Grasping and realising Resolution 290-NQ/QUTW, dated 7 January 2026, by the Central Military Commission (CMC) on breakthroughs in education and training development in the Vietnam People’s Army (VPA), military academies and schools (hereinafter referred to as military schools) will continue to uphold the spirit of proactiveness and creativity and make every effort to surmount difficulties, successfully fulfil the tasks of the 2026 - 2027 academic year, and contribute to achieving the objectives and targets set out in the Resolution.

In the past academic year, under the close leadership and direction of the CMC, the Ministry of National Defence (MND), and party committees and commands at all levels, military school work achieved many positive results. Training programmes and curricula were adjusted, supplemented, and significantly renewed to suit training objectives, requirements, and target groups, as well as units’ realities. The implementation of the “smart school” model initially produced positive results.

Gen. Nguyen Tan Cuong, Chief of the General Staff of the VPA, Deputy Minister of National Defence addressing the conference to review the 2025 - 2026 academic year

Military schools have continued to make breakthroughs in renewing teaching methods, closely combine education and training with scientific research, and step up the application of scientific and technological advances and digital transformation in training, education, and educational management. The contingent of teachers and educational managers has been basically standardised; the proportion of teachers holding postgraduate degrees and meeting standards for academic titles has increased significantly. There have been positive changes in enrolment, examination, and quality assurance work; the quality of education and training has continuously improved and better met the requirements of VPA building and Fatherland protection.

In the 2026 - 2027 academic year, in addition to advantages, military school work faces a number of difficulties and challenges. The rapid development of science and technology, particularly artificial intelligence (AI), poses urgent issues that need to be addressed. The building of a revolutionary, regular, elite, modern VPA imposes very high requirements on military school work, particularly the quality of human resource training. Against this backdrop, in order to accomplish the tasks of the academic year, military schools should focus on thoroughly grasping and effectively implementing the following key tasks.

First, raising awareness, renewing thinking and action, demonstrating determination to make breakthroughs in education and training development. Military schools should continue to grasp resolutions, directives, projects, and plans issued by the Party Central Committee, CMC, and MND on education and training, particularly the Politburo’s Resolution 71-NQ/TW, dated 22 August 2025, the CMC’s Resolution 290-NQ/QUTW, dated 7 January 2026, on breakthroughs in education and training development in the VPA, and the MND’s Plan 873/KH-BQP, dated 10 February 2026. Based on those documents, they should supplement and complete programmes, plans, and projects for achieving breakthroughs in education and training development in accordance with their functions and assigned tasks as well as the targets and tasks of the 2026 - 2027 academic year. They should link breakthroughs in education and training with breakthroughs in science and technology development, innovation, and national digital transformation under the Politburo’s Resolution 57-NQ/TW, dated 22 December 2024, while executing the Politburo’s Directive 07-CT/TW, dated 13 July 2026, on stepping up the study and practice of Ho Chi Minh’s thought, ethics, methodology, and lifestyle in the new period of development. It is necessary to promote communication and education to bring about strong changes in the awareness, thinking, and action of all-level party committees, commands, teachers, educational managers, and cadets as the basis for raising the quality of education and training.

Second, continuing to strongly renew training curricula and teaching methods towards modernisation. Military schools should adhere to training objectives, learning outcomes, and the motto “the quality of training at schools represents the combat readiness capacity of units” to review, supplement, and complete their training programmes, and ensure that these programmes inherit the unique features of Vietnamese military art, suited to developments in modern military science and art, aiming to comprehensively develop cadets’ qualities, professional capabilities, thinking, leadership, management, and command skills, and adaptability, meeting the requirements of high-tech and modern warfare. Priority should be given to new fields, such as digital transformation, AI, big data, cybersecurity, cyber warfare, electronic warfare, and multi-domain operations, maintaining a firm foundation in political, ideological, moral, legal, and military tradition education. To gain high effectiveness, a reform in training programmes must be placed within the process of digital transformation and modernisation of training organisation. Programme design should be linked with the development of digital learning materials, electronic libraries, multimedia lectures, simulation systems, virtual training grounds, and online learning management platforms.

