Circular No. 12/2023/TT-BLDTBXH stipulates the training program according to occupational standards for vocational education professionals.

CIRCULAR

Regulations on the training program according to occupational standards for vocational education professionals

professional in the vocational education sector

^{_____________________________}

Pursuant to the Vocational Education Law dated November 27, 2014;

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

Pursuant to Decree No. 115/2020/NĐ-CP dated September 25, 2020 of the Government on recruitment, employment, and management of civil servants;

Pursuant to Decree No. 101/2017/NĐ-CP dated September 1, 2017 of the Government on training and upgrading cadres, civil servants, and public officials; and Decree No. 89/2021/NĐ-CP dated October 18, 2021 of the Government amending and supplementing certain articles of Decree No. 101/2017/NĐ-CP dated September 1, 2017 of the Government on training and upgrading cadres, civil servants, and public officials;

Based on Decree No. 62/2022/NĐ-CP dated September 12, 2022 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Labor, Invalids, and Social Affairs;

Based on the proposal of the Director General of the General Department of Vocational Education;

The Minister of Labor, Invalids and Social Affairs issues this Circular regulating the training program according to occupational standards for vocational education professionals.

Article 1. Attached to this Circular is the Training Program according to Occupational Standards for Vocational Education Professionals.

Article 2. Investment projects related to the provisions at Amendment 1:2025 QCVN 07:2023/BXD issued accompanying this Circular that have been approved before this Circular takes effect shall continue to be implemented according to the regulations at the time of approval; the investment decision maker has the right to choose to apply Amendment 1:2025 QCVN 07:2023/BXD issued accompanying this Circular.

Educational and research institutions that have been assigned the task of organizing and implementing the training program according to occupational standards for vocational education professionals shall continue to organize and implement the Program regulated in this Circular upon approval by the competent authority.

Article 3. Effectiveness

This Circular takes effect from December 15, 2023.

Article 4. Responsibility for Implementation

1. The Minister, Heads of Ministries equivalent to ministries, Heads of government agencies, Leaders of central organizations of political and social affairs with educational and research institutions; Chairmen of provincial People's Committees under the Central Government; Directors of the General Department of Vocational Education; Heads of educational and research institutions, Heads of relevant agencies and units are responsible for enforcing this Circular.

2. During implementation, if any content is found to be inconsistent with reality, please report to the Ministry of Labor, Invalids and Social Affairs (through the General Department of Vocational Education) for timely adjustment, supplementation, and amendment.

TRAINING PROGRAM

IN ACCORDANCE WITH THE OCCUPATIONAL TITLES STANDARDS

ACCORDING TO OCCUPATIONAL STANDARDS FOR VOCATIONAL EDUCATION PROFESSIONALS

(Issued together with Circular No. 12/2023/TT-BLDTBXH dated October 31, 2023)

of the Minister of Labor, Invalids and Social Affairs)

 

I. OBJECTS OF TRAINING

Teaching staff working in public vocational education institutions and vocational education and general education centers who have the ability to assume or are currently working in positions consistent with the responsibilities and tasks of the occupational standards for vocational education professionals (hereinafter referred to collectively as students).

II. TRAINING OBJECTIVES

1. General objectives

Equip students with knowledge, skills, and methods to perform tasks in the professional activities of teaching staff in public vocational education institutions and vocational education and general education centers, aiming to meet the occupational standards for vocational education professionals.

2. Specific objectives

Upon completion of the training program according to occupational standards for vocational education professionals, students will:

a) Recognize the role and mission of vocational education in building and developing the country;

b) Present general knowledge about the field of vocational education, policies, strategies, and development plans for vocational education, and management of vocational education institutions;

c) Apply general knowledge about the field of vocational education to practical professional activities of teachers in vocational education institutions and vocational education and general education centers;

d) Present professional knowledge and skills of vocational education teachers regarding the development of teaching staff in vocational education, curriculum development, organization of the training process, digital transformation, and open vocational education models, ensuring quality, and creating a cultural environment in vocational education institutions and vocational education and general education centers;

e) Apply professional knowledge and skills to build and develop vocational education institutions and vocational education and general education centers;

f) Apply and update specialized knowledge and skills to perform tasks in accordance with the occupational standards for vocational education teachers;

g) Actively, creatively manage, govern, and develop vocational education in accordance with state regulations and fulfill their duties and tasks in line with the occupational standards for vocational education teachers.

III. TRAINING PERIOD, PROGRAM STRUCTURE, AND LIST OF TOPICS

1. Duration of the training program:

a) Total duration is 6 weeks x 5 days/week x 8 hours/day = 240 hours; including: Theory: 96 hours; practice, exercises, discussions: 132 hours; examination: 12 hours;

b) One hour of theoretical instruction is 45 minutes. One hour of practical/integrated/discussion session is 60 minutes. One hour of examination is 60 minutes.

2. The training program consists of 11 topics, structured into 3 parts:

Part I: General Knowledge about the Vocational Education Sector (consisting of 03 mandatory topics).

