5 contents that teachers must publicly post at extracurricular tutoring centers in Vietnam from February 14, 2025

5 contents that teachers must publicly post at extracurricular tutoring centers in Vietnam from February 14, 2025

Pursuant to Article 6 of Circular 29/2024/TT-BGDDT stipulating on extracurricular tutoring:

Article 6. Extracurricular Tutoring and Learning

1. Organizations or individuals conducting extracurricular tutoring and charging students (hereinafter referred to as tutoring centers) must meet the following requirements:

a) Register business in accordance with the law;

b) Publicly post on the electronic portal or display at the tutoring center's headquarters the subjects offered for tutoring, the tutoring duration for each subject by grade, the location, format, and timing of the tutoring sessions, the list of tutors, and the tuition fees prior to enrolling students in tutoring classes (as per Form No. 02 in the Appendix attached to this Circular).

2. Tutors outside of school must ensure good moral character and have expertise appropriate to the subject they tutor.

3. Teachers currently teaching at schools who participate in tutoring outside of school must report to the Principal or Director or the head of the school (hereinafter referred to as the Principal) on the subject, location, format, and timing of the tutoring (as per Form No. 03 in the Appendix attached to this Circular).

The five items teachers must publicly post at extracurricular tutoring centers include:

[1] Subjects offered for tutoring

[2] Tutoring duration for each subject by grade

[3] Location, format, and timing of tutoring sessions

[4] List of tutors

[5] Tuition fees before enrolling students in tutoring classes

5 contents that teachers must publicly post at extracurricular tutoring centers in Vietnam from February 14, 2025​ (Image from the Internet)

What are contents of extracurricular teaching in Vietnam?

Based on Article 3 of Circular 29/2024/TT-BGDDT stipulating the principles of tutoring and learning:

Article 3. Principles of Tutoring and Learning

1. Tutoring is only organized when students, learners (hereinafter referred to as students) need and voluntarily participate in tutoring and when parents or guardians (hereinafter referred to as student parents) agree. Schools, organizations, or individuals organizing tutoring must not use any form to coerce students into tutoring.

2. Tutoring content must not contravene Vietnamese law and must not be biased based on ethnicity, religion, occupation, gender, or social status. The content taught in school should not be reduced to include in tutoring.

3. Tutoring must contribute to the development of the student’s qualities and capacities, without interfering with the implementation of the school’s education program or the execution of the subject curriculum by teachers.

4. The duration, timing, location, and format of tutoring must be suitable for the age's psychology and assure the health of the students; must comply with legal regulations on working hours, overtime, and other legal provisions related to security, order, safety, environmental hygiene, and fire prevention and fighting in the areas where tutoring is conducted.

The content of extracurricular tutoring must not contravene Vietnamese law and must not carry biases based on ethnicity, religion, occupation, gender, or social status. The content taught in school should not be reduced to include in tutoring.

What are the objectives of general education in Vietnam?

Based on Article 29 of Education Law 2019 stipulating the goals of general education:

- General education aims to develop learners comprehensively in ethics, intellect, physicality, aesthetics, basic skills, developing individual capabilities, dynamism, and creativity; forming the personality of Vietnamese socialist citizens and citizen responsibility; preparing learners to continue with higher education, vocational education, or participate in labor, building and defending the country.

- Primary education aims to establish the initial foundation for the development of students in ethics, intellect, physicality, aesthetics, and capabilities, preparing students to continue with secondary education.

- Lower secondary education aims to consolidate and develop the outcomes of primary education; ensure students have foundational general education, minimal necessary technical knowledge, and career orientation to continue with upper secondary education or vocational education programs.

- Upper secondary education aims to equip students with civic knowledge; ensure they consolidate and develop the results from lower secondary education, complete general education, and have general knowledge about technology and career orientation; provide conditions to develop individual capacities to choose developmental directions, continue with higher education, vocational education, or participate in labor, building and defending the country.