagogical skills. From another perspective, it is how teachers maintain the classroom rhythm, where students not only receive knowledge, but also learn how to control their emotions and interact with others. When the classroom environment is stable and safe enough, teaching activities - from presenting lectures to holding discussions go more smoothly. The high rate of completing lesson objectives is therefore not surprising. Download Dr. Pham Do Nhat Tien: Social and emotional support - the most difficult criteria but a strong point of Vietnamese teachersQuality of teaching does not come naturally. The TALIS survey noted that the data should be viewed with caution because it is based on teachers self-reporting, and does not exclude subjective factors. In Vietnam, this may be influenced by achievement disease. However, if we put the numbers in a broader perspective, we can see that this result is not random. Behind that is a teacher support ecosystem that is gradually forming and taking effect. First of all is the status of the teaching profession. The majority of teachers think they are valued by society and policymakers, with 92% and 87% respectively - significantly higher than the OECD average. Notably, 91% of new teachers choose teaching as their first profession. Working conditions also have positive changes. The proportion of teachers with long-term contracts is high, while job satisfaction and income levels improve over time. Equally important is the working environment in the school. The majority of teachers said they can trust their colleagues, appreciate the professional role of the principal and feel respect from students and parents. These are soft factors but have a direct impact on the quality of daily teaching. Professional development activities are also maintained regularly, with 95% of teachers noting a positive impact on teaching. Along with that, the level of career satisfaction is high, while the intention to leave the profession among young teachers is still significantly lower than the international level. Overall, these are the background conditions that help teachers maintain a stable teaching rhythm - a factor that is rarely seen, but determines the quality of each class hour. Bottlenecks in a positive picture However, this picture is not completely without flaws. Among the 7 criteria, cognitive activation - that is, organizing activities that promote higher-order and critical thinking - is the criterion with the lowest rate, at 85%. Although still higher than the OECD average (78%), this figure shows a need for continued improvement. In other words, Vietnamese teachers are doing very well in the teaching to understand part, but the teaching to think part - where students have to ask questions, debate and solve problems for themselves, still has room for development. This is also something that the teachers themselves realize. About 67% said they have a need for deeper training in advanced pedagogical methods, especially approaches that help stimulate critical thinking and problem-solving capacity. According to Dr. Pham Do Nhat Tien, the context of implementing the new general education program makes this requirement even clearer, when the teachers role shifts from imparting knowledge to leading and supporting students to explore. Download Associate Professor, Dr. Pham Van Thuan: TALIS data is neededExploited as an important basis for innovating teacher training. Sharing this view, Associate Professor Dr. Pham Van Thuan - Director of the Academy of Education Management said that TALIS data needs to be exploited as an important basis for innovating teacher training. According to him, instead of relying on internal needs, training needs to shift to a competency-based approach to clearly identify gaps in teaching practice. From there, training content should focus on core competencies such as personalized teaching, technology application and the ability to teach in diverse environments. At the same time, the training programs of pedagogic
