Inspections of tutoring and supplementary classes are not intended to create pressure.

The inspection should adhere to the principle that the purpose of inspecting extracurricular tutoring is to understand the actual situation and to ensure compliance with Circular 29, not to put pressure on schools or teachers.

That is the view of Associate Professor Dr. Tran Xuan Nhi - former Deputy Minister of Education and Training - on the management of extra tutoring according to Circular 29.

PV: The Ministry of Education and Training affirms that Circular 29 neither prohibits nor restricts tutoring activities, but rather clarifies the content to better manage these activities. How do you view these new regulations?

Associate Professor Tran Xuan Nhi: Circular 29 on supplementary teaching and learning, which has officially come into effect, has impacted all families with children of school age, especially as important final exams, and the first exams under the 2018 General Education Program, are fast approaching. Therefore, the special attention from schools, parents, and students is easily understandable. Along with that, the policy of completely waiving tuition fees for students from preschool to high school in public schools nationwide has further excited the public, demonstrating a strategic vision for equitable and sustainable education. Everyone has equal opportunities in accessing the education system.

Assoc. Prof. Dr. Tran Xuan Nhi

I fully support the overarching principle of Circular 29: shifting the mindset from "if you can't manage it, ban it" to "manage to ensure quality." A key new point in Circular 29 is that teachers are prohibited from providing extra tutoring to primary school students, except for training in arts, sports , and life skills; they are prohibited from providing extra tutoring to students already enrolled in two sessions per day; extra tutoring within schools is prohibited from charging students fees and is only for three specific groups; and teachers currently teaching at schools are prohibited from providing paid extra tutoring to their own students outside of school. These regulations are very encouraging for the public, addressing a long-standing issue in extra tutoring activities where many students attend tutoring voluntarily but under duress, rather than out of genuine need or desire.

To ensure that Circular 29 truly delivers the expected results, how should enhanced supervision be implemented, sir?

This is precisely what I'm currently concerned about. During this time, the education sector, from the central to local levels, has been conducting very rigorous inspections and checks on extracurricular tutoring activities both inside and outside of schools. But after these "peak" periods, continued inspection and supervision of this activity is also essential to ensure that extracurricular tutoring is no longer a nightmare for many families. This requires more than enough human resources from the education sector alone; it necessitates the joint monitoring efforts of the community, along with the decisive involvement of relevant agencies and local authorities.

I also want to emphasize that the purpose of inspecting extracurricular tutoring is to understand the actual situation and ensure compliance with Circular 29, not to scrutinize or pressure schools and teachers. In particular, it is necessary to enhance the role and sense of responsibility of school principals to strictly manage extracurricular tutoring within the school, thereby limiting violations. At the same time, it is crucial to identify, address, and propose appropriate solutions to difficulties and obstacles encountered during the implementation of Circular 29.

Thank you very much, sir!

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