Thai Nguyen University Collaborates in English Proficiency Assessment for Nearly 49,000 Teachers Across Six Provinces

In accordance with Plan No. 179/KH-BGDĐT issued by the Ministry of Education and Training on 3 February 2026 and Official Dispatch No. 816/NGCBQLGD-PTNGCB issued by the Department of Teachers and Educational Administrators on 26 May 2026, Thai Nguyen University (TNU) collaborated with the Departments of Education and Training of Lai Chau, Bac Ninh, Cao Bang, Thai Nguyen, Dien Bien, and Thanh Hoa to conduct an Engl

ish proficiency assessment for general education teachers. During the peak implementation period from June to July 2026, nearly 49,000 teachers participated in the assessment.

Photo: Representatives of Thai Nguyen University and the Thanh Hoa Department of Education and Training discuss the implementation plan for the English proficiency assessment.

Close Coordination for Effective Implementation

The programme was implemented under the direction, supervision, and monitoring of the Department of Teachers and Educational Administrators. Leveraging its role as a regional university, Thai Nguyen University coordinated with provincial authorities, mobilising professional expertise and technological resources to ensure the consistent implementation of the assessment across all six provinces.

Under TNU's assignment, the Centre for Educational Testing and Quality Assurance served as the focal unit responsible for planning, preparing the online assessment platform, creating participant accounts, providing procedural training, and delivering technical support. The close cooperation among participating units ensured that the assessment was conducted in a rigorous, objective, accurate, secure, and timely manner.

Prior to each assessment session, local education authorities reviewed computer laboratories, internet connectivity, computer systems, audio equipment, and participant accounts. The Centre worked closely with local technical teams to test the system, provide guidance, and prepare contingency plans to minimise technical disruptions during the assessment.

Online Assessment Conducted at School-Based Test Sites

Photo: Teachers complete the online assessment using computer systems equipped with integrated audio and speaking facilities.

Teachers completed the assessment online at designated school-based test sites using individual accounts provided in advance. The assessment evaluated all four language skills—Listening, Speaking, Reading, and Writing—through a single integrated online platform. Staff at each testing site monitored the process, provided technical assistance, and promptly addressed any issues that arose.

Conducted entirely on computers, the assessment provided a comprehensive evaluation of teachers' English language proficiency. The results will help identify current competency levels, determine areas requiring improvement, and inform the design of targeted professional development programmes tailored to the needs of each locality. Organising the assessment at school-based testing sites also enhanced convenience for participants while making effective use of existing information technology infrastructure within schools.

Assessment Data to Support Teacher Professional Development

Through the close collaboration between the Centre for Educational Testing and Quality Assurance, Thai Nguyen University, and the provincial Departments of Education and Training, the assessment was implemented successfully, ensuring objectivity, accuracy, security, and adherence to the planned schedule.

The assessment results provide an important evidence base for evaluating the current English proficiency of general education teachers, identifying professional development needs by language skill and locality, and designing targeted, needs-based language training programmes. In addition, the initiative contributes to advancing digital transformation in educational assessment, quality assurance, and education management.

The findings will also enable provincial Departments of Education and Training to develop appropriate English language training programmes tailored to teachers' specific competencies and local requirements, thereby supporting the standardisation of teachers' foreign language proficiency in line with the ongoing educational reform agenda.