The tuition policy for pedagogical students is a specific policy that has been implemented for more than 20 years in Vietnam. After adjustment, the tuition policy we mention in the article is the tuition exemption policy and the tuition and living expense support policy (Decree 116). The research results present the perceptions of managers, lecturers, students and alumni at pedagogical colleges about the impact of tuition policies on enrollment activities. In addition, the article also points out the impact of the tuition exemption policy for alumni and Decree 116 on the student group in terms of: Number of students registering to take the entrance exam to pedagogical schools; Pedagogy is the priority choice of students when taking university entrance exams/admissions. The article will be the premise for more specific and detailed assessments of the impact of Decree 116 on the enrollment activities of pedagogical schools, from which appropriate acquisitions and adjustments can be made to attract students. good students as well as improve the quality of training for this important industry group.

Currently, although primary schools have made efforts to implement competency assessment activities according to the guidance of the Ministry of Education and Training, understanding of this approach in the Vietnamese educational context is still limited. This article was written to increase awareness and knowledge in the educational community about competency assessment practices, while also providing valuable information for teachers and educational management agencies. The results show that teachers have positive perceptions and recognize the detail and multi-dimensionality of competency assessment information, helping them have a comprehensive view of student development. However, there are still some teachers who need to improve to reach a level of proficiency and confidence in applying this method. In addition, the study also evaluated the frequency with which teachers apply forms of assessment and some methods are not really implemented on a regular basis. This requires the government to shape policies, provide support and create conditions for continuous improvement in the area of assessment of primary school teachers' competencies as well as change and efforts on the part of schools. and the teachers themselves.

With the trend of innovating curriculum development from a content approach to a competency approach, the relationship among curriculum, teaching, and assessment needs to be given proper attention. Teaching and assessment are two parallel activities, in which assessment provides reliable and valuable information to serve teachers' teaching and students' learning. In the challenges of implementing many different sets of textbooks, assessment plays an important role in providing information for implementation according to the regulations and requirements in the approved curriculum. The article proposing a theoretical framework for developing instrument to assess characters and competencies according to the 2018 curriculum, which proposes the types of instruments that can be used, provides corresponding types of instruments for formative assessment and summative assessment of characters, general and domain-specific competencies as well as the process of designing and using instruments for each type of assessment. This framework provides detailed instructions that teachers can apply in the process of teaching their subjects and educational activities.

Trình bày thị trường cổ phiếu Việt Nam trở thành kênh huy động vốn hấp dẫn, thuận lợi hơn cho doanh nghiệp, việc cải thiện tính công bằng, minh bạch của thị trường là một vấn đề cấp bách, đó là ý kiến của ông Shimizu Akira, Trưởng đại diện Văn phòng Cơ quan Hợp tác Quốc tế Nhật Bản (JICA) Việt Nam khi nhận định về thị trường chứng khoán (TTCK) Việt Nam. “Công bằng và Minh bạch” cũng được Phó Chủ tịch Ủy ban Chứng khoán Nhà nước (UBCKNN) Phạm Hồng Sơn đánh giá là 2 yếu tố cần thiết và xuyên suốt trong quá trình phát triển TTCK

STEM education is suitable to developing learners' ability, it is a trend that Vietnam and many countries worldwide are focusing on. Implementing STEM in subjects is an essential form of education in high schools. This article proposes teaching processes that include organized STEM education activities to stimulate students' ability to representation knowledge and skills; proposes some STEM activities in teaching topic “Substances are all around us” (the 6th-grade Natural science curriculum); designs illustrative lesson plans, and conducts expert assessments and pedagogical experiments. The results obtained demonstrate that the proposed measures are feasible and suitable for the goal of developing students' ability to representation knowledge and skills. Organizing STEM educational activities in teaching the topic “Substances are all around us” is feasible and effective in developing students' abilities to representation knowledge and skills.