Many localities are still confused in managing extra teaching and learning.

Initial assessment after more than 1 month of implementing Circular 29 on DTHT management, Mr. Thai Van Tai, Director of the Department of General Education, Ministry of Education and Training said: The direction of the Ministry of Education and Training has been implemented drastically and synchronously from the central to local levels, the entire political system has participated to effectively implement the Circular.

Deputy Minister Pham Ngoc Thuong chaired the conference.

Inspection and examination work was carried out promptly and urgently, mobilizing many forces to coordinate with the Education sector to implement and strengthen supervision of the whole people. Therefore, Circular No. 29 received high consensus and special attention from society, so it was quickly grasped and promptly implemented, meeting the expectations of society.

However, through practical inspections in some localities and synthesizing reports from the Departments of Education and Training, the Ministry of Education and Training found that the implementation of Circular No. 29 has not been effective in some localities. The first reason is that some places have loosened management, leading to widespread DTHT, and have not properly implemented the regulations in Circular 17/2012/TT-BGDDT on DTHT management.

In addition, the organization of teaching 2 sessions/day has not been seriously implemented, in accordance with regulations, the facilities and teaching staff assigned to the school have not been fully exploited and used to their full capacity to implement the main teaching contents, and the resources have not been fully exploited to teach according to the needs of learners as prescribed.

Mr. Thai Van Tai, Director of the Department of General Education, spoke at the conference.

In addition, the Official Document guiding teaching 2 sessions/day does not meet the requirements of the 2018 General Education Program, so it needs to be changed and adjusted; there are still localities that are slow to issue guiding documents and promulgate local regulations, leading to confusion in implementation. The coordination between departments and branches in implementing regulations on extra-curricular teaching in some places is not timely, so a number of teachers who need extra teaching are confused and worried.

The direction for educational institutions to adjust their school education plans to comply with the provisions of the Circular in some places was not timely and ready from the time the Circular was issued. A number of managers and teachers did not fully understand the provisions and spirit of Circular No. 29.

Objective issues such as lack of school facilities; parents relying on schools and teachers; parents not having enough time and knowledge to tutor their children, expecting high academic performance from their children, high pressure from exams; students not being truly proactive in learning and not being able to self-study... also create challenges when Circular No. 29 is implemented...

Regarding solutions, the leaders of the Ministry of Education and Training said that they will continue to direct localities to carefully study the guidance documents; continue to innovate methods, diversify forms of teaching and learning organization, especially focus on innovation and diversification of forms of testing and assessment of learners' qualities and abilities, not to evaluate beyond the requirements of the program, and not to put pressure on scores.

Along with that, continue to maintain inspection activities of DTHT with the spirit of not "beating the drum and abandoning the stick", not compromising, not being tolerant, not changing; promote the role of education management staff at all levels; promote the spirit of self-respect, self-esteem, and devotion to students of teachers; promote the self-awareness and self-study of students; promote the role of the relationship between school - family - society; encourage the implementation of practical and effective self-study movements in schools...

Regarding the 2025 High School Graduation Exam, Mr. Nguyen Ngoc Ha, Deputy Director of the Department of Quality Management, Ministry of Education and Training, said: The exam questions closely follow the content of the current High School General Education Program, mainly the 12th grade program. The thinking level is 40% knowledge level, 30% understanding level and 30% application level. Strengthen the connection and application of knowledge and skills with reality and practice, especially with differentiated content to properly assess students' abilities. With these new points, teachers need to strengthen guidance for students to read and study on their own.

Regarding the organization of the high school graduation exam, Mr. Nguyen Ngoc Ha said that one of the issues that the locality is worried about and often asks questions about is the process of arranging exam rooms. The 2025 high school graduation exam will only be held in 3 exam sessions and the 3rd session will test both elective subjects. To facilitate the organization, candidates will be arranged in a single exam room during the exam sessions, without having to move. The collection of papers will be done by room without having to classify by subject; keeping 24 candidates/exam room, 1 exam room can arrange up to 5 subjects. To ensure security, instead of only 24 exam codes for 24 students in 1 exam room as before, this year's exam will increase the number of exam codes to 48 for 2 time frames of the 3rd exam session.

Another issue is that this year, the exam will be held simultaneously for students taking the 2006 General Education Program (those who have not graduated, or are taking the exam to get university admission scores) and students taking the 2018 General Education Program. To avoid mistakes, it is necessary to arrange some separate exam sites for students taking the 2006 General Education Program.

Source: https://cand.com.vn/giao-duc/nhieu-dia-phuong-con-lung-tung-trong-quan-ly-day-them-hoc-them-i763401/