ABSTRACT
Vietnam consistently achieves high scores in the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) despite its low gross domestic product, presenting a paradox of academic excellence without the corresponding national development. This study explores the underlying cultural and structural factors shaping this phenomenon. Using a transdisciplinary approach that integrates pedagogy, cultural studies, and philosophy with selected data from a previous nationwide survey of 3,070 respondents and supplementary data from other sources, the study compares Vietnam’s educational performance with that of East Asian and Western systems. It argues that test scores, while important, are insufficient indicators of educational effectiveness. The real measure lies in education’s capacity to support societal development and individual well-being. The article calls for a rethinking of evaluation frameworks to better align education with long-term national goals.
DOWNLOAD
