Circular No. 02/2020/TT-BGDĐT stipulates the standards for evaluating the quality of teacher training programs at the college and secondary level in Vietnam, including ten specific standards from Standard 1 to Standard 10.

CIRCULAR

Regulations on Standards for Evaluating the Quality of Teacher Training Programs at College and Secondary Vocational Levels

level of college of education and secondary college of education

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Pursuant to the Education Law dated June 14, 2005; the Law Amending and Supplementing Certain Provisions of the Education Law dated November 25, 2009;

Based on Decree No. 15/2019/NĐ-CP dated February 1, 2019 of the Government detailing certain provisions and implementation measures of the Vocational Education Law;

Pursuant to Decree No. 69/2017/NĐ-CP dated May 25, 2017 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 31/2011/NĐ-CP dated May 11, 2011 of the Government amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law; Decree No. 07/2013/NĐ-CP dated January 9, 2013 of the Government amending Point b Clause 13 Article 1 of Decree No. 31/2011/NĐ-CP dated May 11, 2011 amending and supplementing certain provisions of Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;

At the proposal of the Director of the Quality Management Department;

The Minister of Education and Training issues this Circular on Standards for Evaluating the Quality of Teacher Training Programs at College and Secondary Vocational Levels.

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation and Applicability

1. This Circular stipulates standards for evaluating the quality of teacher training programs at college and secondary vocational levels.

2. This Circular applies to secondary vocational schools, college-level vocational schools, and educational institutions assigned by the Ministry of Education and Training to train at the secondary vocational level and college level in teacher education fields (hereinafter referred to collectively as schools) that implement teacher training programs at the college and secondary vocational levels (hereinafter referred to as training programs) and related organizations and individuals.

Article 2. Interpretation of Terms

In this Circular, certain terms are understood as follows:

1. Training Program includes: objectives; knowledge, skills, autonomy, and personal responsibility that students need to achieve upon graduation; training content, methods, and activities; physical facilities and equipment conditions; organizational structure, functions, tasks, and academic activities of the school authorized to implement the training program.

2. Teaching program of a specific training program at a particular level includes: general objectives, specific objectives, and output standards for each field of study and course; training content, assessment methods, and duration for each field of study and course.

3. Quality of a training program is the fulfillment of general objectives, specific objectives, and output standards of primary school teachers, lower secondary school teachers, and kindergarten teachers (collectively referred to as teachers), meeting the requirements set forth in the Education Law, the Vocational Education Law, and the National Qualifications Framework of Vietnam, and aligning with local, sectoral, and societal needs for teachers.

4. Standards for Evaluating the Quality of Training Programs are the levels of requirements regarding content and conditions that the training program must meet to be recognized as meeting quality education standards. The name of each specific standard reflects one or more important aspects to be evaluated for the training program.

5. Evaluation criterion is the level of requirement and condition needed to be achieved in a specific aspect of each standard.

6. Benchmarking is the process of comparing a training program against a set of quality evaluation standards or another selected training program.

7. Evaluation of the Quality of Training Programs involves collecting, processing information, and making judgments based on evaluation criteria concerning all activities related to the training program within the school, including: objectives and output standards; program descriptions; teaching and learning curriculum structure and content; teaching and learning approaches; admissions and student support; assessment of student learning outcomes; management staff, lecturers, teachers, and personnel; physical facilities and equipment; quality assurance and enhancement; output results.

Article 3. Purpose of issuing quality assessment standards for training programs

1. Schools use these standards to self-evaluate all activities related to the training program to continuously improve the quality of teacher training and explain to relevant authorities and society about the current quality status of each specific training program.

2. Educational quality accreditation organizations use these standards to externally evaluate and recognize or not recognize the achievement of quality education standards for training programs.

3. Other organizations and individuals have grounds to assess, evaluate, and participate in social feedback on the teacher training programs of schools they are interested in.

