A unified set of textbooks is ready before the deadline.

In response to National Assembly representatives in October, Minister of Education and Training Nguyen Kim Son stated that the Ministry is developing a plan and will submit it to the relevant authorities for approval in November, in order to implement a new set of textbooks in the next academic year.

With Resolution 71 of the Politburo on breakthroughs in education and training development, the reform of curricula and textbooks has entered a new phase, from "one curriculum, many textbooks" to "one curriculum, one unified set of textbooks".

Over the past period, there have been many discussions and proposals from National Assembly deputies, scientists, education administrators, teachers, etc., regarding the plan to develop a unified set of textbooks in accordance with Resolution 71. These opinions have focused on three basic options: organizing the compilation of a completely new set of textbooks; selecting one of the three existing sets of textbooks as a common set; and selecting a number of textbooks from each set to combine into a common set.

Resolution 71 of the Politburo on breakthroughs in education and training development stipulates the implementation of a unified curriculum and a single set of textbooks.

PHOTO: DAO NGOC THACH

Each option has its own advantages and disadvantages. Depending on the innovation requirements, what is considered a priority will determine the most suitable option.

Compiling a new set of textbooks: requires a lot of time.

The option of organizing the compilation of a new set of textbooks should be considered first if there is sufficient time and a strong team of authors can be mobilized. In terms of time, compiling a new set of 12 textbooks takes about 4-5 years. The current textbooks took 6 years to compile (from 2018-2023, not including the 1-2 years of preparation beforehand, which varies depending on the set, and a few months of training in early 2024). Besides compilation, this also includes editing, illustration (especially for primary school textbooks which require many illustrations), and time for trial teaching, evaluation (internal evaluation by the publisher and national evaluation), soliciting feedback from teachers and experts, and teacher training.

Regarding authors, among our current team of educators and scientists, there are quite a few talented individuals who have not yet participated in textbook compilation. However, the number of people who meet the requirements for a textbook author is no longer large. Writing textbooks requires not only extensive knowledge of related scientific fields, but also experience, pedagogical skills, understanding of domestic and international curricula and textbooks, good communication skills, the ability to work in teams and engage in dialogue…

Option 1 has the advantage of providing a completely new set of textbooks and offers hope for a set of textbooks that many people desire as a "standard" set. However, it requires time for implementation and a team of authors to carry it out.

On the afternoon of October 22nd, during a group discussion on several draft laws, Minister of Education and Training Nguyen Kim Son, in an exchange with National Assembly deputies, stated that a unified set of textbooks for the entire country will be implemented starting from the 2026-2027 school year. The Ministry is currently developing a plan, with a specific proposal for a unified set of textbooks expected this November. Regarding the process, the Minister said that the plan will be submitted to the General Secretary for approval before being presented to the Prime Minister.

A nationwide set of textbooks will be implemented starting from the 2026-2027 school year. The Ministry of Education and Training is currently developing a plan, and a specific proposal is expected this November.

PHOTO: NHAT THINH

That information suggests that Option 1 is unlikely to be implemented unless the Ministry of Education and Training has almost completed the compilation of the new textbooks without our knowledge. Because there are only a few months left until the textbooks are printed and ready for training.

Choosing one of the three available sets of textbooks: a difficult choice.

According to Government Resolution No. 281/NQ-CP and the report of the Minister of Education and Training to National Assembly deputies, the plan to implement a unified set of textbooks nationwide from the 2026-2027 school year and provide free textbooks to all students from 2030 cannot be postponed.

Therefore, choosing one of the three existing sets of textbooks and then revising it to create a unified set seems the most feasible option. This approach not only ensures progress but also minimizes resource waste, retains a significant amount of proven teaching materials, and avoids significant disruption to teaching activities in schools. In recent years, publishers have organized training for most teachers using textbooks from all three sets, regardless of which set the teacher chooses to teach. This is a significant advantage, making the upcoming training on teaching using a unified set of textbooks less time-consuming. However, deciding which set of textbooks to choose remains a difficult decision.

All three sets of textbooks have been reviewed and approved by the Ministry of Education and Training and have been widely used to varying degrees. If a particular set of textbooks must be chosen, scientific, objective, and transparent criteria should be established so that the selection results can convince the Party and State leaders, the general public, and especially teachers.

