Keywords:
competency development
gifted school
former student
tracer study
Vietnam education

  • Abstract

    The gifted schools and thier students have been more interested by people than ever it is because, apart from what they have contributed to education sector, they seem superquality but not-comprehensive, which causes concer about what should be learned, taught, and built up in terms of student development.  This tracer study reviews gifted schools through the eyes of their alumni, who are university students, concerning the outcomes on competency progression, which is now considered as the top priority in education of Vietnam. It assesses key competencies such as creativity, critical thinking, self-study, problem solving, communication, information technology, foreign languages and identifies strengths and weaknesses. Feedback from 388 graduates illustrates that the most self-helped competencies are self-study and self-sufficiency, suggesting that these schools successfully nurtured independence and resilience. However, critical thinking level, IT skills and foreign language proficiency were perceived more differently indicating gaps in resource availability, teaching, or focus in a variety of more complex areas. The differences along this issue, persuaded by an independent samples test, are focused on questions of effectiveness and equity of gifted education programs in Vietnam. This research will provide the fact of competency development, which can be used to compare the  competency development of students who have not graduated from this kind of school and help better policies and practices for eliminating the severity of imbalances in attaining the competencies that all students will enable them to be successful in a dynamic global environment, and the findings should be regarded as a concrete evidence to reform this kind school model in the new educational context.

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How to cite

Ngan, T. T. B., Ngoc, T. T. B., & Trang, P. T. T. (2025). Competency development of the gifted schools in Vietnam – A tracer study. Multidisciplinary Science Journal, 7(12), 2025575. https://doi.org/10.31893/multiscience.2025575
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