SESDP
International Workshop on Gifted School, 30/10/2012
The selection and nurturing of
gifted students in gifted schools
in Vietnam
Mr. Nguyen Hai Chau
Deputy Director of Secondary Education Department
Director of Secondary Education Sector Development Program
Contents
1
General Introduction
2
Introduction on the enrollment, nurturing talents in
gifted secondary schools
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LOGO
SESDP
A. General Introduction
LOGO
I. Objectives
1. For the gifted students


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To identify students, whose talents and gifts exist in
those domains distinct from the intellectual,
academic and whose achieving excellence in
learning, then enable to develop their skills on a
number of subjects on the basis of ensuring
comprehensive secondary education;
To foster these students whose have the
patriotism, the spirit of overcoming difficulties, the
self-learning capability, the national self-esteem
aptitude, the ability of researching and creativity;
whose have good health to nurture continuously
them in order to meet the requisites of national
development.
SESDP
A. General Introduction
LOGO
I. Objectives
2. For gifted secondary schools system


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To formulate and develop of the gifted secondary
schools into the secondary school education
system with high-class quality to meet the criteria of
the national standards, which have the modernized
and synchronized teaching equipments and
facilities ensuring to distinguish students whose
have the intellectual, achieving excellence in
learning.
The gifted secondary schools are regarded as the
model of the ones which have the better quality of
facilities, teachers and educational development
activities.
SESDP
A. General Introduction
LOGO
II. Specific Objectives
1. To strengthen, formulate and to develop of the
existing gifted secondary schools, in parallel with
the increase in scale of these schools; ensuring
each city or province will have at least one gifted
high school with the number of students who attend
gifted high schools in a city or province accounts for
about two percent of the total number of high
school students in that area.
2. To focus to upgrade the gifted secondary schools
into the national standard ones with high-class
quality education by building and upgrading
facilities, purchasing teaching and studying
equipment, develop teaching staff, and improve
curriculum.
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SESDP
A. General Introduction
LOGO
II. Specific Objectives

The country also has set a goal that by 2015, all
gifted high schools across Vietnam will reach a
national standard, while there are 15 key highquality ones with the quality of education is
equivalent to the secondary schools in regional and
international areas.
3. To develop the teachers and managerial cadres in
order to ensure the satisfactory quantity, the
reasonable structure and the high level of
professional standards;
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SESDP
A. General Introduction
LOGO
II. Specific Objectives


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To boost the percentage of teachers, managerial
staffs whose shall have the master's degree then
the doctorate’s degree, in line with the upgrading of
the capacity of professionals, foreign languages,
information technology, pedagogical science to
meet the both needs of the expansion in numbers
and improve the quality and efficiency of education
in the gifted high/secondary schools.
By 2015, most excellent teachers, managerial
staffs will expertise on their professions and
proficiently master information technology and
modernized teaching equipments; 20% of
managerial staffs and teachers who will be able to
use foreign languages in teaching and
communication on daily basis;
SESDP
A. General Introduction
LOGO
II. Specific Objectives
4. To generate the essential transformation on the
quality of education within the gifted secondary
schools approaching to the international advanced
education level.
 By 2015, 50% of students will be classified as
excellent; 70% will be classified as good or fair on
information technology; 30% of students will reach
level 3 of foreign language assessment criteria set
by the Association of European language.
 By 2020, Vietnam aims that at least 70% of
students will be classified as excellent; 90% will be
classified as good or fair on IT; 50% of students will
reach level 3 of foreign languages assessment
criteria recognized by the Association of European
language;
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SESDP
A. General Introduction
LOGO
II. Specific Objectives
5. To formulate the inter-education between the
fostering of gifted students in the gifted secondary
schools with universities by selecting outstanding
ones to enroll in the talent gifted classes and highclass quality engineers in prestigious local and
international universities for receiving further
education and development of their talents.
 By 2015, Vietnam sets a goal that approximately
30% of the gifted students graduated from gifted
secondary school shall have further education at
high quality classes for talents, and high quality
engineering classes in prestigious universities
nationwide and these will grow up to 50% by 2020.
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SESDP
A. General Introduction
LOGO
II. Specific Objectives
6. To enhance the cooperation capacity
between the gifted secondary schools with
the
prestigious
foreign
educational
institutions
in
order
to
exchange
experiences on the selection, nurturing the
development of gifted students; to attract
the manpower to develop the system of the
gifted secondary schools.