Part II: Professional Knowledge and Skills of Vocational Education Teachers (consisting of 06 mandatory topics and 02 optional topics).

Part III: Practical Understanding and Writing Reflections.

3. List of Topics and Time Allocation:

IV. DETAILED PROGRAM

PART I

General Knowledge about the Vocational Education Sector

Time: 36 hours

(Theory: 22 hours; Practice, Lab, Debate: 10 hours; Examination: 4 hours).

1. Objectives

After completing the general knowledge about the vocational education sector, the learner will be able to:

- Present some general issues regarding state management in the vocational education sector; policy line, strategy, and policies for developing vocational education, management of vocational education institutions;

- Effectively apply this knowledge to manage and develop vocational education at their workplace;

- Actively and proactively manage and develop vocational education according to state regulations.

2. Content

Topic 1

Some General Issues on State Management in the Vocational Education Sector

Time: 12 hours

Objective: After completing the topic, the learner will be able to:

- Present some general issues regarding state management in the vocational education sector;

- Effectively apply general knowledge about state management in the vocational education sector at their current workplace;

- Proactively and creatively manage vocational education institutions according to legal provisions, fitting practical situations and contexts.

Content:

1. State Management of Vocational Education

1.1. Concept of State Management of Vocational Education

1.2. Characteristics of State Management of Vocational Education

1.3. Basic Content of State Management of Vocational Education

1.3.1. Developing and Issuing Strategies, Planning, Policies on Vocational Education

1.3.2. Issuing Legal Normative Documents on Vocational Education

1.3.3. Organizing the State Management Machinery for Vocational Education

1.3.4. State Management of Specialized Personnel in Vocational Education

1.3.5. Mobilizing and Managing Resources to Develop Vocational Education

1.3.6. Inspection, Supervision, Handling Complaints and Prosecutions, and Punishing Violations in State Management of Vocational Education

2. Reforming State Management of Vocational Education in the Context of Industrialization, Modernization, and International Integration

2.1. State Management of Vocational Education towards Decentralization, Granting More Autonomy and Higher Social Responsibility to Vocational Education Institutions

2.2. Comprehensive Reform of State Management of Vocational Education in the New Phase.

Topic 2

Policy Line, Strategy, and Policies for Developing Education and Vocational Education

Time: 10 hours

Objective: After completing the topic, the learner will be able to:

- Present the context and basic content of the policy line, strategy, and policies for developing education and vocational education;

- Advise and participate in building development strategies for vocational education institutions and centers for vocational and continuing education at their workplace, suitable with current realities and the development context of vocational education;

- Implement the policy line, strategy, and policies of the Party and State in developing education and vocational education.

Content:

1. Trends in the Development of Education and Vocational Education in the Context of Globalization

1.1. The Context of Globalization, Knowledge Economy, Digital Transformation, and International Integration

1.2. Trends in the Development of Education and Vocational Education in the Region and World

2. Policy Line for Developing Education and Vocational Education in Vietnam

3. Strategy for Developing Vocational Education from 2021 to 2030, Vision to 2045

3.1. Objectives of the Strategy

3.2. Basic Content of the Strategy

3.3. Strategic Solutions

4. Policies for Developing Vocational Education

4.1. Developing the Vocational Education System

4.2. Investment in Vocational Education

4.3. Improving Training Quality

4.4. Guiding Secondary School and High School Graduates into Vocational Education

4.5. Synchronized Investment in Training Human Resources in Key National Industries and Fields Approaching Advanced Levels in the Region and Internationally

4.6. Implementing Tendering and Ordering Training Mechanisms

4.7. Supporting Beneficiaries of Preferential Policies in Vocational Education

4.8. Creating Conditions for Vocational Education Institutions to Conduct Research, Apply Science and Technology, Combine Training with Scientific Research and Production, Business, and Services to Enhance Training Quality.

Topic 3

Management of Vocational Education Institutions

Time: 10 hours

Objective: After completing the topic, the learner will be able to:

- Present knowledge on managing vocational education institutions and autonomy in vocational education;

- Effectively apply knowledge on management to practical situations at vocational education institutions;

- Demonstrating innovation and creativity in the management of vocational education institutions in accordance with their functions and tasks.

