Adjusting the curriculum and textbooks related to the merger of provinces and cities.

On June 14th, the Ministry of Education and Training announced the review and adjustment of some content in the general education curriculum to ensure its suitability to current practices and the new development context.

The 2024-2025 school year marks the completion of one cycle of the 2018 General Education Program, covering grades 1 to 12 according to the planned schedule.

The Ministry of Education and Training has organized the review and evaluation of the program's implementation. This is a regular, periodic task aimed at ensuring the program is implemented in accordance with practical realities and meets the requirements of educational development at each stage.

During the evaluation process, several subjects and educational contents were proposed for updating and adjusting to better meet the requirements of innovation and the socio-economic development of the country.

In 2025, the review of curricula and textbooks will be implemented in the context of the nationwide reorganization of provincial-level administrative units according to Resolution No. 202/2025/QH15 dated June 12, 2025, of the National Assembly on the reorganization of provincial-level administrative units.

Based on the review, the Ministry has identified several subjects directly affected by the changes in administrative boundaries, including: History and Geography for grades 4, 5, and 9; Geography for grade 12; and History and Economic and Legal Education for grade 10.

These subjects will follow the prescribed steps to revise the curriculum as a basis for revising textbooks, such as updating learning objectives, knowledge content, place names, data, maps, charts, and socio-economic information...

The revision of the curriculum is carried out on the principle of minimizing changes to textbooks, and strengthening guidance to enable teachers and schools to proactively implement the curriculum within their authority to suit the reality.

The 2018 general education curriculum reflects the goals of general education, ensuring a unified direction and core, compulsory educational content for students.

Textbooks concretize the content of the curriculum and are identified as important learning materials and resources for schools to choose from when organizing teaching and learning.

Teachers and schools are given the autonomy to arrange learning topics, update and supplement content to suit the students, teaching conditions, and practical circumstances.

Therefore, in the 2025-2026 school year, teachers and schools will continue to use the current curriculum and textbooks, while also being responsible for proactively selecting and adjusting teaching materials, lessons, and topics to suit local realities and the two-tiered government model.

In the coming period, the Ministry of Education and Training will issue directives and guidelines to localities and schools to ensure continuous, uninterrupted implementation in accordance with reality.

The Ministry is urgently completing the review and evaluation of the implementation of the 2018 General Education Program to update and adjust some subjects to ensure that the Program is implemented in accordance with reality, better meeting the requirements of innovation and the socio-economic development of the country in each stage; including subjects affected by the adjustment of administrative boundaries.

The Ministry will guide publishers and organizations with approved textbooks to revise the necessary content to update new administrative information, ensuring the stability of textbooks and their effectiveness in teaching and learning.

Regarding local education content, based on Resolution No. 202/2025/QH15 of the National Assembly on the reorganization of provincial-level administrative units, and on the basis of the framework program and documents issued by the Ministry of Education and Training, localities shall proactively select and develop local education content, ensuring it is consistent with the characteristics of the new administrative unit and the two-tiered local government organizational model, promoting the proactive role of localities in organizing the implementation of the program, while ensuring that the education content is updated promptly according to new administrative and social changes.

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