 By 2020, Vietnam targets that each gifted
secondary school shall collaborate with one
reputable educational institution within the
regional and international framework
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
I. The enrollment of students in the
gifted high/secondary schools
1. Enrollment Eligibility: Students with good
academic performance and good average grade
during the whole of academic year in LSSs and
students graduate from LSSs with good grade.
2. Enrollment Procedures: Applicants wish to enroll
are required to take two rounds of examination,
including: preliminary enrollment and entrance
examination. The first preliminary enrollment will be
based on the following criteria: students obtained
from exams at national and regional or international
levels; students obtained excellent performance
grade and outstanding graduation results in LSSs;
students having first-rate evaluation results about
Intelligence Quotient (IQ), Emotional Quotient (EQ)
and Adversity Quotient (AQ).
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
I. The enrollment of students in the
gifted high/secondary schools
3. Entrance Examination: Applicants are
required to take an entrance examination
with (03) obligatory subjects, which are
Mathematics, Literature and Foreign
Languages, and one additional subject for
students who wish to be admitted in
specialized classes. Thus, applicants must
pass the (04) subjects, including (03) three
obligatory subjects and (01) one specialized
subject.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
II. Teaching Curriculum and Materials


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All gifted secondary schools must comply
accurately with the teaching program and the
universal education development plan for
secondary schools and the specialized subjects
under the guidance and policy of the MOET.
Teaching materials usually are reference books for
the gifted students; these materials shall be
provided through the training program for
specialized teachers; others shall be obtained via
the internet; or by cooperation exchange the with
domestic educational institutions and abroad.
SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
1. The purpose and requirements to the
assessment
 To evaluate the quality of education for students is
to reaffirm the learning competencies of each gifted
student during each period, each quarter and each
year. But for gifted students, it is crucial to focus on
tracking, discovering and assessing their academic
performance in the specialized subjects which are
closer to their ability tests (including innate aptitude
and revealed gifted skills in the learning and
studying process).
 It is required to take a regular and periodically
period of assessment as conform to the obligatory
standard and criteria of assessing knowledge and
skills and ability of gifted students for obtaining to
www.sesdp.edu.vn specialized subjects.
SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
2. Regular and periodic assessment
 Basically, the regular and periodic assessments
under the provisions of MOET on all secondary
school students are in a similar way. But it is only
different that the total number of assessments on
the specialized subjects to the gifted students. It
means that besides the stipulated assessments,
the principals may require others examinations for
the specialized subjects.
 The evaluation of talents and creativity‘s abilities of
the gifted students has been implemented in many
different methods (it is also noted that these results
have not influenced on the gifted students’ average
grade).
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on
secondary schools
students
in
gifted
2. Regular and periodic assessment
 The results have been classified into (02) two kinds
of forms as below:
Academic Performance
Year
Excellent
%
Good
%
Fair
%
2009-2010
50,1
45,7
2010-2011
52,9
44,1
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Lacking Excellent
%
%
Aptitude
Good
%
Fair
%
Lacking
%
4,7
96,6
3,6
0,2
2,9
95,5
4,3
0,2
SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
3. Assessment on the secondary school
graduation and tertiary entrance examinations
 At the present, gifted secondary schools have the
high rate of graduates and many with the
overwhelming the rate of 100% graduates,
including there are many graduates who are
valedictorians.
 And furthermore, the rate of the gifted secondary
school students who pass the tertiary entrance
examinations are constantly very high-flying, with
the average rate of over 90% annually; and it is
also striking that some of these schools have
obtained this rate of 100%; with many students
previously studied in the talents classes of
universities.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on
secondary schools
students
in
gifted
3. Assessment on the secondary school graduation
and tertiary entrance examinations
 It is a fact that the majority of the gifted secondary schools are
among the top 100 ones which constantly attain the highest
rate of tertiary entrance exams across the country.