Content:

1. Overview of the management of vocational education institutions

1.1. Concept of the management of vocational education institutions

1.2. Characteristics of the management of vocational education institutions

1.3. Differences between management and governance of vocational education institutions

2. Models of governance of vocational education institutions worldwide

3. Content of the governance of vocational education institutions

3.1. Developing strategic plans for the development of vocational education institutions

3.2. Delegation, authorization, inspection, and supervision within vocational education institutions

3.3. Innovating teaching activities and student education

3.4. Motivating lecturers, teachers, and students to meet reform requirements

3.5. Mobilizing resources for the development of vocational education institutions

3.6. Creating a safe and healthy educational environment

3.7. Measuring and evaluating the effectiveness of vocational education institution activities

4. Autonomy and social responsibility of vocational education institutions

4.1. Autonomy of vocational education institutions

4.2. Social responsibility of vocational education institutions

5. Reforming the governance of vocational education institutions in Vietnam in response to industrialization, modernization, and international integration

5.1. Requirements of industrialization, modernization, and international integration for vocational education in Vietnam

5.2. Current status of the governance of vocational education institutions in Vietnam

5.3. Solutions for reforming the governance of vocational education institutions in Vietnam

3. Conditions for Implementing Part I

a) Specialized classrooms: Adequate lighting, space for discussion activities, group work, and presentations;

b) Equipment: Projectors, computers;

c) Teaching materials, tools, and supplies: A0 and A4 paper, highlighters, colored cards, magnetic boards, flip charts, pins, magnets.

4. Content and Methods of Evaluation for Part I

4.1. Content

- State management of vocational education;

- Strategic policies for the development of vocational education;

- Governance of vocational education institutions.

4.2. Evaluation methods: Assessing students' abilities through written tests or oral examinations.

5. Guidance for Implementing Part I

5.1. Scope of Application of the Topics: In Part I, topics 1, 2, and 3 are mandatory for training individuals to meet the standards for the profession of vocational education staff.

5.2. Guidance on Teaching and Learning Methods

a) For teachers participating in teaching:

- Designing discussion activities, case study guidance, experience-based learning, project-based learning, group teaching, blended learning, flipped classroom, LMS, team-based learning, experiential learning;

- Preparing materials and distributing them to students before each class so that they can review and research the lesson content beforehand.

b) For students: Completing assignments, researching provided materials or internet data, discussing, exchanging, critiquing, exploring, solving situational problems, studying cases.

5.3. Key Points to Note

- Development strategy for vocational education;

- State management of vocational education;

- Governance of vocational education institutions.

PART II

Vocational knowledge and skills of vocational education teachers

Time: 168 hours

(Theory: 70 hours; Practical exercises, discussions: 90 hours; Examinations: 8 hours).

1. Objectives

After completing the vocational knowledge and skills section, the learner will be able to:

- Present issues related to: Developing a qualified teaching staff for vocational education reform; developing training programs; organizing the training process; digital transformation and open vocational education models; ensuring quality; building a cultural environment; cooperation between vocational education institutions and businesses; scientific research, technology transfer, and international cooperation; advising and supporting learners; managing classes; green initiatives in vocational education;

- Effectively apply these concepts to develop a qualified teaching staff; develop training programs; organize the training process; digital transformation and open vocational education models; ensure quality; build a cultural environment; cooperation between vocational education institutions and businesses; scientific research, technology transfer, and international cooperation; advise and support learners; manage classes; implement green initiatives in vocational education institutions;

- Act proactively, positively, and creatively in fulfilling responsibilities according to the professional standards of vocational education staff.

2. Content

Topic 4

Developing the Teaching Staff to Meet the Requirements of Reforming Vocational Education

Duration: 18 hours

Objective: After completing the topic, the learner will be able to:

- Present basic requirements and contents regarding the development of vocational education teaching staff;

- Apply knowledge to develop teaching staff at the vocational education institution where they work;

- Act proactively and creatively in fulfilling the mission and responsibilities of vocational education teachers to meet the requirements of vocational education reform.

Content:

1. Vocational Education Teacher

1.1. Concept of Vocational Education Teacher

1.2. Functions and Tasks of Vocational Education Teachers

1.3. Requirements for the Vocational Education Teaching Staff

1.3.1. Moral Qualities Requirements

1.3.2. Competency Requirements

2. Current Status of the Vocational Education Teaching Staff

2.1. Quantity Status

2.2. Quality Status

2.3. Structural Status

3. Developing Specific Competencies of Vocational Education Teachers

3.1. Developing Vocational Training Programs to Meet Business Needs

3.2. Teaching and Educating Students in Vocational Training

3.3. Applied Scientific Research and Technology Transfer

3.4. Career Counseling and Supporting Students in Vocational Training

3.5. Collaboration with Relevant Parties in Vocational Training

3.6. Self-Development Competency

3.7. Digital Competency for Vocational Education Teachers

3.8. Providing Training, Research, and Community Development Services

4. Role and Responsibility of Vocational Education Institutions in Developing the Vocational Education Teaching Staff of the Unit

5. The role and responsibilities of state management agencies in building and developing the vocational education teacher workforce.

Chapter 5

Developing training programs in vocational education institutions

Duration: 20 hours

Objective: After completing the chapter, the learner will be able to:

- Present the basic contents on developing training programs in vocational education institutions;

- Apply knowledge to develop training programs at the vocational education institution where they work, in accordance with the target group, practical training needs, and business requirements;

- Demonstrate creativity in advising and implementing the development of training programs for specific industries/fields.

