A unified set of textbooks nationwide: A big step from policy to action

A unified set of textbooks will help ensure national knowledge standards, create fairness in access to learning materials between regions, and at the same time be an effective tool to spread the idea of ​​innovation, creativity and international integration in Vietnamese education.

Currently, there are three sets of textbooks on the market according to the 2018 General Education Program being taught. (Photo: Van Trang)

After the Politburo ’s Resolution No. 71-NQ/TW was issued, the policy of building a unified set of textbooks for nationwide use has attracted special attention from public opinion, education experts and book-making teams. How to inherit the achievements of current textbook sets, promote collective intelligence, and at the same time ensure scientificity, feasibility and social consensus – these are the questions posed to the education sector in the process of implementing this strategic and long-term task.

Resolution No. 71-NQ/TW on "Continuing to fundamentally and comprehensively innovate education and training" clearly identified one of the key tasks: "Building a unified set of textbooks, used nationwide, ensuring quality, inheritance, science and suitability to reality".

This is an important step after nearly a decade of implementing the policy of socializing textbook compilation in the spirit of Resolution 88/2014/QH13. If in the past, many sets of textbooks were produced in parallel to encourage creativity and diversify learning resources, now the requirement for reunification requires a new approach - both inheriting, innovating, and overcoming the shortcomings of the previous period.

On the morning of October 22, the National Assembly listened to Minister of Education and Training Nguyen Kim Son present a report on 3 projects: Law amending and supplementing a number of articles of the Law on Education; Law on Higher Education (amended); Law on Vocational Education (amended). Regarding the Law amending and supplementing a number of articles of the Law on Education, Minister Nguyen Kim Son said that the draft institutionalizes a number of important contents of the Party, especially Resolution 71 such as stipulating that lower secondary education is compulsory education, universalizing preschool education for children aged 3-5; stipulating a unified set of textbooks nationwide; not organizing school councils in public educational institutions...

"The success of the national unified textbook series lies in the fact that it demonstrates the spirit of educational innovation of the times, arouses interest in learning, and fosters personality, capacity, and patriotism in Vietnamese students."

Specifically, the State provides a set of textbooks for uniform use nationwide. The Government regulates free textbooks for students; implements appropriate socialized solutions for textbooks, ensuring sustainability and meeting the requirements of improving the quality of education, ensuring compliance with the Party and State's policies and current practices.

According to experts, having many sets of textbooks has created a positive competitive environment, promoting innovation in compilation methods, improving the quality and updating of learning materials. However, the implementation practice also shows many difficulties: quality differences between sets of textbooks, inadequacies in selecting and using books at the local level, and high costs of investment and teacher training. Therefore, the policy of unifying the set of textbooks is a reasonable adjustment, based on the summary of practice and the need to synchronize the national education system.

Many experts and teachers have proposed solutions to build a unified set of textbooks for nationwide use. Among them, three popular solutions are: Compiling a completely new set of textbooks, separate from the current sets; choosing one of the three current textbook sets as a basis, then upgrading and revising them into a unified set of textbooks; selecting the best books in each subject from the current textbook sets to form a new set of textbooks.

Each option has its own advantages and disadvantages. If we choose to compile a completely new set of books, we can achieve consistency in structure, philosophy and approach, but it will require a lot of time, money and human resources. On the contrary, if we inherit the existing sets of books, we will save resources and at the same time take advantage of the achievements and experiences of thousands of authors and teachers who have participated in the compilation. However, the selection and integration of different books also poses high requirements for objectivity, transparency and scientific assessment.

Importantly, the quality and consistency of the textbooks must remain the number one priority, placed above all else, first and foremost. The goal is not just to have a “common” set of books, but a “standard” set of books in terms of content, structure, pedagogical methods and educational values.

According to Associate Professor Dr. Le Huy Hoang, Deputy Head of the Department of Education, Central Propaganda and Mass Mobilization Commission, no matter which option is chosen, the compilation process must ensure objectivity, transparency and science, especially when inheriting current textbooks; the quality and consistency of the textbooks must be the number one priority, placed above all, first and foremost; the innovation policy of Resolution No. 71-NQ/TW must be fully reflected in the ideology, structure, content, pedagogical methods and learning materials in the entire textbook set.

A unified set of textbooks should not be understood simply as a replacement or negation of the current sets of textbooks. On the contrary, inheriting and promoting the good, creative and practical values ​​from the previous period is the foundation for building a more complete set of textbooks.

According to many experienced teachers, the current textbooks have valuable strengths from the competency approach, interdisciplinary integration, to the lively, modern presentation, close to students. Selective inheritance not only helps save resources but also demonstrates the spirit of respect for the collective intelligence and efforts of the team of authors and teachers nationwide.

In addition, the digital learning materials data system of current textbooks is also a valuable source of materials to build a unified textbook set in an open, multimedia direction, supporting teaching and learning in the digital age. From paper books to e-books, from images, videos to interactive lectures, all can be integrated to form a comprehensive learning materials ecosystem, serving learners nationwide.

"A unified set of textbooks should not be understood simply as a replacement or negation of current textbooks. On the contrary, inheriting and promoting good, creative and practical values ​​from the previous period is the foundation for building a more complete set of textbooks."

To achieve social consensus, the process of building a unified set of books needs to ensure scientific, objectivity and transparency at every stage: from determining philosophy and educational goals; building program structure; organizing author groups; to the appraisal, testing and publishing process.

According to experts, it is necessary to form a unified National Council for compiling and appraising textbooks, including scientists, educators, psychologists, sociologists, local representatives, and actual teachers. Mobilizing the intelligence of many levels will help ensure that the textbooks are both scientifically standard and close to and suitable to regional realities and learners' needs.

The appraisal process also needs to be open, transparent, have an independent review mechanism and widely consult teachers, students and parents before official issuance. Only when society believes that the textbooks are built in a scientific, impartial and transparent spirit, can consensus be consolidated.

A unified set of textbooks for the 21st century is not just a set of books printed on paper. It is also a digital knowledge base, connected to devices, online learning platforms and modern teaching support tools. Therefore, the compilation of a unified set of textbooks needs to be placed in the context of digital transformation of education, to ensure continuity and pave the way for the future.

Any educational reform can only be sustainable when there is social consensus. The development of a unified set of textbooks is a matter of great importance, with a profound impact on tens of millions of students, teachers, parents and the whole society. Therefore, the implementation process needs to be communicated clearly and transparently, listening to feedback and adjusting accordingly.

The success of the national unified textbook series lies in the fact that it demonstrates the spirit of educational innovation of the times, arouses interest in learning, and fosters personality, capacity, and patriotism for Vietnamese students.

From the policy of Resolution 71-NQ/TW to specific actions, the construction of a unified set of textbooks is not only a technical or academic task, but also a profound political, cultural and social task. A unified set of textbooks will help ensure national knowledge standards, create fairness in accessing learning materials between regions, and at the same time be an effective tool to spread the idea of ​​innovation, creativity and international integration in Vietnamese education.

The most important thing is that, in every stage from design, compilation to use – the spirit of “quality, unity, science and humanity” must always be put first. That is the solid foundation for Vietnam to build a unified, modern, advanced textbook series with strong national identity, best serving the current and future generations of students.

Source: https://baoquocte.vn/mot-bo-sach-giao-khoa-thong-nhat-toan-quoc-buoc-chuyen-lon-tu-chu-truong-den-hanh-dong-331875.html