 The results of secondary school graduation and tertiary
entrance exams:
Year
Excellent
(%)
Good
(%)
Average
(%)
Tertiary
Entrance
%
No. of
valedictorian
No. of
schools in
top 200
2009-2010
15,7
35,5
47,3
86,6
116
70/75
2010-2011
18,7
39,7
41,6
89,2
100
70/75
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
4. Assessment
on
the
provincial
examinations
 The DOET at provincial level is directly in charge of
carrying out (02) two exams for evaluating the
gifted and talented students, including designing
and deciding the specialized subjects for exams,
taking part in supervising, overseeing and finally
appraising or evaluating prizes for these exams:
 The 1st round of exam is to assess the results,
which could help to find and to foster the
outstanding students in the gifted secondary
schools. Thus, the level of exam shall be tougher
than the level of the normal learning program and
this requires the capacity and creativity of the gifted
students to a certain extent.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
4. Assessment
on
the
provincial
examinations
 The 2nd round of exam is to select the outstanding
students for the gifted and talented team at the
province level who will be trained for taking part in
the upcoming exams at national level, which will
more intricate and requires the outstanding
students to exploit their knowledge and
competency in a more productively and specialized
manner. Additionally, it is designed for gifted
students who could conduct the diversified
experiments and could broaden their horizons from
exposing their talents and capacities.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on
secondary schools
students
in
gifted
5. Assessment on the national examinations
 The national exam for the gifted students has been
held by the Ministry of Education (MOET) with the
goal of evaluating the outstanding abilities and
capacities of gifted students with the high-class
quality on the national scale.
 The results of the national exam for the gifted
students:
Ratio
of winners
No. of winners
Year
1st prize
2nd
prize
3rd prize
Encouragement
Prize
No. of
valedictorian
2009-2010
76
400
827
598
54%
2010-2011
51
405
804
735
58,3%
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SESDP
B. Introduction on the enrollment, nurturing
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talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
6. Assessment based on the regional and
international Olympiad competition
 In the whole International Olympiad competitions
(Vietnam began to take part in math competition in
1974; the physics, Russian competitions in 1981;
the informatics competition in 1989; the chemistry,
Biology competition in 1996). Accounting up to
9/2012, Vietnam had 563 students on the total of
645 students who took part in different international
contests who won prizes (with winning rate of
86.82%) with 124 gold medals, 195 silver medals
and 218 bronze medals, 26 awards and Vietnam is
recognized as a country which has obtained high
achievements in every international Olympiad
competitions.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
6. Assessment based on the regional and
international Olympiad competition
 In particular, after the success of hosting the
38th Mathematical Olympiad Competition in
2007, Vietnam consequently organized the
39th
International
Physics
Olympiad
Competition in 2008. It helped to generate
the momentum for Vietnamese gifted
students in taking part in the international
Olympiad competition.
 (It is noted that in these competitions,
Vietnam scored 3rd place in IMO in the total
of (93) countries and other territories; the
physics of Vietnam scored 5th place in IPhO
Competition).
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
6. Assessment based on the regional and
international Olympiad competition
 In the upcoming 2014, Vietnam shall be the host of
the International Chemistry Olympiad Competition
and in 2016, Vietnam shall hold the International
Biology Olympiad Competition.
 Results of International Olympiad Competitions in
2012
Medals
Math
Informatics
Physics
Chemistry
Biology
Total
Gold Medals
1
0
2
1
0
5
Silver Medals
3
3
1
2
1
15
Bronze Medals
2
1
2
1
3
11
Total Prizes
6/6
4/4
5/5
4/4
4/4
31/31
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
1. Assessment on the specialized subjects:
• In general, all gifted secondary schools
have organized the monthly specialized
exams with the aim of ranking abilities or
capacities for the so called the gifted
students. The content of training program
focuses on the complicated and in-depth
specialized studies and dissertations
enabling to exploit the creativity
capacities of the gifted students.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
1. Assessment on the specialized subjects:
• This method helps teachers to evaluate
the learning capacities and capture the
genuine ability and innovative ability of
the gifted students, then from that
keystone to generate the driving forces
for students to build up their genuine
talents, and furthermore teachers could
lend a hand to adjust their absorbing
ability and learning method and to raise
their awareness of broadening their new
horizons.
www.sesdp.edu.vn
SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
2. The competitions at the regional level (held
by some provinces)
a) The Olympiad competition for some 10th grade
specialized subjects of the Hung Vuong
Summer Camp.
