To avoid knowledge monopolies

This is seen as a management solution aimed at creating a common ground for teaching and learning, while also facilitating the goal of free textbooks and the development of national digital learning materials. However, using a single set of textbooks does not mean that all concerns and worries will be completely resolved.

In general education , knowledge monopoly is not just about using a single set of textbooks, but about the interpretation of knowledge being implicitly considered the only correct one.

This risk arises if textbooks are viewed as a specific curriculum, meaning teachers are forced to teach exactly what's on each page, and students must complete assignments "according to the book" to receive a high grade. In this case, textbooks are not just supporting materials for implementing the curriculum, but become the sole standard of knowledge. This is particularly dangerous in science subjects, where critical thinking, multiple perspectives, and an open approach are core requirements for students to be creative in their learning and in life.

The second risk is the monopolization of the learning resource ecosystem. If all digital resources, question banks, and learning software are designed around a single set of textbooks, then no matter how open the curriculum is, the teaching and learning process will remain locked within a fixed "track" of knowledge.

In some countries that use standardized or semi-standardized textbooks, there's a common thread: the curriculum is practically "mandatory," and the textbooks are merely "the method for implementing" the curriculum. Teachers are trained to utilize, supplement, and even critique the textbooks. The assessment system doesn't adhere to the textbooks, but rather to the standards of quality and competencies to be achieved as stipulated in the educational program.

Therefore, in order for the chosen national textbook set to have a positive impact and avoid falling into the same trap as the "textbook monopoly" model before the implementation of the "one curriculum, multiple textbook sets" policy, at least three basic conditions are needed.

Firstly, consistently affirm and enforce the principle that the curriculum is compulsory. Teacher inspections, assessments, and evaluations should not be based on the extent to which teachers adhere to the textbook, but rather on the learning outcomes of the general education curriculum.

Secondly, open up the learning resource ecosystem. A shared set of textbooks should not be synonymous with a single shared learning resource. Exam question banks, reference materials, and digital learning resources need to be developed in a multi-source, competitive manner, adhering to the curriculum rather than textbooks, and licensed for publication (digital or print) by the governing body.

Third, teachers should be seen as designers of learning activities, not just "text transmitters." Only when teachers are encouraged to be creative, critical, and adapt teaching content will knowledge in schools truly come alive.

The Ministry of Education and Training has chosen a common set of textbooks to reduce social costs and increase equity in access to knowledge. However, textbook standardization does not mean a closed system, but rather needs to go hand in hand with a diverse system of open learning materials and digital resources to allow teachers and students to use them flexibly. Assessment and examinations should adhere to the output standards regarding qualities and competencies stipulated in the 2018 general education program, with the 2025 high school graduation exam serving as a vivid example of the goal of developing students' qualities and competencies.

Source: https://thanhnien.vn/de-khong-doc-quyen-tri-thuc-185251229233850775.htm