[Illustrative image. Image source: Ethnic Minorities and Development Newspaper] By 2021, only 6 ethnic minority languages were officially taught nationwide: Hmong, Ede, Jrai, Bahnar, Cham, and Khmer, in 21 provinces and centrally-administered cities. Each year, approximately 600 schools, with 4,500 classes and 110,000 students, learned ethnic minority languages. The number of students learning ethnic minority languages accounted for about 3.9% of the total number of ethnic minority students at the general education level. At that time, 7 ethnic minority languages were being experimentally taught in general education schools: Hoa, Cham, Thai, Co-Tu, Ta Oi, Pa Co, and Bru Van Kieu. Statistics show that in the 2020-2021 school year, there were 1026 ethnic minority language teachers nationwide, accounting for 0.2% of the total number of teachers at all levels of general education. Teachers of ethnic minority languages are present at all three levels of general education, with primary school teachers accounting for nearly 90% of ethnic minority language teachers nationwide. The overall level of ethnic minority language teachers is still low. Currently, only Khmer language teachers are considered to have basically met the required training standards for ethnic minority languages. The remaining ethnic minority language teachers do not yet meet the required training standards. The approved program to improve the quality of teaching ethnic minority languages in the general education curriculum for the period 2021-2030 will address this issue, firstly by increasing the number of ethnic minority languages included in official teaching to eight languages starting from the 2022-2023 school year. The program has set very specific goals for each stage. Specifically, by 2025 , the compilation of textbooks and teaching guides for primary school level for the 8 ethnic minority languages for which subject curricula have been issued (including Bahnar, Cham, Ede, Khmer, Jrai, Mnong, Mong, and Thai) will be completed. 100% of textbooks and teaching guides for primary school level for the 8 ethnic minority languages will be available after compilation. At least one new subject curriculum for an ethnic minority language with a written script will be issued and included in the general education curriculum. Sufficient ethnic minority language teachers will be ensured, with 45% of teachers meeting the required qualifications and receiving training; 100% of relevant education management staff involved in teaching ethnic minority languages will receive capacity building training. [caption id="attachment_606315" align="alignnone" width="960"] 
[Illustrative image. Image source: Ethnic Minorities and Development Newspaper] By 2030, the Program aims to issue at least two new subject curricula for ethnic minority languages that already have written scripts, to be included in the general education curriculum; to issue textbooks and teaching guides for secondary education in ethnic minority languages that are in need and meet the conditions for compilation; and to issue textbooks and teaching guides for primary education in ethnic minority languages for newly published curricula. In addition, it aims to ensure 100% availability of textbooks and teaching guides for ethnic minority languages after compilation. Specifically, it strives to achieve 100% of ethnic minority language teachers meeting the required qualifications and receiving training; and 100% of relevant education management staff involved in teaching ethnic minority languages receiving capacity building training. To ensure smooth implementation and achieve the objectives of each stage, the Decision also clearly outlines the tasks and solutions that the Program to Improve the Quality of Teaching Ethnic Minority Languages in the General Education Program for the period 2021-2030 must implement, including: Developing curricula, textbooks, and teaching materials for ethnic minority languages; Promoting training and professional development of management staff and teachers of ethnic minority languages; Strengthening infrastructure and applying information technology in teaching ethnic minority languages; Improving mechanisms and policies on teaching ethnic minority languages; and Promoting communication and raising awareness about teaching ethnic minority languages. The Decision also clearly stipulates that the Program will be implemented under the leadership of the Ministry of Education and Training ; funding for the Program's tasks will be allocated from the state budget according to the current budget allocation, social contributions, and other legal sources.Hai Anh
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