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The Ministry of Education and Training is collecting comments from agencies, organizations and individuals on the draft Circular regulating the organization of STEM educational activities in general education. Download Proposal to allow the organization of STEM educational activities outside of school (at production facilities, higher education facilities, research institutes, museums...) According to the Ministry of Education and Training, the draft Circular was developed to specify the new regulations of the Law on Education and in accordance with the policy of implementing 2 sessions/day of teaching at educational establishments to develop the qualities and abilities of students; create a unified legal corridor for the organization of STEM education (integrating science, technology, engineering and mathematics) at general education establishments across the country, overcoming the situation of inconsistent implementation among localities and schools in recent times. No new subjects arise, no pressure or overload for students and teachers. The draft Circular aims to develop the quality and capacity of students according to the general education program, and enhance scientific and technological capacity. technology, information technology, digital competencies and the ability to apply interdisciplinary knowledge to solve practical problems; ensure equal access opportunities for all students, including disadvantaged areas, disabled students, and ethnic minority students; At the same time, gradually forming a STEM education ecosystem, promoting innovation and digital transformation in schools. In addition to the general goal, the draft clearly states specific goals for each level in the general education system; At the same time, emphasize the goal of discovering, encouraging and creating conditions for the development of students with abilities, interests and talents in the fields of science, engineering and technology; Strengthen career orientation, connect with higher education institutions, research institutions and businesses, contributing to creating a source of learners for basic sciences, key engineering and strategic technologies of the country. The principle throughout the implementation process is not to create new subjects, not to put pressure or overload on students and teachers; does not create teaching time, grades or separate records and books outside of current regulations. Allows the organization of STEM activities outside of school. Draft regulations on STEM education are organized in three forms: STEM lessons (designed in the process of teaching subjects in the direction of interdisciplinary or intra-subject integration); STEM experience activities (organized by clubs or practical experiences, on a voluntary basis, not universally required); and scientific and technical research activities of students (for students with abilities and interests, guided by teachers or scientists). STEM education content is implemented according to two processes: scientific discovery and technical design. Content such as programming, control, robotics, data, artificial intelligence (AI) and Internet of Things (IoT) can be integrated appropriately for each level of education, while integrating elements of arts and humanities (STEAM education). The assessment of results is carried out in the direction of capacity development, without establishing separate subjects, grades or transcripts for STEM education. Notably, the draft allows the organization of STEM educational activities outside of school (at production facilities, higher education facilities, research institutes, museums...) on the principle of voluntariness, safety, with the consent of parents and students and not for advertising or sales purposes. There is no mandatory contribution obligation for students or parents. Regarding the team, draft regulations, managers and teachers in charge of STEM education need to have the ability to teach interdisciplinary integration, use equipment and exploit artificial intelligence tools responsibly. The assignment does not give rise to tasks or working hours outside the regulations. Teachers receive training, are considered for changing teaching periods or receive remuneration when instructing activities outside of regular hours. Regarding facilities, the draft does not require separate classrooms for STEM education. Equipping equipment is carried out according to a roadmap of three successive levels: Level 1 exploits the minimum teaching equipment and available materials (all educational establishments can do it); Level 2 is equipped with additional equipment associated with digital conversion; Level 3 is for intensive STEM education, suitable for specialized schools and key schools. The draft Circular was issued with Appendices on the list of STEM educational equipment for each educational level, which is a framework list for orientation and description of equipment by name, features and basic educational functions, without stipulating brands, origins or detailed technical specifications, and is not a list of mandatory minimum teaching equipment. Regarding learning materials and safety, the draft clearly stipulates the qualifications. The right to evaluate self-compiled documents, requirements to ensure safety when practicing, manufacturing, experimenting, as well as information security and protecting student personal data when applying digital technology and artificial intelligence. Funding for implementation is mobilized from the state budget, legal revenue sources of educational institutions and legal sponsorship sources, with no obligation to contribute.Mandatory for students and parents. The Ministry of Education and Training is collecting comments on this draft on the Ministrys e-portal./. See moreGreen STEM 2026: Promoting STEM education in a practical and creative direction. See moreSamsung Solve for Tomorrow 2026: Public-private partnership in developing STEM education in Vietnam S
