VIETNAM GIFTED EDUCATION SYSTEM: HISTORY, ACHIEVEMENTS, AND FUTURE DIRECTIONS

This article analyzes the formation and development of the system of gifted upper secondary schools in Vietnam. Using historical policy analysis along with synthesis and comparative methods, the study delineates four major phases: Establishment (1965–1975), Expansion (1975–2000), Integration (2000–2020), and Modernization (2020–present). The findings show that the gifted school system has achieved remarkable success in educating talented students, particularly evidenced by outstanding performance in international Olympiads, and has contributed significantly to the development of a high-quality human resource base for the country. Nevertheless, the system also expresses several limitations, including an overemphasis on examination performance, psychological pressure on students, and regional disparities in access to opportunities. Drawing on theoretical frameworks of gifted education proposed by Gagné and Renzulli, the article proposes policy implications that advocate a shift from a philosophy of “elite selection” toward one of “cultivating and nurturing potential” to build a more comprehensive, equitable, and flexible ecosystem for gifted education.