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The Ministry of Education and Training (GDDT) is drafting a Circular stipulating standards and criteria for evaluating educational institutions in implementing the implementation of English as a second language in schools. Download Moving from teaching English to building an environment for using English in schools. Developing a Circular to concretize the Project Making English a second language in schools, period 2025-2035, vision to 2045. The draft Circular is expected to apply to educational establishments in the national education system, including preschool education, general education, university education, vocational education and continuing education. The draft also stipulates self-assessment, use of assessment results, and improvement of the quality of English teaching and learning in schools. Gradually forming an English-using environment suitable to the actual conditions of each educational institution. The draft does not only focus on the results of teaching and learning English, but aims to build an environment for using English in educational institutions. According to the Draft, making English a second language is approached as a process of synchronous development of conditions. about the program, staff, educational environment, learning materials, facilities, digital transformation and related resources so that English is used widely, regularly, appropriately and effectively in teaching, communication, management and educational activities. Thus, the draft does not require all school activities to be carried out in English from the beginning, but gradually forms an English-using environment suitable to the actual conditions of each educational institution. This is a deliberate approach. important meaning, because making English a second language is a long-term development process, requiring a roadmap, guaranteed conditions and participation of many elements in the school. The draft develops regulations to evaluate the quality of English teaching and learning applicable to 5 groups of educational institutions including: preschool, high school, university, vocational education, and continuing education. Each type of educational institution has a corresponding set of standards and criteria. This design not only creates unity throughout the industry, but also ensures that the assessment of the quality of English teaching and learning is differentiated according to the characteristics, functions and operating conditions of each type of educational institution. Evaluation by level instead of pass or fail The Draft Circular determines implementation results according to 3 levels of achieved development. Level 1 - Starting level: the educational institution has formed the necessary conditions and organized basic activities to deploy English as a second language. Level 2 - Development level: the educational institution has consolidated and expanded the conditions and regularly maintained activities using English in teaching, communication and educational activities. Level 3 - High level of development: the educational institution has synchronously and effectively deployed the conditions events and activities, forming a comprehensive and sustainable environment for using English throughout the unit. The levels are designed according to the principle of inheritance: to reach Level 2, you must reach Level 1; If you want to reach Level 3, you must reach Level 2 and fully meet the requirements of Level 3. The level-based approach helps educational institutions proactively develop implementation plans, progressing to greater levels instead of creating the mentality of following a common standard at the same time. Do not use assessment results to rank schools. The draft stipulates that assessment results cannot be used to rank, compare or create pressure between educational institutions. Instead, the results should not be used to rank schools. Assessing the quality of English teaching and learning is used for educational institutions to determine the current situation; develop a quality improvement plan; Management agencies monitor, synthesize and support; policy planning; Forecast and allocate resources in accordance with the Projects roadmap. The draft does not design assessment activities in the direction of creating an independent administrative process, but requires educational institutions to integrate self-assessment into the units school year mission plan. This approach helps the assessment results to be directly linked to the schools management activities and development plans, instead of becoming a separate set of records only for testing. On the basis of self-assessment results, the educational institution must develop and implement a quality improvement plan; proactively mobilize and allocate resources; Periodically review, update and adjust solutions to maintain and improve the level of achievement. Improvement results are the basis for subsequent self-assessment cycles, forming a continuous cycle. Also according to the draft Circular, data from assessment activities is the basis for management agencies to monitor, synthesize, build databases, guide, support, inspect, monitor, make policies, forecast and allocate resources in accordance with the Project implementation roadmap. At the local level, the Provincial Peoples Committee is responsible for directing implementation, ensuring the necessary conditions in terms of staff, facilities, teaching equipment and budget; At the same time, promulgate mechanisms and policies to support, mobilize legal resources and replicate effective models./.See moreMore than 83,000 teachersIn 11 provinces and cities, completed the English competency survey on the FSEL platform. See moreLaunch National Self-Study English Month for Teachers in 2026. See moreConditions for teaching extra English for elementary school students. See moreFSEL participates in the English competency survey for teachers. See moreDeployment of English Self-Study Month on
