Tightening extra teaching and learning: So that Circular 29 does not follow the 'footsteps' of Circular 17

Be steadfast, persistent, determined

At the end of December 2024, the Ministry of Education and Training issued Circular 29/2024/TT-BGDDT regulating extra teaching and learning, effective from February 14, 2025, that is, in the first weeks of the second semester of the 2024-2025 school year. Circular 29 replaces Circular 17/2012/TT-BGDDT issued on May 16, 2012, due to the situation of extra teaching and learning still being rampant after many years.

Circular 29 is therefore expected to eliminate rampant extra teaching and learning; reduce heavy pressure on students, parents and teachers themselves; contribute significantly to building humane schools; adjust school management; promote innovation in teaching, learning, testing and evaluation methods.

After implementing Circular 29, schools have made changes, most clearly in arranging tutoring, training, and exam review for grades 9 and 12 according to regulations; teachers who teach extra classes comply with registration to teach at home or at tutoring facilities according to instructions; and do not teach extra cultural subjects in primary schools...

Photo: Nhat Thinh

However, after more than 4 months of implementing Circular 29, the same shortcomings as with Circular 17 have been revealed. For example, banning extra teaching in primary schools is correct, but it is impossible to immediately meet the needs of extra teachers who switch from teaching culture to organizing skills education . Meanwhile, the needs of parents are very large because they do not have time to manage their children after school hours or in the summer, so they continue to send students to after-school centers or teachers. Although these places are called places to learn skills, they actually teach cultural subjects.

After a short time of taking care of procedures, under the shadow of businesses, a series of teachers returned to teaching in the "new normal" state.

For schools in remote areas, schools in "low quality" areas without extra-curricular teaching facilities, students cannot keep up with students from other schools.

Management of extra teaching and learning is decentralized, but the reality of the past few months has shown that localities are overwhelmed with thousands of tasks. After the principal thoroughly explains the regulations to teachers and receives permits from teachers, it is difficult for them to control whether teachers are properly implementing the regulations on extra teaching or not.

After a while, teachers found a way to circumvent Circular 29 by exchanging regular students with each other...

The above situation shows that we must be more steadfast, persistent, and determined in implementing and adjusting the shortcomings of Circular 29 as mentioned above. Strengthen regular, surprise, and cross-inspection; establish a force of inspector collaborators in the field of extra teaching and learning...

Circular 29, if strictly implemented, will help strictly manage extra teaching and learning, eliminating negativity.

Photo: Dao Ngoc Thach

Synchronous solutions

However, Circular 29 is only a "transitional solution". Therefore, education needs to create a "push" with enough momentum to accelerate with many solutions.

First of all, it is necessary to redesign the new general education program. We drafted and implemented the 2018 General Education Program in a context that is much different from now. The country is undergoing historic changes, the National Assembly officially decided that the whole country still has 34 provinces and cities to promote economic and social development. Therefore, education, more than ever, must quickly train human resources for the new era of the country.

The world situation has undergone dramatic changes, with different approaches to globalization, artificial intelligence covering all fields, creating many opportunities and challenges for each country. These changes require a new general education program to train to form new qualities and abilities of citizens.

Besides, it is necessary to train and foster teachers. Responding to digital transformation in education while forging the character and capacity of a "soul engineer".

Innovate testing and assessment in the direction of respecting learners' differences, taking process assessment as the main tool, guiding learners to continue their academic path or choose vocational education.

Aligning primary schools with new educational goals. Invest heavily in preschool, primary education, and universal high-quality secondary education. High schools have specialized, mass, and work-study programs, ensuring the mission of improving people's knowledge, training human resources, and nurturing talents. Create favorable conditions for the development of non-public education. Improve the quality of vocational education. Create a fair competitive environment to develop both public and private education. Improve the salary system for public teachers, ensuring that everyone can study in the best conditions.

Breakthrough in school administration by selecting management staff through examinations; improve teachers' ethics and build exemplary, modern, and unique schools.