Content:

1. Definition of training programs and program development

2. Approaches to developing training programs

2.1. Goal-oriented approach

2.2. Content-oriented approach

2.3. Development-oriented approach

2.4. Competency-oriented approach based on applied professions

3. Program development process in vocational education institutions

3.1. Analyzing the context and assessing needs

3.2. Determining training objectives and required graduation standards

3.3. Determining the structure and volume of necessary knowledge to meet graduation standards

3.4. Creating a matrix comparing graduation standards of the training program with course modules

3.5. Comparing with similar training programs at the same level and field that have been accredited domestically and internationally

3.6. Drafting course outlines

3.7. Organizing seminars to gather opinions from relevant parties on the training program

3.8. Finalizing the draft training program

3.9. Reviewing the program

3.10. Implementing the program

3.11. Evaluating and updating the training program regularly

4. The role of vocational education teachers in developing training programs

4.1. Analyzing the context, surveying, and evaluating social needs

4.2. Collaborating with teams of experts to establish graduation standards and courses that meet the program's graduation standards

4.3. Designing course outlines

4.4. Collaborating with relevant parties in organizing the implementation of the training program

4.5. Participating in evaluating the training program

4.6. Reporting on the actual development of the training program

Chapter 6

Organizing the Training Process in Vocational Education

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Present the basic contents on organizing training in vocational education; forms and methods of organizing training in vocational education and linking training organizations in vocational education;

- Apply basic knowledge on organizing the training process in vocational education to organize and manage the training process at vocational education institutions;

- Actively and creatively organize the training process at vocational education institutions.

Content:

1. Legal basis for training in vocational education

2. Overview of organizing training in vocational education

2.1. Concept of organizing training

2.2. Characteristics of organizing training in vocational education

2.3. Basic elements of organizing training in vocational education

2.3.1. Admissions

2.3.2. Class organization

2.3.3. Training plans, schedules

2.3.4. Organization of theoretical and practical teaching at vocational education institutions

2.3.5. Evaluation of training outcomes and course assessment

3. Forms and methods of organizing training in vocational education

3.1. Forms of organizing training in vocational education

3.1.1. Regular training

3.1.2. Training while working

3.1.3. Distance learning and guided self-study

3.2. Methods of organizing training in vocational education

3.2.1. Credit-based training

3.2.2. Module-based training

3.2.3. Annual system training

4. Linking training organizations in vocational education

4.1. Legal basis for linking training

4.2. Contents of linked training

4.2. Forms of linked training

4.2.1. Linked cooperative training

4.2.2. Linked classroom placement training

Chapter 7

Digital transformation in vocational education and developing open education models

Duration: 22 hours

- Present the concept, fields, benefits, technologies, challenges, and trends of digital transformation in vocational education; the concept of open education and the importance of open vocational education;

Objective: After completing the topic, the learner will be able to:

- Propose solutions to develop open education models at training institutions based on the framework of open vocational education and a digital transformation action plan suitable for the actual conditions of the institution;

- Utilize online open courses and open educational resources in training activities;

- Support and actively promote digital transformation in vocational education and the development of open vocational education models.

1. Digital transformation in vocational education

Content:

1.1. Concept of digital transformation and digital transformation in vocational education

1.2. Role and significance of digital transformation in vocational education

1.3. Challenges in the digital transformation process of vocational education

1.4. Approaches and models of digital transformation in vocational education institutions

1.5. Contents of digital transformation in vocational education

1.6. Digital competence framework for learners and vocational education teachers

1.6.1. Digital competence framework for learners

1.6.2. Digital competence framework for vocational education teachers

2. Open vocational education model

2.1. Concept of open education and open vocational education

2.2. Significance and importance of open vocational education

2.3. Policies for developing open education in Vietnam

2.4. Developing open education models in vocational education institutions

2.4.1. Massive Open Online Courses (MOOCs)

2.4.2. Open Educational Resources (OERs)

Chapter 8

- Present the concept, importance, and contents of quality assurance in vocational education; standards in quality assurance systems in vocational education; principles and procedures for establishing a quality assurance system at vocational education institutions;

Ensuring Quality in Vocational Education

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Effectively apply quality assurance at the vocational education institution where they work;

- Proactively and positively implement quality assurance tasks at vocational education institutions.

1. General issues on quality assurance in vocational education

Content:

1. General issues regarding the assurance of quality in vocational education

1.1. Basic Concepts: Quality and vocational education quality, quality control, quality assurance, quality management

1.2. The Importance of Vocational Education Quality Assurance

1.3. Contents of Vocational Education Quality Assurance

1.4. Approaches to Vocational Education Quality Assurance

2. Models of Quality Assurance in Education

2.1. Accreditation

2.2. Quality Assessment

2.3. Quality Audit

3. Quality Assurance Activities of Vocational Education Institutions

3.1. Internal Quality Assurance

3.1.1. Self-Assessment

3.1.2. Development of Quality Assurance Tools

3.1.3. Building a Quality Assurance Network

3.1.4. Collecting Feedback from Stakeholders

3.2. External Quality Assurance

3.2.1. Accreditation of Vocational Education Institutions and Training Programs

3.2.2. State Management Agency Supervision over Vocational Education

3.3. Domestic and International Benchmarking

3.3.1. Standard Benchmarking

3.3.2. Benchmarking with Other Units

4. Establishing an Internal Quality Assurance Model at Vocational Education Institutions.

Chapter 9

Building a Cultural Environment in Vocational Education Institutions

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Able to present the components, necessity, principles, procedures for building, and management measures for cultural environment in vocational education institutions;

- Propose measures to build a cultural environment in the vocational education institution where they work;

- Proactively and positively contribute to building a cultural environment in vocational education institutions.

