Gifted education in Vietnam: Contribution and limitations

Abstract

The story of Vietnam’s education together with its formulae for success and remaining issues have been much researched. However, there is a rather mysterious group of institutions in the country’s education system that is much less explored yet in close relation to its top ranking in international academic competitions: trường chuyên (specialization schools for the gifted, or in short, gifted schools). Through reviewing government legal documents and relevant reports, this article sketches the overview picture of various fundamental aspects of gifted education in Vietnam, including the evolution history, merits, limitations, and recommendations to improve the system quality. The contribution and shortcomings of this most prestigious group of schools will be examined given the prioritized investment from the Government, current societal context and demands in Vietnam and across the world, alongside most recent global movements in the educational domain.

South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education

“…As a result, teacher training that includes information about gifted education is lacking in many Asian countries, which potentially could lead to the teachers’ lack of understanding of gifted students (Al-Hroub, 2023; Le et al, 2024; Roy, 2017). Some gifted students struggle with emotional difficulties such as anxiety, depression, or perfectionism, their socioemotional development is not always aligned with their intellectual development, and there are quite a few underachieving gifted students (Blaas, 2014).…”