The Ministry of Education and Training has issued Circular 29/2024/TT-BGDĐT regulating supplementary teaching and learning. The new circular addresses existing problems in schools, so it's understandable that there are differing opinions regarding Circular 29.
However, the common denominator of public opinion is to prevent the negative aspects of tutoring from spreading and escalating, putting heavy pressure on students and parents, eroding trust in schools, and tarnishing the image of teachers.
To ensure that regulations on tutoring and supplementary classes are strictly and effectively enforced, in addition to the responsibilities of local authorities, the Department of Education and Training, and the District Department of Education and Training, several conditions need to be considered.
The Ministry of Education and Training has issued Circular 29/2024/TT-BGDĐT regulating supplementary teaching and learning, replacing the current regulations.
The principal needs to change the way the school is managed.
In managing extracurricular tutoring, if done thoroughly, no one understands the teachers and students in the school better than the principal. For example, through the vice principal, homeroom teachers, and class representatives, the principal knows whether a teacher is tutoring students they are assigned to teach in the regular curriculum.
The principal firmly demanded that teachers providing extra tutoring strictly adhere to Circular 29; violations would be dealt with according to regulations. If strict enforcement is implemented within one or two school years, extra tutoring will become more organized and follow the correct path. The objectives of the 2018 General Education Program need to be deeply ingrained in the school's educational plan; avoiding excessive knowledge transmission, not falling into the trap of merely teaching the basics, and not overly scrutinizing students through theoretical tests, calculations, and problem-solving. Emphasis should be placed on integration, experiential learning, innovation in teaching and learning methods, promoting self-study, guiding teachers and students in using learning resources, closely following the subject curriculum, and understanding and applying (teaching, learning, reviewing, and practicing) sample high school graduation exam questions from 2025 onwards.
The principal flexibly implements the policy in their assigned school, widely disseminates information to parents and students, coordinates with school organizations, and guides subject heads in developing plans based on Circular 29 regulating supplementary teaching and learning.
The principal talks about the new regulations on tutoring and extra classes (01/06).
It's important to remember that tutoring for weak students and enrichment programs for gifted students have not charged parents any fees for the past several decades. Exam preparation for entrance and graduation exams combines teacher guidance, student self-study, group work, and library study. Since the number of class hours for teacher-led review sessions will not be high, the principal needs to plan from the beginning of the school year, balancing the allocated budget to pay teachers and support staff.
For teachers who give extra lessons outside of school, it's not difficult for the principal to "cover up" the supervision. Ultimately, Circular 29 requires principals to change their school management methods.
Teachers fulfill their vocation as educators.
Tutoring contributes to professional development, provides additional income for teachers, and meets the needs of students. But fundamentally, students go to school to have fun, stay healthy, develop skills, and nurture and fulfill their aspirations to become global citizens in the future. That is the mission of teachers. That is the nobility of the teaching profession.
Circular 29 stipulates that "no form of coercion should be used to force students to attend extra classes," "no extra classes should be organized for primary school students," and "teachers are not allowed to provide extra classes outside of school for a fee to students they are assigned to teach according to the school's educational plan." Circular 29 is a test of teachers' ethics. Only when teachers unanimously comply will widespread extra classes and tutoring be eradicated.
Parents also play an important role in strictly enforcing regulations on tutoring and supplementary classes.
Parents are changing their perceptions about their children's education.
Chasing after grades and achievements, and "delegating" their children's education to teachers, inadvertently increases the complexity of tutoring and extra classes.
Parents need to cultivate self-study habits in their children using learning materials and resources, combined with teacher support. Parents should also regularly check on their children's studies, offer timely encouragement, promptly listen to their difficulties, setbacks, and frustrations, and carefully address them. In this way, children's learning will be easier, saving time and money, and preventing the erosion of their enthusiasm for learning by avoiding excessive and infrequent extra classes.
The heated issue of extra tutoring and supplementary classes is largely the responsibility of parents. Circular 29 presents another test for parents in educating their children.
The Ministry of Education and Training must be the "chief architect".
Following the issuance of Circular 29, the Ministry of Education and Training needs to listen attentively and constructively revise and supplement unclear, impractical, or missing content in Circular 29 that has been the subject of feedback from the press, teachers, parents, and others in recent days.
Continue to innovate the general education curriculum, improve examinations and tests, strengthen process-based assessment, respect student differences, focus on training principals and teachers in innovative management methods and professional development, and significantly improve the material and spiritual well-being of educators.
The Ministry should be a source of positive emotions, spreading to every educational institution, every teacher, every student… This is positive energy for innovation in educational thinking, mobilizing resources for educational development, and creating consensus within the education sector and in society at large.
The ultimate goal of general education is discipline, compassion, and responsibility. And the Ministry of Education and Training is the "chief architect" designing and guiding the implementation of those values.
Source: https://thanhnien.vn/de-day-them-hoc-them-khong-tran-lan-giao-vien-neu-4-de-xuat-185250108101847056.htm