Article 4. Evaluation Scale

1. The criteria for evaluating the quality of training programs are assessed on a scale of seven levels, including:

a) Level 1: Completely does not meet the requirements of the criterion, immediate corrective measures must be taken;

b) Level 2: Does not meet the requirements of the criterion, corrective measures need to be implemented;

c) Level 3: Does not fully meet the requirements of the criterion but only minor improvements are needed to meet the requirements;

d) Level 4: Meets the requirements of the criterion;

đ) Level 5: Exceeds the requirements of the criterion;

e) Level 6: Significantly exceeds the requirements of the criterion;

g) Level 7: Excellently meets the requirements of the criterion.

2. Criteria evaluated from level 1 to level 3 are considered not meeting the requirements, while those from level 4 to level 7 are considered meeting the requirements.

Chapter II

QUALITY EVALUATION STANDARD

TRAINING PROGRAM

Article 5. Standard 1: Objectives and Output Standards

1. The objectives of the training program are clearly defined, consistent with the mission and goals of the institution, in accordance with the vocational education objectives stipulated in the Vocational Education Law, and suitable for local realities.

2. The output standards of the training program are clearly defined, reflecting the program's objectives, meeting the requirements of the National Qualification Framework of Vietnam, and aligning with the occupational standards for teachers.

3. The output standards of the training program reflect the requirements of relevant parties, demands for educational reform in Vietnam; they are regularly reviewed, adjusted, and publicly announced.

Article 6. Standard 2: Training Program Description

1. The training program description contains comprehensive and updated information.

2. Course outlines or course modules contain comprehensive and updated information.

3. The training program description and course outlines or course modules are publicly announced to facilitate easy access by relevant parties.

Article 7. Standard 3: Structure and Content of the Teaching Program

1. The teaching program is designed based on the output standards.

2. Each course or module within the teaching program has a clear contribution towards achieving the output standards.

3. The teaching program has a logical structure, sequential order, up-to-date content, and integrative nature.

Article 8. Standard 4: Approach in Teaching and Learning

1. Educational objectives are clearly stated and communicated to relevant parties.

2. Teaching and learning activities are designed appropriately to achieve the output standards.

3. Teaching and learning activities promote the formation and development of essential qualities and capabilities of educators for learners, enhancing their lifelong learning abilities.

Article 9. Standard 5: Admissions and Student Support

1. Admission policies are clearly defined, publicly announced, and updated.

2. Information about majors, training programs, teaching programs, course outlines or modules, and implementation organization is clearly described, fully detailed, and easily accessible.

3. Priority admission policies and study support measures are applied for eligible students.

4. Tuition fee exemptions and scholarship and social assistance policies for teacher trainees are implemented according to regulations.

5. Study counseling activities, extracurricular activities, competitive activities, and other support services are provided to improve learning and employment opportunities for students.

6. A psychological, social, and pedagogical environment facilitates training, research, and personal comfort for students.

Article 10. Standard 6: Assessment of Students' Learning Outcomes

1. The assessment of students' learning outcomes is designed to match the level of achievement of the output standards.

2. Regulations regarding the assessment of students' learning outcomes (including timing, methods, criteria, weighting, feedback mechanisms, and related content) are clear and publicly announced to students.

3. Assessment methods are diverse, ensuring validity, reliability, and fairness.

4. Assessment results are systematically stored and promptly communicated to students to improve their learning.

5. Students have easy access to grievance procedures concerning learning outcomes assessments.

Article 11. Standard 7: Management staff, lecturers, teachers, and staff

1. The management staff must have moral integrity, meet the requirements for professional qualifications, and effectively perform their management tasks.

2. The lecturers and teachers must have moral integrity, meet the quantity and professional structure requirements.

3. The lecturers and teachers must have professional qualifications and vocational skills that meet the standards as prescribed; possess professional competence and pedagogical skills to meet the training and scientific research requirements of the training program; and effectively perform their training tasks.

4. Lecturers and teachers are evaluated for their capabilities and supported to complete their assigned tasks.

5. The staff must have moral integrity, meet the requirements for professional qualifications and vocational skills, and effectively perform their assigned tasks; they are evaluated for their capabilities and periodically trained in professional and vocational skills.

6. The recruitment, appointment, and utilization processes for management staff, lecturers, teachers, and staff must comply with regulations, be transparent, and be conducted openly.