Combining several textbooks into a new set: concerns about systematic consistency.

Furthermore, selecting a number of textbooks from each set to combine into a single set of textbooks can be considered a variation of Option 2. This option also has certain advantages, meeting the requirements of the schedule while ensuring relative fairness among the sets of textbooks because each set of textbooks includes textbooks for some subjects or grade levels that have been selected.

However, this approach has limitations, as a unified set of textbooks may not guarantee systematic consistency across subjects and grade levels. For example, with Literature textbooks, the same work might be taught in one set of books at the lower secondary level but in another set at the upper secondary level. Differences in the way knowledge is explained across different sets of books are also evident.

For a "national set of textbooks," duplication or inconsistency is an unacceptable limitation. Furthermore, selecting which textbooks for which subject and grade level belong to which set requires scientific and objective criteria, similar to Option 2, rather than a mechanical distribution. The selection process is also very difficult, potentially even more complex than Option 2, as it involves handling many subjects and grade levels.

According to Option 3, the merging can be done in several ways, for example: 1/ Textbooks for a subject at all three levels (primary, lower secondary, and upper secondary) in the new textbook set are taken from one existing textbook set, for example, textbook for subject A is chosen from set 1, textbook for subject B is chosen from set 2…; 2/ Textbooks for a subject at all three levels in the new textbook set can be combined from textbooks of 2 or 3 sets depending on the advantages of each set at each level (according to the criteria issued by the Ministry of Education and Training); 3/ Textbooks for one level in the unified textbook set are taken from one of the existing textbook sets…

If option 3 is chosen, regardless of the merging method, time will be needed for review and adjustments to ensure systematic consistency.

Resolution 71 of the Politburo on breakthroughs in education and training development has shifted the curriculum and textbook reform process to a new phase, moving from "one curriculum, many textbooks" to "one curriculum, one unified set of textbooks".

Photo: Dao Ngoc Thach

Textbooks are teaching materials, not legal documents.

As the reform process, as outlined in the resolutions of the Party and the National Assembly, and in line with the spirit of the 2018 General Education Program, progresses further, the role of textbooks will be better understood. While using a unified set of textbooks might risk reverting to outdated perceptions, if the Ministry of Education and Training provides close guidance, especially in assessment (for example, continuing to regulate the use of materials outside of textbooks when creating test and exam questions), the new understanding of textbooks will not be misguided.

As one of several teaching materials, and not a legally mandated set, the unified set of textbooks will no longer hold the exclusive position it once did. Other learning resources, including textbooks not selected, should continue to contribute to teaching and learning, especially for competent and dedicated teachers in schools with the necessary resources.

To ensure that the free textbook policy is implemented fairly and effectively.

In the National Assembly, many delegates supported the policy of developing a common set of textbooks from 2026-2027 and making them free from 2030, considering it a humane policy in line with global trends. However, the proposal to allow localities with the resources to implement free textbooks first faced opposition because it would create inequality in access to education, contrary to the spirit of the 2013 Constitution: prioritizing education for disadvantaged areas, ethnic minorities, and the poor.

To ensure the free textbook policy is implemented fairly and effectively, it needs to be carried out synchronously in four directions.

First and foremost, the central government needs to prioritize resources for the most disadvantaged areas – where students are at high risk of dropping out. These areas need to have access to policies as early as possible.

Secondly, in economically developed localities, early implementation should be permitted, but with a focus on vulnerable groups such as poor students, children of factory workers and self-employed individuals, and students in border boarding schools.

Thirdly, to ensure the free distribution of textbooks is effective and economical, the quality of textbooks must be improved, both in content and in printing and binding techniques, to ensure long-term usability. Students borrowing books from the library should be mindful of preserving them, while books purchased by their families should be donated after the school year.

Finally, the Ministry of Education and Training needs to accelerate the digitization of textbooks and build a shared open learning resource repository, providing free access to teachers and students nationwide. This is a sustainable approach that reduces costs and narrows the gap in access to knowledge between different regions.

Ho Sy Anh

Source: https://thanhnien.vn/mot-bo-sach-giao-khoa-thong-nhat-truoc-gio-g-185251111220407686.htm