Content:

1. Cultural Environment in Vocational Education Institutions

1.1. Culture

1.2. Cultural Environment

1.3. Components of the Cultural Environment in Vocational Education Institutions

1.4. Culture in Relation to Developing the Brand of Vocational Education Institutions

2. Building a Cultural Environment in Vocational Education Institutions

2.1. The Necessity of Building a Cultural Environment in Vocational Education Institutions

2.2. Principles for Building a Cultural Environment in Vocational Education Institutions

2.3. Procedures for Building a Cultural Environment in Vocational Education Institutions

2.4. Measures for Building a Cultural Environment in Vocational Education Institutions

3. Content of Building a Cultural Environment in Vocational Education Institutions

3.1. Constructing Physical Facilities and Landscape Environment

3.2. Creating a School Psychological Atmosphere

3.3. Identifying the Value System of Vocational Education Institutions

3.4. Establishing and Implementing a Code of Conduct in Vocational Education Institutions.

Chapter 10

Cooperation between Vocational Education Institutions and Enterprises

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Able to present the nature, content, forms, and factors influencing cooperation between vocational education institutions and enterprises;

- Develop cooperative relationships between vocational education institutions and enterprises;

- Proactively and positively engage in cooperation between vocational education institutions and enterprises.

Content:

1. Overview of Cooperation Between Vocational Education Institutions and Enterprises

1.1. Concept

1.2. Benefits of Cooperation Between Vocational Education Institutions and Enterprises

1.3. Principles of Cooperation Between Vocational Education Institutions and Enterprises

1.4. Models of Cooperation Between Vocational Education Institutions and Enterprises

2. Content of Cooperation Between Vocational Education Institutions and Enterprises

2.1. Cooperation in Training

2.2. Cooperation in Scientific Research and Technology Transfer

2.3. Cooperation in Community Service Activities

3. Forms of Cooperation Between Vocational Education Institutions and Enterprises

4. Factors Influencing Cooperation Between Vocational Education Institutions and Enterprises

4.1. Promoting Factors

4.2. Obstructive Factors

5. Cooperation Between Vocational Education Institutions and Enterprises in Some Countries and Lessons Learned for Vietnam.

Chapter 11

Vocational Education Teachers with Research, Technology Transfer, and International Cooperation Tasks

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Present common bases for science, scientific research, technology transfer, and international cooperation in vocational education; procedures for implementing vocational education research projects;

- Effectively implement scientific research, technology transfer, and international cooperation projects in vocational education;

- Proactively and positively engage in scientific research, technology transfer, and international cooperation in vocational education.

Content:

1. Vocational Education Scientific Research

1.1. Overview of Scientific Research

1.1.1. Concepts of Science, Scientific Research, Invention, and Patent.

1.1.2. Classification of Scientific Research

1.1.3. Characteristics of Scientific Research

1.2. Applied Scientific Research Process

1.2.1. Determining the Topic and Drafting the Research Outline

1.2.1.1. Determining the Research Topic

1.2.1.2. Drafting the Research Outline

1.2.2. Selecting Research Design

1.2.3. Measurement and Data Collection

1.2.4. Data Analysis

1.2.5. Research Report

1.2.6. Defending Research Results

1.2.6.1. Criteria for Evaluating Research Works

1.2.6.2. Methods for Assessing Research Outcomes

1.2.7. Publishing Research Results

2. Technology Transfer in the Field of Vocational Education

2.1. Concept of Technology Transfer

2.2. Objects of Technology Transfer

2.2.1. Technical Secrets, Technological Secrets

2.2.2. Plans, Processes, Solutions, Parameters, Drawings, Schematics, Formulas, Computer Software, Information Data

2.2.3. Rationalization of Production, Technological Innovation

2.2.4. Machinery, Equipment

2.3. Modes of Technology Transfer

2.3.1. Transfer of Documentation on Technology

2.3.2. Training the Recipient to Master the Technology within the Agreed Period

2.3.3. Dispatching Technical Consultants to Assist the Recipient in Applying and Operating the Technology to Achieve Quality Product Standards and Timelines as Agreed

