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Circular 19/2025/TT-BGDĐT: Student Rewards & Discipline
Circular 19/2025/TT-BGDĐT, issued by the Ministry of Education and Training, establishes a unified framework for student rewards and discipline across various educational institutions in Vietnam. It aims to foster a positive learning environment by recognizing good behavior and academic achievements, while also providing clear, educational, and humane guidelines for addressing student misconduct to promote their overall progress and development.
Key Takeaways
Circular 19/2025/TT-BGDĐT standardizes student rewards and disciplinary actions.
It applies to diverse educational institutions and all related personnel.
Disciplinary measures prioritize education, respect, and student well-being.
Reward principles emphasize transparency, fairness, and timely recognition.
All stakeholders, including families, share responsibility for student development.
What are the general provisions of Circular 19/2025/TT-BGDĐT?
Circular 19/2025/TT-BGDĐT establishes the foundational guidelines for student rewards and discipline, ensuring a consistent approach across Vietnam's educational system. It defines the scope of application, covering all levels from primary to vocational training, and identifies all relevant individuals, including students, teachers, principals, and parents. The circular also clarifies key terms like 'reminder' and 'criticism,' and outlines overarching principles such as educational focus, humanistic treatment, and the importance of coordination among schools, families, and society. These provisions aim to create a supportive and structured environment for student growth and development.
- Scope of Adjustment: Regulates student rewards and disciplinary actions within schools.
- Applicable Subjects: Covers various school types and all involved individuals, from students to principals.
- Definition of Terms: Clarifies disciplinary terms like 'reminder,' 'criticism,' 'apology,' and 'self-assessment report.'
- General Principles: Emphasizes educational, humanistic, and progressive approaches for student development.
- Coordination: Stresses collaboration between schools, families, and society in student management.
How does Circular 19/2025/TT-BGDĐT regulate student rewards?
Circular 19/2025/TT-BGDĐT outlines a comprehensive system for recognizing and encouraging student achievements and positive behaviors. The primary purpose of these rewards is to acknowledge, commend, motivate students for continuous improvement, and promote good examples within the school community. Reward principles are built on transparency, objectivity, accuracy, fairness, and timeliness, ensuring that recognition is well-deserved and impactful. Various forms of commendation are specified, ranging from in-class recognition to formal certificates from the principal, each tailored to the nature and impact of the student's achievement, fostering a culture of positive reinforcement.
- Purpose of Rewards: To acknowledge, commend, motivate students, and promote positive role models.
- Principles of Reward: Ensures transparency, objectivity, accuracy, fairness, and timeliness in recognition.
- Forms of Reward: Includes commendation in class, school-wide commendation, principal's certificates, and letters of commendation.
- Commendation in Class: Teachers decide for good behavior or significant progress, appropriate to the classroom setting.
- Commendation Before the Whole School: For excellent achievements or positive school-wide impact, decided by the principal.
- Principal's Certificate of Merit: Based on academic results, conduct, and achievements, formally organized.
- Letter of Commendation: Issued for outstanding progress or exceptional achievements by relevant authorities.
What are the disciplinary measures for students under Circular 19/2025/TT-BGDĐT?
Circular 19/2025/TT-BGDĐT establishes a structured approach to student discipline, focusing on prevention, intervention, and education rather than punitive measures. The core purpose is to help students recognize their wrongdoings, adjust their behavior, and develop a disciplined lifestyle. Disciplinary principles prioritize respecting students, objectivity, and avoiding prejudice, ensuring measures are appropriate to the student's age, gender, and family circumstances. The circular explicitly prohibits violence, insults, or any actions causing physical or mental harm. It categorizes violations by severity and specifies different disciplinary actions for primary and non-primary students, emphasizing educational support and remediation.
- Purpose of Discipline: To prevent, stop, and handle violations, educating students to adjust behavior.
- Principles of Discipline: Emphasizes respect, objectivity, and appropriateness, prohibiting harmful practices.
- Violations: Includes breaches of Education Law, school rules, and competent authority regulations.
- Severity of Violations: Categorized into three levels based on impact (self, group/class, whole school).
- Disciplinary Measures: Ranges from reminders and apologies for primary students to self-assessment reports for non-primary students.
- Applying Discipline to Primary Students: Reminders for Level 1 violations, apologies for repeat Level 1 or higher.
- Applying Discipline to Non-Primary Students: Reminders, criticism, and self-assessment reports based on violation severity and repetition.
- Support Activities for Remediation: Includes counseling, monitoring, life skills education, and social work.
- Disciplinary Authority: Principals, homeroom teachers, and other assigned staff hold disciplinary power.
Who is responsible for implementing Circular 19/2025/TT-BGDĐT?
The effective implementation of Circular 19/2025/TT-BGDĐT relies on the collective responsibility and coordinated efforts of various stakeholders within and outside the school environment. Schools are tasked with establishing specific reward regulations and monitoring their democratic execution. The principal plays a pivotal role, responsible for disseminating the circular, making final decisions on rewards and discipline, and coordinating with external forces. Homeroom teachers are crucial for direct implementation, proposing actions, and collaborating with families. All teachers, staff, and student organizations must adhere to the regulations, while students are expected to comply. Families are vital partners, supporting student development and confirming self-assessment reports when necessary.
- School Responsibilities: Establish reward regulations, define reward levels, and monitor democratic implementation.
- Principal Responsibilities: Propagate regulations, make reward/discipline decisions, and coordinate external forces.
- Homeroom Teacher Responsibilities: Implement regulations, propose rewards/discipline, coordinate with families, and support student progress.
- Teachers, Staff, Organizations: Strictly adhere to regulations and collaborate with homeroom teachers.
- Student Responsibilities: Comply with all reward and disciplinary regulations.
- Family Responsibilities: Coordinate with schools in student management, support training, and confirm self-assessment reports.
Frequently Asked Questions
What is the main objective of Circular 19/2025/TT-BGDĐT?
The main objective is to establish a consistent framework for student rewards and discipline, promoting positive behavior and academic achievement while ensuring educational, humane, and progressive approaches to address misconduct across all educational levels.
What are the key principles guiding student discipline under this circular?
Discipline must be educational, humanistic, and focused on student progress. It must respect students, be objective, avoid prejudice, and be appropriate to their individual circumstances. It strictly prohibits violence or any harm to dignity.
How are primary school students disciplined differently from other students?
Primary students face milder disciplinary actions like reminders or requests for apologies. Non-primary students may also receive criticism or be required to write a self-assessment report, with family confirmation for serious violations.
