This directive is part of the government's broader action program focused on groundbreaking development in education and training. Eight core tasks have been identified to guide the implementation:

First, raising awareness, reforming mindsets and actions, and establishing a strong political will to transform education and training.

Second, comprehensively reforming institutional frameworks and creating distinctive, superior policies to foster educational growth.

Third, strengthening holistic education that cultivates moral, intellectual, physical, and aesthetic values, while shaping the human value system for modern Vietnamese citizens.

Fourth, accelerating digital transformation with widespread adoption of digital technology and artificial intelligence in teaching and learning.

Fifth, prioritizing the development of teaching staff and standardizing school infrastructure to enhance the quality of preschool and general education. This includes a thorough review and enhancement of general education programs, increased hours for science, technology, and computing subjects, and the provision of a single, standardized national textbook set beginning in 2026-2027. By 2030, these textbooks will be distributed free of charge to all students.

Sixth, modernizing vocational education to develop a highly skilled workforce.

Seventh, elevating higher education to foster a high-quality workforce, academic talent, and lead innovation and research.

Eighth, expanding deep international cooperation and integration in education and training.

To resolve bottlenecks in institutional and policy frameworks, the government has tasked the Ministry of Education and Training (MOET) with drafting a decree to revise regulations related to compulsory and universal education, aligning them with development needs in the new era.

Additionally, a decree will be developed to provide exceptional preferential policies for teachers. This includes a roadmap to increase professional allowance subsidies to at least 70% for teachers, 30% for school staff, and 100% for teachers in particularly challenging areas such as remote, border, island, and ethnic minority regions.

Further decrees will regulate subsidies for educational administrators and support the development of teachers and educational management staff across preschool, general, and continuing education systems. All of these tasks must be completed by 2026.

Regarding digital transformation, MOET is expected to propose a decree in 2025 on managing educational and training data, and to build a national database of digital academic records and diplomas linked to personal identification codes.

By 2026, MOET will also formulate proposals for digitized national examinations, including high school graduation exams, university entrance exams, vocational education assessments, and large-scale computer-based assessments.

To improve teacher quality and infrastructure in underserved areas, MOET is working with relevant ministries to develop a proposal for establishing boarding and semi-boarding schools for students in remote, mountainous, border, and island areas for the 2025-2030 period, with a vision to 2035.

In 2025, the ministry must also draft a proposal to enhance foreign language instruction during the 2026-2030 period, with a vision toward making English a second language in schools.

By 2026, a separate plan will be created to promote the teaching of neighboring countries' languages in Vietnamese schools.

Thuy Nga