2.3.4. Transfer of Machinery and Equipment

2.3.5. Other Modes of Technology Transfer as Agreed by Both Parties

2.4. Forms of Technology Transfer

2.5. Rights to Transfer Technology

2.6. Role of Vocational Education Teachers in Technology Transfer

3. International Cooperation in the Field of Vocational Education

3.1. Objectives of International Cooperation in Vocational Education

3.2. Content of International Cooperation in Vocational Education

3.3. Forms of International Cooperation in Vocational Education

3.4. Role of Vocational Education Teachers in International Cooperation.

Chapter 12

Managing Research, Technology Transfer, and International Cooperation at Vocational Education Institutions

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Presenting general issues related to vocational education scientific research, technology transfer, and international cooperation in vocational education; the content of managing scientific and technological activities at vocational education institutions;

- Effectively applying to manage scientific research activities, technology transfer, and international cooperation at vocational education institutions; proposing measures to promote scientific research and technology transfer activities at the workplace;

- Proactively and positively organizing and managing scientific research and technology transfer activities;

Content:

1. Management of Scientific Research in Vocational Education Institutions

1.1. Regulations on Scientific Research in Vocational Education Institutions

1.2. Content of Managing Scientific Research in Vocational Education Institutions

1.3. Forms of Managing Scientific Research in Vocational Education Institutions

1.4. Measures for Developing Scientific Research in Vocational Education Institutions

2. Management of Technology Transfer in Vocational Education Institutions

2.1. Regulations on Managing Technology Transfer

2.2. List of Technologies, Management of Technology Transfer Activities

2.2.1. Encouraged Technology Transfer List, Restricted Technology Transfer List, and Prohibited Technology Transfer List

2.2.2. Price and Payment Methods for Technology Transfer

2.2.3. Registration for Technology Transfer

2.2.4. Authority to Issue Technology Transfer Registration Certificate

2.2.5. Refund of Support and Incentive Payments

2.3. Forms of Managing Technology Transfer in Vocational Education Institutions

2.4. Measures to Support and Promote Technology Transfer Activities in Vocational Education Institutions

3. Management of International Cooperation in Vocational Education Institutions

3.1. Legal Basis for International Cooperation in Vocational Education

3.2. Forms of International Cooperation in Vocational Education

3.2.1. Training Linkages

3.2.2. Establishing Representative Offices of Foreign Vocational Education Institutions in Vietnam

3.2.3. Scientific Research Collaboration, Technology Transfer, and Organizing Scientific Conferences and Seminars

3.2.4. Training, Exchange of Teachers, Educational Managers, and Students

3.2.5. Information Exchange to Serve Training Activities; Supply of Training Programs; Exchange of Publications, Materials, and Training Outcomes

3.2.6. Participation in Regional and International Educational Organizations and Professional Associations

3.2.7. Establishing Representative Offices of Vietnamese Vocational Education Institutions Abroad

3.3. Training Linkages with Foreign Countries in International Cooperation Activities

3.4. Policy for Developing International Cooperation in Vocational Education

3.5. Responsibilities of Agencies and Organizations in International Cooperation on Vocational Education

3.5.1. State Management Responsibilities for Vocational Education

3.5.2. Responsibilities of Vocational Education Institutions in International Cooperation Activities

Chapter 13

Counseling and Supporting Students in Vocational Education Institutions

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Presenting the nature, content, form, method, and organizational procedures for counseling and supporting students;

- Effectively implementing counseling and support for students with different contents at vocational education institutions;

- Proactively and positively counseling and supporting students at vocational education institutions;

Content:

1. Definitions

1.1. Counseling

1.2. Support

1.3. Counseling and Supporting Students

2. Content of Counseling and Supporting Students

2.1. Counseling and Supporting in Learning

2.2. Counseling and Supporting in Scientific Research

2.3. Counseling and Supporting in Group Activities, Extracurricular Activities, and Social Activities

2.4. Counseling and Supporting in Communication and Behavior

2.5. Career and Employment Counseling

2.6. Entrepreneurship Support

2.7. Counseling and Supporting on School Psychology

3. Forms and Methods of Counseling and Supporting Students

3.1. Forms of Counseling and Supporting Students

3.2. Methods of Counseling and Supporting Students

4. Organizational Procedures for Counseling and Supporting Students

Chapter 14

Classroom Management

Duration: 20 hours

Objective: After completing the topic, the learner will be able to:

- Presenting basic contents about classroom management in vocational education;

- Effectively applying contents, measures, and techniques to manage classrooms at vocational education institutions;

- Flexibly and creatively managing classroom activities at vocational education institutions;

Content:

1. General Issues on Classroom Management in Vocational Education

1.1. Classrooms, Classroom Management

1.2. Subjects Managing Classrooms

1.3. Tasks and Roles of Lecturers/Teachers in Classroom Management

2. Characteristics of Students/Students in Vocational Education Institutions

2.1. Psychological Characteristics of Age Groups of Students/Students in Vocational Education Institutions

2.2. Characteristics of Activities and Living Environment

2. Contents of Classroom Management in Vocational Education

2.1. Managing Student Groups

2.2. Managing Students' Learning Activities

2.3. Managing Students' Learning Environment

2.4. Managing Coordination Among Forces Supporting Students

3. Effective Classroom Management Measures

3.1. Establishing Classroom Rules

3.2. Designing and Applying Teaching Methods to Facilitate Students

3.3. Effectively Using Classroom Management Techniques

Chapter 15

Greening Vocational Education

Duration: 20 hours

Objective: After completing the chapter, the learner will be able to:

