Competency-based education policies and assessment reform in early childhood and primary education: International experiences and policy implications for Vietnam

The global shift toward competency-based education (CBE) emphasizes the integration of knowledge, skills, attitudes, and values required for complex societal contexts. In Vietnam, this transition has been institutionalized through the 2018 General Education Program; however, significant challenges persist in translating policy into effective classroom practice. This study provides a comprehensive analysis of CBE reforms in early childhood and primary education, situating Vietnam within an international comparative context. Using policy analysis and a synthesis of global literature, we examine governance models, curriculum design, and assessment practices associated with CBE implementation. Findings indicate that while Vietnam has made substantial progress in aligning with international CBE frameworks, critical implementation gaps remain. These include inconsistencies between teachers’ conceptual understanding and pedagogical practices, limited assessment literacy, insufficient professional development, persistent exam-oriented cultural expectations, and regional disparities in educational resources. Based on these findings, the study identifies key priorities to strengthen implementation: enhancing practice-based teacher training with a focus on assessment competence; leveraging emerging technologies, including artificial intelligence and learning analytics, to support personalized learning and competency assessment; and fostering culturally responsive school-family partnerships to align reform objectives with societal expectations. Taken together, this study highlights that effective CBE implementation requires systemic support beyond policy reform, integrating capacity building, technological infrastructure, and stakeholder engagement. These insights provide a strategic framework for advancing equitable, competency-oriented education in Vietnam and similar contexts.