Nearly One-Third of Public School Teachers in Ho Chi Minh City Have Low English Proficiency, Government Survey Finds

Ho Chi Minh City, Vietnam – A recent government survey has revealed that nearly 31% of public school teachers in Ho Chi Minh City have English proficiency below the intermediate level, raising concerns about the readiness of Vietnam’s education sector as it moves toward bilingual instruction and global integration.

The study, conducted by the city’s Department of Education and Training, assessed nearly 50,000 teachers across the public school system, including 4,700 English teachers. It found that only 41% of surveyed teachers reached the B1 level on the Common European Framework of Reference for Languages (CEFR), the minimum standard required for university graduates under Vietnam’s 2020 Education Law. Another 28% reached B2 level, while 31% fell below the B1 benchmark.

English Skills Lag Behind Educational Reform Goals

The six-level CEFR framework ranges from A1 (Beginner) to C2 (Proficient). B1, defined as “intermediate,” indicates a person can manage everyday situations and basic conversations, especially in travel or work-related contexts. Falling below this level suggests a lack of independence in using English in practical scenarios.

The city’s education authority emphasized that the survey was not conducted for ranking or salary purposes, but to gain an accurate overview of the teaching workforce’s language proficiency. The results will be used to design future training and policy interventions aligned with the government’s broader education reform roadmap, which includes the ambition to gradually make English a second language in Vietnamese schools.

Breakdown by School Level and Subject Area

The survey revealed relatively consistent proficiency levels across school types:

• Elementary and Secondary Schools: Around 30–33% of teachers scored below B1, 38–43% were at B1, and 27–29% reached B2 or higher.
• High Schools: A smaller proportion (30%) fell below B1, while 45% achieved B2 or C1. Notably, no high school teacher reached C2 level—the highest on the CEFR scale.

Significant disparities also emerged between English teachers and those teaching other subjects:

• English Teachers: 8% achieved C2, and 45% reached C1.
• Among Non-English Teachers: None attained C2, and only 2% were at C1, indicating a major skills gap.

Data Classification for Accuracy

To ensure reliability, the Department of Education and Training grouped the data into three categories—reliable, moderately reliable, and data lacking sufficient information—based on the consistency between teachers’ self-assessments and test results. The most dependable results showed a more concerning picture, with 31% scoring below B1 and just 28% reaching B2.

The test itself was administered online over 90 minutes and measured listening, reading, and writing skills, using materials developed by the University of Cambridge English Testing Council.

Next Steps: Training, Self-Study, and Overseas Study

Nguyen Van Hieu, Director of the Ho Chi Minh City Department of Education and Training, stated that the results would be used to guide upskilling initiatives for teachers. Those needing improvement can select appropriate training formats or self-study methods. Meanwhile, teachers with strong English proficiency and a desire to teach subjects in English may be offered opportunities to study abroad.

The survey marks an important first step in addressing language barriers within Vietnam’s public education system and aligns with national goals to better equip the country’s youth for a globally competitive environment.

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Source: Vietnam Insider