IELTS admissions bonus fuels debate over fairness, access and academic merit

THE HANOI TIMES — Since entering Vietnam’s national examination system in 2015, IELTS has strengthened English learning and expanded study opportunities, but preferential admissions treatment has gradually turned the certificate from a measure of ability into a score-boosting tool.

IELTS entered the national framework a decade ago, when the Ministry of Education and Training allowed candidates with IELTS 3.5 or higher to replace the foreign language subject and receive a full score of 10 for high school graduation. The threshold rose to 4.0 in 2016.

Universities soon integrated IELTS into admissions, using it to convert English scores, set entry conditions, or award bonus points.

Problems emerged as institutions adopted different conversion scales. The same IELTS score now carries varying value across universities. An IELTS 4.0 may equal six points at one school and up to eight at another. Some institutions require IELTS 7.0 for full marks, while others grant the maximum at 6.0.

Concerns intensified during the 2025 admissions season as certificate-based applications surged. The Banking Academy recorded about 13,000 applications using language certificates, more than double the previous year.

The Hanoi University of Science and Technology reported around 13,000 IELTS-based applications, while the National Economics University recorded about 22,000, both up about 1.5 times year on year.

The figures show that foreign language certificates have become a major competitive edge. Many universities continue to offer sizable bonus points. Hanoi University awards one to four points based on IELTS or equivalent qualifications.

Ho Chi Minh City University of Law grants one to three bonus points for IELTS scores of 5.5 or higher. Some institutions apply a fixed bonus of three points.

For students in remote and disadvantaged areas with limited access to English education, the system feels uneven.

Tran Thuy Dung from the central province of Thanh Hoa was unable to apply to top universities due to the lack of an IELTS certificate.

Scoring 26.75 points in the 2025 high-school graduation exam, she decided to apply to Hanoi National University of Education.

“I did not have the resources to pursue IELTS,” she said. “Without the certificate, I faced a clear disadvantage.”

She said candidates with lower exam scores gained admission advantages through IELTS bonuses.

Nguyen Van Tri, a 12th grader at Cam Lo High School in the central province of Quang Tri, said the bonus mechanism disadvantages rural public school students with fewer resources.

He added that the new curriculum already requires extensive self-study.

Tran Manh Dung, a 10th grader in the northern mountainous province of Lao Cai, said his area lacks IELTS training centers, unlike Hanoi and Ho Chi Minh City.

“We have almost no chance to prepare for IELTS,” he said, noting that high scores demand time and money many families lack.

Pham Thi Thoa, Dung’s mother, said prioritizing IELTS risks widening existing educational gaps.

Cutting bonus points

To narrow disparities, the Ministry of Education and Training plans to cap IELTS bonus points at 1-2, down from a maximum of three under current rules.

The students from Quang Tri, Thanh Hoa and Lao Cai welcomed the proposal.

Nguyen Manh Hung of the ministry’s Department of Higher Education said analysis showed admission gaps largely emerged after IELTS bonuses were applied among candidates with similar exam scores.

Reducing the bonus could help narrow those gaps, he said.

However, students with better access to IELTS preparation expressed concern.

Nguyen Chuc Khanh, an 11th grader aiming for IELTS 8.0, said limiting bonuses could discourage students who invested heavily in the exam.

“With the change, some may feel their efforts are undervalued,” she said.

She added that students may refocus on core subjects, treating IELTS mainly as preparation for overseas study.

Nguyen Thu Trang, a 12th grader at the High School for Gifted Students in Social Sciences and Humanities, took a more neutral view.

Preparing for IELTS with a target score of 7.5, she said the proposal reflects growing saturation.

“IELTS preparation is as demanding as the graduation exam,” she said. “Reducing bonuses may push students to focus more on substance and fairness.”

Seeking balance

As English moves toward second-language status, Associate Professor Vu Duy Hai of the Hanoi University of Science and Technology said recognizing language certificates can encourage learning.

However, he warned against double counting, when universities convert IELTS into English scores and then add bonus points.

Hai urged institutions to separate conversion from incentives to reduce perceptions of unfairness.

In practice, some schools still apply both. At the University of Commerce, candidates with IELTS 5.0 receive 10 English points plus a bonus, while IELTS 7.0 candidates receive the same conversion with higher bonuses.

Inconsistent conversion scales further complicate decisions, encouraging strategic score chasing.

Nguyen Trung Nhan of Ho Chi Minh City University of Industry said IELTS should not dominate admissions outcomes.

He proposed removing bonus points and using IELTS only for English score conversion, alongside a unified national framework.

“A standardized system would improve fairness while preserving university autonomy,” he said.

Cong Minh, Director of ABIT English in Hanoi, said universities should align IELTS requirements with actual language needs by discipline.

“Technical fields may require IELTS 5.0 to 6.0, while diplomacy or international trade should demand higher standards,” he said.

Minh also urged expanded online learning to help students in remote areas access English education.

Trang from the High School for Gifted Students in Social Sciences and Humanities said that sudden rule changes could disadvantage students who prioritized IELTS preparation over exam study.

She advised candidates to diversify pathways through competency assessment exams such as HSA, TSA and SPT rather than relying on a single international lingual certificate.