- Analyzing concepts, roles, characteristics, requirements, and measures for greenifying vocational education; measures for greenifying vocational education;

- Effectively implementing measures to greenify vocational education;

- Proactively promoting and actively participating in greenifying vocational education;

Content:

1. Basic Issues on Approaching Greenification of Vocational Education

1.1. Concept of Greenifying Vocational Education

1.2. Role of Vocational Education in Training Human Resources to Promote a Green Economy

1.3. Characteristics and Requirements of Green Vocational Training Institutions

1.4. Benefits and Challenges of Greenifying Vocational Education

1.5. National Strategy for Green Growth

2. Implementing Greenification of Vocational Education

2.1. Building Safe, Green, Clean, and Smart Schools and Vocational Education Institutions

2.2. Developing Green Training Programs

2.2.1. Integrating Green Requirements into Existing Vocational Training Programs

2.2.2. Developing New Green Vocational Training Programs

2.2.3. Supplementing Green Elements into Occupational Profiles

2.3. Teaching and Learning to Promote Green Knowledge and Skills in Occupations

2.3.1. Incorporating Green Skills into Occupations

2.3.2. Determining and training specific green skills for each occupation

2.3.3. Diversifying methods to provide knowledge and green skills in vocational training

2.4. Promoting green research

2.5. Building a green culture in educational institutions

2.6. Managing and operating towards greening vocational education

2.7. Developing the capacity of vocational education teachers towards greening vocational education.

3. Conditions for Implementing Part II

a) Specialized classrooms: Adequate lighting, space for discussion activities, group work, and presentations;

b) Equipment and machinery: Computers, projectors;

c) Learning materials, tools, and materials: Programs, teaching materials, and PowerPoint presentations; A0, A4 paper, highlighters, colored cards, magnetic boards, flip charts, pinboards, magnets.

4. Content and Methods of Evaluation for Part II

4.1. Content

- Solutions for developing the teaching staff in vocational education to meet the requirements of educational reform;

- The process of developing training programs; the role of teachers in the development of training programs in vocational education institutions;

- Regulations on organizing the training process in vocational education;

- Issues related to digital transformation in vocational education and the development of open education models;

- The system of internal quality assurance in vocational education institutions to meet practical requirements;

- Measures for building a cultural environment in vocational education institutions;

- Strategies for developing cooperative relationships between vocational education institutions and businesses;

- Regulations on organization, management, and implementation of scientific research, technology transfer, and international cooperation at vocational education institutions;

- Counseling and supporting learners in their study activities and career development;

- Class management in vocational education;

- Measures to implement greening in vocational education.

4.2. Evaluation methods: Assessing students' abilities through written tests or oral examinations.

5. Guidance for Implementing Part II

5.1. Scope of Application of the Topics: In Part II, Special Topics 4, 5, 6, 7, 8, and 9 are mandatory topics, while Special Topics 10, 11, 12, 13, 14, and 15 are optional topics (selecting two out of six special topics) to train learners to meet the standards for the title of vocational education specialist.

5.2. Guidance on Teaching and Learning Methods

a) For teachers participating in teaching:

- Designing discussion activities, case study guidance, experiential learning, project-based learning, group teaching, blended learning models (Blended Learning), flipped classroom (Flipped Classroom), and Learning Management Systems (LMS);

- Preparing materials and distributing them to students before each lecture so that students can review and study the lesson content.

b) For students: Completing assignments, researching provided materials or internet data sources, discussing, exchanging opinions, critiquing, engaging in project-based learning, and group learning.

5.3. Key Points to Note

- Developing the teaching staff in vocational education to meet the requirements of educational reform in the current stage;

- The role of vocational education teachers in developing training programs;

- Organizing the training process in vocational education;

- Digital transformation in vocational education and the development of open education models;

- The process of establishing a quality assurance system in vocational education institutions;

- Building a cultural environment in vocational education institutions;

- Regulations on organization, management, and implementation of scientific research, technology transfer, and international cooperation in vocational education institutions.

PART III

Practical Understanding and Writing Reflections

Time: 36 hours

(Theory: 04 hours; Practical exercises, discussions: 32 hours; Examination: 0)

1. Guidance for Practical Understanding and Practical Understanding

Duration: 20 hours

1.1. Purpose

- To understand, observe, and exchange experiences in improving the quality of the teaching staff in vocational education to meet modern societal demands; managing vocational education institutions in an international context; organizing the training process in vocational education; ensuring the quality of vocational education; developing training programs; building a cultural environment through practical experience at specific vocational education institutions.

