According to the Ministry of Education and Training, the unified use of one set of books helps ensure content intercommunication and limit disruptions in the process of organizing teaching and learning.
The Ministry of Education and Training also affirmed that the sets of books that have been compiled, evaluated and approved before have both pedagogical and practical scientific value.
These sets of books are not removed but are transferred to the role of important supplementary materials and learning materials. Schools and libraries continue to store them for teachers and students to refer to, enriching teaching and learning content.
This is a message that needs to be properly understood and implemented in practice, because expanding to students and teachers to refer to many sets of books determines whether education reform continues or returns to the old path.
The years of implementing many textbooks show that there has been a change in thinking in teaching and learning. Teachers proactively compare and select learning materials to enrich lectures.
From changing the teaching method of teachers, students have access to knowledge from many sources of materials and perspectives, instead of memorizing a template document.
Therefore, the concern of teachers today is the management method when there is only one set of textbooks left. If the inspection and attendance work returns to the type of scrutinizing whether teachers teach correctly for each lesson, enough for each page of textbooks, then it will be far from the spirit of reform and innovation in education.
A set of textbooks is just a tool, if that tool becomes a "framework" for squeezing teacher and student thinking, then the goal of developing students' qualities and abilities will be difficult to achieve.
Teaching like that is stereotypical, one-sidedly imposed, and learning in that way is just parrot learning.
If teachers want to innovate, management thinking must change first. Education management cannot continue to be based on comparing lesson plans with textbooks, but must be based on the required requirements of the program.
Therefore, schools and teachers hope that the Ministry of Education and Training will soon have a document guiding the implementation of teaching with a set of textbooks.
The very important thing is to orient the development of tests, exams, and assessments of students' abilities according to the curriculum, not according to the mechanical content of a set of textbooks.
When exam questions are still open, associated with reality, even if using a set of books, teaching - learning thinking is not constrained.
Modern education does not measure success by how many pages of books students remember, but by the ability to apply knowledge, solve problems and adapt to life.
Teaching is not "reading - copying" textbook content, but organizing students to learn, experience, have critical thinking and creativity.