Article 12. Standard 8: Infrastructure and Equipment

1. Functional rooms, classrooms, offices, laboratories, and practical rooms must meet the requirements of the training program.

2. Libraries and learning materials must be appropriate and updated to support training activities.

3. Educational equipment, teaching aids, and information technology infrastructure, including online learning infrastructure, must be suitable and updated to effectively serve teaching and learning activities, meeting the requirements of the training program.

4. Environmental, health, and safety standards must be established and implemented with consideration for the specific needs of persons with disabilities.

Article 13. Standard 9: Ensuring and Improving Quality

1. There must be appropriate policies to effectively implement quality assurance activities for the training program.

2. Kindergartens and primary-secondary schools where students undergo pedagogical internships and practical training must be recognized as having met national standards or passed educational quality assessments.

3. Pedagogical internships and practical training activities must be summarized, evaluated, and regularly reviewed and improved.

4. Teaching and learning processes, as well as the assessment of student learning outcomes, must be regularly reviewed and evaluated to ensure compatibility and alignment with the exit criteria.

5. The quality of support services and facilities at libraries, laboratories, information technology systems, and other support services must be assessed and improved.

6. A system for collecting feedback from stakeholders must be established. Feedback and stakeholder needs must be used as a basis for designing and developing the training program.

7. The design and development of the training program must be established, reviewed, evaluated, and improved.

Article 14. Standard 10: Exit Outcomes

1. The dropout rate and graduation rate are established, monitored, and compared to improve quality.

2. The employment rate after graduation must be established, monitored, and benchmarked to improve quality.

3. The level of satisfaction of stakeholders is established, monitored, and compared to improve quality.

Chapter III

IMPLEMENTATION

Article 15. Responsibilities of the Quality Management Agency

The Quality Management Agency must provide detailed guidance on the use of evaluation standards, self-assessment guidelines, and external assessment to ensure consistent implementation by schools and educational quality assessment organizations.

Article 16. Responsibilities of schools training teachers at college and secondary teacher education levels

1. Based on specific circumstances, the school shall proactively develop plans to build training programs that meet educational quality standards for each period and implement measures to effectively carry out the proposed plan. The self-assessment, registration for external assessment, and related contents concerning the accreditation of training program quality shall be carried out in accordance with the current regulations of the Minister of Education and Training regarding the procedures and cycles for accrediting training program quality.

2. For each specific training program, the school may choose to assess according to the standards issued in this Circular or according to the standards of reputable foreign organizations for educational quality assessment and accreditation recognized by the Ministry of Education and Training.

Article 17. Responsibilities of educational quality accreditation organizations

Educational quality accreditation organizations shall base their evaluation and recognition of school training programs meeting educational quality standards on the current regulations of the Minister of Education and Training regarding the procedures and cycles for accrediting training program quality, pursuant to this Circular.

Article 18. Effective Date

1. Effective date

a) This Circular takes effect from March 23, 2020;

b) This Circular replaces Decision No. 72/2007/QD-BGDĐT dated November 30, 2007 of the Minister of Education and Training promulgating the Standards for Assessing the Quality of Primary Education Training Programs at College Level.

2. Transitional Provisions

Schools currently implementing self-assessment of training programs according to Decision No. 72/2007/QD-BGDĐT dated November 30, 2007 of the Minister of Education and Training promulgating the Standards for Assessing the Quality of Primary Education Training Programs at College Level shall continue to follow the current regulations for educational quality accreditation procedures during the transitional period until July 1, 2020. In this regard, self-assessment and registration for external assessment with educational quality accreditation organizations shall only be implemented until the date this Circular takes effect.

3. The Director of the Office, the Director of the Quality Management Department, the Heads of relevant units under the Ministry of Education and Training; the Chairpersons of People's Committees of provinces and centrally governed cities; the Directors of Departments of Education and Training; the Heads of schools implementing teacher training programs at college and secondary teacher education levels; the Directors of educational quality accreditation organizations and other related organizations and individuals are responsible for enforcing this Circular./.