b) The Open
Mathematical Olympiad
Competition of Hanoi (HOMO): The
cooperation program between the gifted
secondary schools, the Department of
Education and Training (DOET) with the Hanoi
Mathematical Association (for 9 years); the
Mathematic Competition in English, the
Olympiad competition for the gifted students
within the Asia-Pacific capitals.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
2. The competitions at the regional level (held
by some provinces)
a) The Olympiad competition for the coastal
areas and the Northern Plains;
d) The 30/4 Olympiad competition in the
southern provinces of Vietnam.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
3. Club activities for specialized subjects.
a) All gifted secondary schools hold club activities
for each specialized subject, crafting the colorful
specialized playing ground with the target of
assessing the genuine talents of gifted students
while they utilize their knowledge and creative
intelligent abilities to solve the practical
situations, besides the specialized subject, they
can learn from the local socio-economic
activities and this is also an alternative channel
to evaluate the genuine talents of gifted
students.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
3. Club activities for specialized subjects.
b) The Le Hong Phong‘s gifted secondary
school, Ho Chi Minh City.
- The Club for creativity and science
activities.
- The Club for skill activities
- The Club for team building and teamwork
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
3. Club activities for specialized subjects.
b) The Hung Vuong ‘s gifted secondary
school, Phu Tho
• The movement of creating Robocon was
launched in very early stage. The
competition was first held in 2003.
Currently, Hung Vuong school is the only
one in the country which successfully
held the competition for creating Robot
for secondary students.
• Hung Vuong school also had participated
in the competition for chemistry
organized by Australian Royal
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment
on
students in gifted
secondary schools
in 2012.
7. Assessment on the
diversified forms
4. The national and
international
assessment
a) Assessment on the
11th
grade
students in 2011
b) The Program for
International
Student
Assessment (PISA)
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
5. Other assessment activities
a) The art performances and activities, folk games
and artistic talents contests, fitness and sports
contests, informatics, foreign languages, etc.;
computer contests, Internet contests, English
Olympiad contests on the internet, " the
Reading festival” ... towards promoting
creativity of the schools; strengthening the
education exchanges and to promote students
to be more interested in learning, to master
their life skills, and to supplement them with
additional understanding on the cultural values
system and cultural elite of the world;
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
5. Other assessment activities
b) The Youth’s Informatics Contest in collaboration
with the Youth’s Union is held annually to help
students have the opportunities to train and
challenge their skills and experiences for selfevaluation of their own abilities.
c) Contests for the secondary students in scientific
research and studies. These contests has been
evaluated through the specialized articles, and
the scientific research which help students to
know how to conduct self-study, independent,
creative and practical methods as well as to
know how to bring their knowledge into practice
to the scientific and technical products.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
5. Other assessment activities
d) Assessment on the contest of science and
technology, the Intel ISEF.
This is a contest to help students to get
acquaintances with scientific research. Guiding
the gifted students to do scientific research in
which most of research is under the form of the
specialized subject for academic study and for
students selected to participate in the
competitions for gifted students at all levels. The
gifted secondary school of the University of
Natural Sciences (VNU) encourage their
students to study and to report the specialized
research and studies in English
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
5. Other assessment activities
d) Assessment on the contest of science and
technology, the Intel ISEF.
The gifted secondary schools in Lam Dong
province, Ho Chi Minh City, Thua Thien Hue,
Da Nang, Quang Tri, Hanoi attended the Intel
ISEF Contest. Vietnam has organized and
participated in the Intel ISEF contest. From 1318 May 2012, Vietnamese delegation took part
in the 63th Intel ISEF contest in Pittsburgh,
Pennsylvania, United States, along with more
than 1549 students from more than 68
countries and territories participating in 17
scientific fields.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
5. Other assessment activities
d) Assessment on the contest of science and
technology, the Intel ISEF.
There were (03) students from Hanoi
Amsterdam High School, namely Tran Bach
Trung, Vu Anh Vinh and Bui Thi Quynh Trang
participated the scientific research "The
treatment salt water into fresh water using a
vacuum technique and solar energy recovery
serving for living activities". This research has
won first prize in the field of Electrical and
Mechanical Engineering. This is Vietnam's first
prize at the Intel ISEF over 4 times Vietnam
took part in this event.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
III.Assessment on students in gifted
secondary schools
7. Assessment on the diversified forms
5. Other assessment activities
The mentioned-above contests and other
local competitions have supplemented
the criteria for students to assess gifted
secondary schools and these contests
helped the gifted students to become
more confident in learning, exposure to
creative work and help them grow their
inherited genius talents and intelligence.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
1. Nurturing talent development for teachers
a) Gifted secondary schools shall focus on
fostering managerial staffs and cadres, teachers
in accordance with standards stipulated by
MOET.
b) Capacity building program for teachers in gifted
secondary schools
c) Training program to improve English proficiency
for teachers in gifted secondary schools: It is
highlighted that many gifted secondary schools
pay due attention to improve English proficiency
for their teachers and students.