The MND commends cadets with outstanding achievements in the 2025 - 2026 academic year

Additionally, military schools should continue to conduct research and strongly renew forms and methods of teaching towards promoting learners’ dynamism and creativity. Modern teaching methods, such as project-based learning, case-based teaching, tactical simulation, command and staff exercises, problem-based learning, and blended learning suited to each speciality, should be adopted. Practical activities, internships, exercises, and scientific research should be intensified to develop cadets’ critical thinking, problem-solving capabilities, and ability to apply knowledge to practical work, command, and training. Quality assessment of training programmes should be strengthened; examinations, testing, and assessment of learning outcomes should be renewed towards evaluating learners’ capabilities; due attention should be paid to “teaching, learning, and assessing with substance” and resolutely combating the “merit-driven disease” in education and training.

Third, training and developing a pool of teachers and educational managers with proper structure and increasingly high quality, ensuring continuity, stability, and long-term development. This is one of the breakthroughs and key priorities of military school work in the 2026 - 2027 academic year. To that end, military schools should focus on building and developing a corps of teachers who have firm political zeal, pure moral qualities, high professional expertise, good pedagogical capability, great practical experience, innovative thinking, and strong capacity to master technology, increasing the proportion of teachers holding doctoral degrees and meeting standards for academic titles, and striving to have more top experts, leading scientists, and chief engineers. In particular, amid the rapid development of military science and technology, teachers must not merely master specialised knowledge, but also possess the ability to grasp, research, and translate new advances into their teaching activities. Therefore, military schools should encourage teachers to actively improve their own knowledge and skills and participate in in-depth research activities, particularly in new fields such as military information technology, cyber warfare, AI, and automation, etc.

Agencies, units, and military schools should link the above efforts with a reform in mechanisms for personnel assessment and utilisation. Teacher assessment needs to shift from relying mainly on the number of teaching hours towards a comprehensive evaluation of professional competence, lecture quality, scientific research results, ability to apply technology, and level of contribution to the school development. Educational managers should be assessed on the basis of organisational and operational effectiveness, capacity for innovation, and ability to build a regular, modern educational environment, thereby creating motivation for teachers and educational managers to continuously improve their own qualifications and make greater contributions.

Fourth, building a smart, modern, exemplary system of military schools, promoting digital transformation and the application of AI in education and training. Competent agencies and military schools should adhere to the Smart School Criteria and continue to give advice on developing a smart school framework, as well as formulate plans and road maps for transferring all military school activities to the digital environment in an interconnected and synchronous manner; they should complete digital infrastructure and digital ecosystem, develop big-data infrastructure and shared, interconnected, integrated digital databases, and build shared digital training platforms and digital learning materials connected with the databases of the MND.

Models such as “smart pedagogy”, “smart classrooms”, “digital lecturers”, “digital teachers”, “digital cadets”, “AI-based combat simulation”, AI-based decision-support systems, etc. should be more effectively applied. The process of building smart schools and applying digital transformation and AI in education and training must always be associated with building a secure digital environment and in accordance with regulations on the protection of State secrets, data security, and information system security.

Fifth, mobilising resources for construction and ensuring teaching facilities and equipment towards modernisation, standardisation, and synchronisation. Military schools should invest in upgrading lecture halls, specialised classrooms, laboratories, simulation centres, training grounds, libraries, and centres for education and research. Systems of learning materials, textbooks, and teaching materials should be developed towards standardisation and modernisation to guarantee scientific and practical relevance and meet the requirements of renewing training programmes. The digitalisation of documents should be accelerated; shared learning databases and electronic learning resources should be developed and exploited to enable teachers, educational managers, and cadets to access knowledge conveniently, safely, and effectively. Competent agencies should continue to give advice to the CMC and MND on promulgating mechanisms to encourage military schools to mobilise resources under regulations for upgrading, standardising, and modernising training facilities and equipment.

Along with the above-mentioned tasks and solutions, military schools should continue to review, supplement, and execute plans (regulations and memoranda of understanding) for coordination with units, training institutions, research centres, and enterprises inside and outside the VPA in education and training and scientific research. The organisation of seminars, scientific conferences, international training courses, internships, and exchanges among cadets as well as among teachers and scientists, should be intensified; participation in clubs and networks of universities in specialised sectors and fields should be promoted to enhance exchange and academic development. Long-term, key programmes for cooperation with strategic partners should be developed, with a focus on training high-calibre human resources, key technology sectors, and fields necessary for building a modern VPA, thereby contributing to elevating the position and role of the VPA and the country among international friends and raising the quality of human resources to meet the requirements of VPA building and Fatherland protection in the new era.

Maj. Gen. VU VIET HUNG

Director of the Department of Military Training and Schools of the General Staff