The above information was announced by the Ministry of Education and Training (MOET) at the Workshop to contribute opinions on the Draft National Report of the International Assessment Program on Teaching and Learning (TALIS) cycle 2024 that just took place.
Deputy Director of the Department of Quality Management Pham Quoc Khanh said that after the Organization for Economic Cooperation and Development (OECD) announced the TALIS 2024 results in October 2025, the Ministry of Education and Training urgently developed a national report to outline a comprehensive picture of the Vietnamese secondary school teaching staff, as a basis for a comprehensive policy to develop the teaching staff in the coming time.
Mr. Khanh affirmed that the data from this survey is a particularly important scientific basis for assessing the capacity of teachers to contribute to ensuring the feasibility and success of education innovation policies, especially after Resolution No. 71-NQ/TW of the Politburo on breakthroughs in education and training development and new education laws were passed.
Referring to the results of the international student learning outcome survey, Mr. Khanh pointed out that besides the proud results such as the mathematical ability of Vietnamese students being in the high group in the region (about 5.0% of students reached level 5 and 6 in the PISA survey in 2022), the education sector is still facing challenges in writing skills, reading comprehension not being high and the gap between regions.
From there, the results of TALIS 2024 will help clarify the relationship between factors affecting students' learning outcomes from teachers and principals.
In particular, for the first time, the entire TALIS 2024, PISA 2025 and the wide-area survey of grades 5, 9, 11 in 2026 were conducted entirely on computers with a sample of up to more than 400,000 participants (accordingly, 340,000 individuals were conducted entirely on computers).
The results of analyzing 9 key areas show that the Vietnamese teaching staff has a stable foundation and a very high level of standardization, with more than 91% achieving university degree or higher and 94.03% being formally trained in pedagogy - this rate far exceeds the OECD average of 77%, affirming the professional solidity and synchronization of the system.
However, the research group also noted the challenge of inheritance when the core force of 40-50 years old accounts for 55%, while young teachers under 30 years old only account for 6%, and pointed out the gender imbalance when women account for 70% of the team but the proportion of female principals only reaches 28.8%, much lower than OECD's 47.3%.
A breakthrough discovery is the ability to adapt quickly to technology of Vietnamese teachers, reflected in the rate of artificial intelligence (AI) application in teaching reaching 64.45%, twice as high as the international average despite limited infrastructure conditions. This also raises the requirement to control risks and identify content/fields to encourage AI application in education.
Despite facing pressure, the teaching staff still shows a very high level of commitment and professional satisfaction (nearly 97%), mainly based on internal motivation and belief in the social value of the profession.
On that basis, the research group recommends that the Government and the education sector should soon complete the legal framework for digital transformation, reduce administrative procedures, improve the remuneration regime and strengthen professional autonomy in teaching and learning to create conditions for teachers to focus on improving the quality of substantive teaching and learning, meeting the requirements of the 2018 General Education Program.
