Principals and vice principals of public schools in Ho Chi Minh City must survey their English proficiency

Chân Phúc |

HCMC - Principals and vice principals of public schools also participated in the English proficiency survey.

The Department of Education and Training (DET) of Ho Chi Minh City has just issued a document guiding the conduct of a survey on the English proficiency of civil servants and public employees in the city's education sector.

Accordingly, the survey subjects will include managers and teachers who are teaching at public primary, secondary and high schools in the city.

Thus, compared to the previously issued plan, the English proficiency survey subjects have been expanded to include managers who are principals and deputy principals at schools.

Management staff and teachers conduct a survey of English proficiency and proficiency in the form of objective multiple-choice questions for 90 minutes. The survey content includes 3 skills: listening, reading and writing according to the European Common Language Coefficient Reference Framework (CEFR) with levels from A1 to C2.

The survey was conducted from April 23 to April 29.

The Ho Chi Minh City Department of Education and Training said that this survey is not a competitive period, evaluating the individual or expertise of each teacher, but is a survey activity to build a comprehensive picture of the English proficiency of the general education teacher team.

The survey results will be important input data, helping the city have a scientific and practical view of foreign language proficiency in the education sector, thereby building a suitable development strategy.

The Department also commits to absolute confidentiality of personal information. Only individual teachers and the Working Group of the Steering Committee for project development have access to the survey results. This result cannot be used to consider salary, rewards, discipline or serve any personal purposes.

According to the department, participating in the survey is not only a responsibility, but also an opportunity for each teacher to review their own English proficiency, thereby proactively building a personal learning plan, development, and readiness for new opportunities in teaching and integrating into global education.

Chân Phúc
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