Reimagining Vietnam’s early childhood curriculum: Moving toward competency, equity, and cultural relevance

Ngoc Minh, Ngoc Minh

JECCE (Journal of Early Childhood Care and Education)
Vol. 8 No. 2 (2025)

This paper analyzes the current Early Childhood Education (ECE) curriculum in Vietnam and the key innovations proposed in the Ministry of Education and Training’s (MOET) new draft curriculum. A systematic review of 42 academic papers identifies major limitations in the existing curriculum, including rigid content, outdated pedagogies, and limited alignment with 21st-century learning needs. In contrast, the draft curriculum introduces a modern, competency-based and rights-based approach that prioritizes holistic development, social-emotional learning, and respect for diversity. Its reforms center on three orientations: (1) curriculum modernization through socio-emotional competencies, child agency, and flexible pedagogical approaches; (2) strengthened teacher and institutional autonomy, including improved working conditions and increased decision-making power; and (3) equity and inclusion through rights-based practices and robust family–community engagement. These developments demonstrate Vietnam’s commitment to global ECE standards and advance international discussions on competency- and rights-based early childhood curriculum reform.