INNOVATING VIETNAM’S GENERAL EDUCATION CURRICULUM: SOME ACHIEVEMENTS AND CHALLENGES IN THE TRANSFORMATION TOWARDS A COMPETENCY-BASED APPROACH

This article provides a systematic analysis of the innovation process within Vietnam’s general education curriculum, focusing on the transition from a content-based approach (the 2006 curriculum) to a competency-based framework (the 2018 curriculum). Through a retrospective analysis of key policy documents, including Resolution No. 29-NQ/TW, Resolution No. 71-NQ/TW, and Resolution No. 91/NQ-CP, combined with national and international datasets (PISA 2022, TALIS 2018), the study examines changes in curriculum structure, assessment practices, and the integration of educational technologies. The findings indicate that the new curriculum has brought about positive shifts, particularly in formative assessment and digital learning. However, challenges remain, including shortages in teaching staff, disparities in infrastructure, and unmet demand for ICT training. The paper proposes several policy directions to enhance resource investment and system capacity, contributing to the more effective implementation of the curriculum in the coming period.