- To understand and exchange experiences in two of the following areas: managing scientific research and technology transfer activities at vocational education institutions; developing cooperative relationships with businesses; counseling and supporting students; greening vocational education. Based on this, to connect theoretical knowledge and skills with practical vocational education.

1.2. Requirements

Training and research institutions must organize practical understanding sessions for students.

a) Vocational education institutions receiving students for practical understanding report experiences in the following areas: Improving the quality of the teaching staff in vocational education to meet modern societal demands; managing vocational education institutions in an international context; organizing the training process in vocational education; ensuring the quality of vocational education; developing training programs; building a cultural environment; managing scientific research and technology transfer activities at vocational education institutions; developing cooperative relationships with businesses; counseling and supporting students; greening vocational education;

b) Students listen, observe, record information to fill in the observation form; exchange and share experiences with vocational education institutions; compile information, documents, etc., to write a reflection paper.

1.3. Guidance for Organizing Implementation

a) Preparation work:

- Training and research institutions implementing the training task contact vocational education institutions with experience in vocational education activities and business cooperation to organize practical understanding sessions for students;

- Teachers participating in lectures build an observation form, guide students to use the observation form, and prepare questions or issues to clarify during the practical understanding session. This is implemented at the training and research institution implementing the training task. Time required: 02 hours;

b) Practical understanding at the vocational education institution receiving students for practical understanding. Time required: 18 hours.

2. Guidance for Writing Reflections and Writing Reflections

Time: 16 hours

2.1. Purpose

- To summarize the knowledge and skills acquired by students from the training program according to the standards for the title of vocational education specialist.

- Evaluate the academic results achieved by the learner through training; the ability to apply knowledge and skills acquired to the practical work of the teaching profession for vocational education teachers and lecturers.

2.2. Requirements

a) Regarding content:

- The learning outcome report must be related to the job responsibilities of vocational education teachers and lecturers, stating the knowledge and skills gained from the training course, analyzing current tasks, and proposing applications after participating in the training course and experiential activities at vocational education institutions;

- The learning outcome report should propose solutions to real-life situations.

b) Regarding format:

- Must meet the requirements of a learning outcome report;

- Length not exceeding 25 pages A4 (excluding cover page, references, and appendices), using Times New Roman font size 14, with 1.5 line spacing;

- Writing style: Must include analysis and evaluation, with clear evidence for any claims made.

2.3. Guidance on Implementation

- Teachers involved in delivering the training course guide learners in writing the learning outcome report. Duration: 02 hours;

- Learners write and complete the learning outcome report according to the requirements and submit it to the training institution. Duration: 14 hours.

V. GUIDANCE ON IMPLEMENTATION OF THE PROGRAM

1. Compilation of Training Materials

a) Based on the training program issued together with this Circular, training and research institutions assigned the training task organize the compilation or selection of training materials for teaching according to regulations. Training materials must be reviewed by the training and research institutions before issuance;

b) Compiled materials must ensure scientific accuracy, linking theory with practice; topics must be structured in an open format to facilitate regular updates by training and research institutions and teachers with new content from legal documents, scientific progress, specific regulations of Ministries, sectors, localities, and practical experiences, ensuring maximum relevance and utility so that learners can immediately apply their knowledge after completing the course;

c) Diversify the formats of training materials to facilitate learners' access during the learning process and self-training: printed materials, electronic versions, slides, videos.

2. Requirements for Training Content

The training program includes nine mandatory topics and two optional topics (selecting two out of six). Based on the target audience, practical training needs, and requirements, training and research institutions assigned the training task select appropriate topics and publicly announce them to learners before implementing the training course.

3. Requirements for Training Format

a) Training and research institutions assigned the training task may choose suitable formats based on the context: face-to-face, online, or a combination of both. Training formats must be clearly stated in the enrollment announcement and publicly disclosed on the website of the training and research institutions assigned the training task;

b) Training and research institutions implementing the training task may conduct training in a combined online and face-to-face format if they have a student management system (LMS - Learning Management System) and a learning content management system (LCMS - Learning Content Management System); have digital learning materials, e-learning courses to ensure the quality of online teaching; have communication infrastructure meeting training requirements; have computer systems and recording devices to monitor and store images and test papers during exams. They must also establish online training and development regulations, clearly defining the implementation of class organization, teaching, testing, assessment, and assuming responsibility for ensuring the quality of online training programs.

4. Requirements for Training Methods

a) The training program has many contents closely linking theory with practice. Therefore, teaching and learning activities must ensure the integration of theory and practice; knowledge, experience, and practical skills; enhance exchanges, discussions, research, and analysis of real-life situations;

b) Apply active teaching methods, diversifying teaching formats to support learners in acquiring the maximum necessary knowledge and skills to apply in their professions as vocational education teachers and lecturers.

5. Issuance of Training Certificates

Training and research institutions assigned the training task implement printing, issuing, and managing training certificates for learners who complete the course, ensuring quality and compliance with current regulations./.