OME FINDINGS FROM REVIEWING THE 2018 GENERAL EDUCATION  CURRICULUM IN LITERATURE AT THE LOWER SECONDARY LEVEL

Bui Thanh Thuy; Nguyen Thi Thanh Nga; Vo Thanh Ha; Doan Thi Thuy Hanh; Nguyen Thi Kieu Anh

Nguyen Thi Thanh Nga*	ngant@gesd.edu.vn	The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam
Doan Thi Thuy Hanh	hanhdt@gesd.edu.vn	The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam
Vo Thanh Ha	havt@gesd.edu.vn	The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam
Nguyen Thi Kieu Anh	anhntk@gesd.edu.vn	The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam
Bui Thanh Thuy	thuybt@gesd.edu.vn	The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao street, Cua Nam ward, Hanoi, Vietnam

Summary:

This article examines implementation practices, analyzes the strengths and limitations of the curriculum, and proposes appropriate adjustments. Data were collected through curriculum text analysis, surveys of teachers and administrators. The research findings indicate that the curriculum clearly reflects a competency- and character oriented approach, features a coherent structure, and incorporates modern content. Nevertheless, certain shortcomings persist, particularly in relation to the volume of knowledge, the overly academic nature of some content, and the clarity of specified learning outcomes. These results provide a scientific basis for curriculum revision and offer valuable insights for teachers, school administrators, and policymakers in improving the quality of implementation. The findings confirm that periodic review ensures the continuity and effectiveness of curriculum development.

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Keywords:

Curriculum

literature subject

secondary school

Review

requirement.

Refers:

[1] Bộ Giáo dục và Đào tạo. (2018a). Chương trình Giáo dục phổ thông.

[2] Bộ Giáo dục và Đào tạo. (2018b). Chương trình Giáo dục phổ thông môn Ngữ văn.

[3] Đào Văn Toàn. (2024). Định hướng nghiên cứu, rà soát Chương trình Giáo dục phổ thông 2018 các môn học cấp Tiểu học. Nhiệm vụ theo chức năng, Mã số: V2024 - 20TX.

[4] Ohagi, A. (2022). Japanese-language education at junior high school: Post-yutori, the PISA shock, and the Abe administrations. In K. Takayama, A. Yamada & S. Yamamoto (Eds.), Japan’s school curriculum for the 2020s (pp. 147-162).

[5] Sinnema, C. (2011). Monitoring and evaluating curriculum implementation. Final evaluation report on the implementation of the New Zealand Curriculum 2008-2009. Report to the Ministry of Education. Retrieved from http://thehub.superu.govt.nz

[6] Võ Thanh Hà, Trần Thị Hiền Lương, Nguyễn Thị Kiều Anh, Bùi Thanh Thủy, Nguyễn Thị Quế. (2024). Một số kết quả rà soát Chương trình môn Ngữ văn cấp Tiểu học trong Chương trình Giáo dục phổ thông 2018. Tạp chí Khoa học Giáo dục, 21(02), 44-52.

Journal:

No. 12, December 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

OME FINDINGS FROM REVIEWING THE 2018 GENERAL EDUCATION CURRICULUM IN LITERATURE AT THE LOWER SECONDARY LEVEL