What are the Top 3+ sample outlines for descriptive essays about mothers for 5th-grade students in Vietnam? Which authority decides the selection of textbooks for primary school students in Vietnam?

What are the Top 3+ sample outlines for descriptive essays about mothers for 5th-grade students in Vietnam?

5th-grade students in Vietnam can refer to the following Top 3+ sample outlines for descriptive essays about mothers:

*Note: Information is for reference purposes only./.

What are the Top 3+ sample outlines for descriptive essays about mothers for 5th-grade students in Vietnam? Which authority decides the selection of textbooks for primary school students in Vietnam? (Image from the Internet)

Which authority decides the selection of textbooks for primary school students in Vietnam?

Under Article 18 of the Charter of Primary Schools issued under Circular 28/2020/TT-BGDDT, the regulations are as follows:

Textbooks, Teaching Equipment, Reference Materials, and Local Educational Materials

1. Primary schools use textbooks approved by the Minister of Education and Training and selected by the provincial People's Committee for teaching and learning processes in primary schools in the locality; teachers and students use textbooks in teaching and learning activities to achieve the educational goals, content, and necessary qualities and capacities for students specified in the primary education program; primary schools must promptly and fully provide information about the textbooks used at the school to students and their families.

2. Teaching equipment used in schools is drawn from the List of Minimum Teaching Equipment issued by the Ministry of Education and Training and other teaching equipment as prescribed by the general education program.

3. Schools organize the selection and provision of reference publications to support teaching and research activities of teachers according to the regulations of the Ministry of Education and Training; teachers are encouraged to use reference publications to enhance educational quality. No organization or individual is allowed to force students to purchase reference materials.

4. Local educational materials are compiled and appraised under the direction of the provincial People's Committee to meet needs and be appropriate to the characteristics of the locality, following the requirements of the primary education program on educational goals and content, and approved by the Minister of Education and Training.

Article 18 of the Charter of Primary Schools issued under Circular 28/2020/TT-BGDDT also stipulates the selection and use of textbooks in the teaching and learning process in primary schools.

Under the regulations of the Minister of Education and Training, the provincial People's Committee decides on the selection of textbooks for stable use in general educational institutions within the province.

Thus, textbooks for primary school students are approved by the Minister of Education and Training and selected by the provincial People's Committee.

What are the perspectives on developing the Vietnamese language curriculum at the primary level?

According to the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the perspectives on developing the Vietnamese language curriculum are as follows:

The curriculum adheres to the basic regulations stated in the General Program while emphasizing several perspectives:

- The curriculum is developed on theoretical and practical foundations, updates on research achievements in education, psychology, and teaching methodology of Vietnamese literature; achievements in literature and linguistics research; achievements in Vietnamese literature across various periods; experiences in developing Vietnamese literature curricula, particularly from the early 21st century until now, and international trends in curriculum development in general, and the curriculum in particular over recent years, especially from developed countries; societal practice, education, economic conditions, and Vietnamese cultural tradition, especially the diversity of students in terms of regions, conditions, and learning abilities.

- The curriculum focuses on training communication skills (reading, writing, speaking, and listening) as a central theme throughout all three education levels to meet the program's capacity-oriented direction and ensure coherence and continuity across all grades and levels. Fundamental, foundational knowledge about the Vietnamese language and literature is formed through activities in comprehending and creating texts; directly serving the requirement of training in reading, writing, speaking, and listening skills.

- The curriculum is developed with an open approach, reflected in not specifying detailed teaching content but stipulating the outcomes needed in reading, writing, speaking, and listening for each grade; delineating some basic, core knowledge about the Vietnamese language, literature, and some texts with a significant, crucial position in national literature as mandatory content for students nationwide.

- The curriculum meets both the innovation requirements and emphasizes inheriting and enhancing the strengths of existing Vietnamese literature curricula, especially the current one.