Discussing the socio-economic situation at the National Assembly on the morning of 21/4, Deputy Head of the National Assembly's Committee for Delegate Affairs, Dang Ngoc Huy, stated that education has always been identified by the Party and State as a top national policy, playing a pivotal role in sustainable development.

However, according to Mr. Huy, despite achievements, the education system still faces a "chronic illness" of chasing achievements. Although this issue has been raised multiple times in parliament, with solutions from the Government and the Ministry of Education and Training, the reality in many localities shows that indicators such as promotion rates, graduation rates, and excellent student percentages are reported as very high, while the actual quality remains disproportionate.

He cited that high school graduation rates have consistently stayed above 98% for many years. Yet, independent competency surveys reveal that many graduating students lack critical thinking skills, teamwork abilities, and the foundational knowledge needed for further study or work in real-world environments.

The delegate noted that many teachers and schools are caught in a competitive cycle, compelled to inflate scores and beautify reports. "It's not because they lack conscience, but because the system forces them to do so," he explained, pointing out that the current competitive mechanism links emulation to targets, targets to percentages, and percentages to achievements. This makes achievements no longer reflect true quality but instead become a burden on teachers and the education system.

Delegate Dang Ngoc Huy speaks at the National Assembly, morning of 21/4. Video: National Assembly Media

In this context, students face pressure to achieve high scores, enter specialized schools, and earn commendations, rather than learning for understanding, creativity, and self-development. They have few opportunities to practice asking questions, accepting failure and recovering, or truly becoming themselves. Consequently, students gradually lose their joy in learning and motivation to explore, teachers suffer burnout from superficial pressures, and society progressively loses faith in the quality of education.

According to Mr. Huy, Vietnam cannot build a knowledge economy and enhance its competitiveness if it continues to rely on "virtual numbers." Therefore, education must return to its core values: real teaching, real learning, and real testing.

Based on this reality, he proposed that the National Assembly and the Government comprehensively reform the competitive and reward mechanisms within the education sector, with a focus on changing how students are assessed. Formal criteria like pass rates and excellent student percentages should be eliminated, replaced by an assessment system based on the learner's genuine progress over time.

Assessment methods also need to shift towards valuing critical thinking, practical abilities, life skills, and character. Concurrently, the education sector must reduce administrative pressure and the "reporting illness" for teachers, accompanied by independent oversight mechanisms and data transparency.

The delegate also emphasized the role of parents and society in changing their perspectives, urging them not to measure a student's worth by scores and titles. "Pressure will not disappear even if policies change; a cultural transformation from an achievement race to valuing real substance is needed," he stated.

Mr. Huy believes that the young generation of Vietnam possesses the intellect, creativity, and will to reach out to the world. What they need is not merely awards, but an honest, humane education that helps develop their true competence. "A real education—real teaching, real learning, real testing—will produce people with real competence and real character. That is the highest achievement the country should aim for," he concluded.

Vu Tuan