• Some gifted secondary schools have organized
extra English classes for their teachers.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
1. Nurturing talent development for teachers
• The gifted high school for natural Sciences
(belonging to VNU, Hanoi) has held weekly
English classes for teachers to attend to
improve their proficiency and English is used by
teachers to present at seminars of different
teaching departments.
• Many teachers from gifted secondary schools
from distinct provinces such as: Hai Duong, Hai
Phong, Dien Bien, Bac Ninh, Ninh Binh, Lao
Cai, Lang Son, Quang Ninh, Phu Yen, Ninh
Thuan ... were sent abroad for studying .
• The pilot teaching courses in English for some
specialized subjects have been effectively put
into practice in some gifted secondary schools.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
2. Nurturing talent development for students
a) To formulate talent training and developing
program for gifted students to participate in
exams at national, regional and international
levels; fostering students to participate in
scientific research.
b) To build linkage between the fostering of gifted
students with higher education program. It has
been proved that most gifted students are
currently studying in the talent class and high
quality engineering class at university level.
Gifted students winning Olympiad prizes are
given priority to study further at prestigious
universities abroad by the state budget.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
2. Nurturing talent development for students
c) To enhance the cooperation program
between gifted secondary schools with
prestigious educational institutions in
foreign countries in order to exchange
experiences on how to select and foster
as well as developing the genius talents
of students
d) To enhance the investment for gifted
secondary schools to improve English
proficiency for gifted students.
e) Some gifted secondary schools has
brought in teaching courses in English for
specialized natural science subjects into
practice.
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
3. Formulating policies for teachers,
students in the gifted secondary schools
a) To formulate and accomplish mechanisms and
specific policies towards teaching cadres,
teachers and students in the gifted secondary
schools.
• To supplement and to bring the mechanism
and policies into completion to enhance the
capacity of investment on manpower and
financial resources for the gifted secondary
schools;
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
3. Formulating policies for teachers,
students in the gifted secondary schools
• To formulate preferential policy for teachers who
directly involved in teaching of specialized
courses, and teachers who have gifted
students winning prizes at national and
international exams as well as have students
with the high rate of university entry admission;
to develop policies to attract high quality
teachers to get involved in teaching at gifted
secondary schools, especially foreign teachers
to teach foreign languages;
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SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
3. Formulating policies for teachers,
students in the gifted secondary schools
• To set up appropriate policies, including: full
scholarship and class bypassing mechanism or
sending to study abroad or study at the wellknown higher education institutions for the gifted
students with prominent talents and students
winning national and international exams;
• To develop the policies and mechanisms to
encourage
and
facilitate
international
cooperation between gifted secondary schools
with foreign educational institutions;
www.sesdp.edu.vn
SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
3. Formulating policies for teachers, students in
the gifted secondary schools
• To promote government at local and provincial
level to build up recognition policies for teaching
cadres and managers who achieve excellent
performance in the work of finding and fostering
genius talented and gifted students;
• To facilitate individuals, business and social
organizations, as well as the vocational
training organizations to invest in the
development of gifted secondary schools.
www.sesdp.edu.vn
SESDP
B. Introduction on the enrollment, nurturing
LOGO
talents in gifted secondary schools
IV. Nurturing talent development for
teachers and students
3. Formulating policies for teachers, students in
the gifted secondary schools
b) Besides the central government’s policies, all
provinces have stipulated the specific policies
for teaching cadres and academic managers
such as giving high rewards and bonus for
teachers who directly involve in teaching and
fostering gifted students, and have their
students winning national and international
prizes. Each province grants scholarship
mechanism for their gifted students who
achieve
excellent
performance
and
achievements during the whole academic
year and who achieve high prizes in national
and international examinations.
www.sesdp.edu.vn
SESDP
SESDP
www.sesdp.edu.vn
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