Decision No. 1251-QD on the issuance of the Regulation on part-time cultural supplementary schools in rural areas

Pursuant to …;

of the Minister of Education Decision No. 1251/QD
dated December 3, 1973 promulgating the
"Regulation on Rural Part-time Cultural Supplement Schools"

THE MINISTER OF EDUCATION AND TRAINING

- Based on Decree No. 19-CP dated January 23, 1966 and Decree No. 6-CP dated January 7, 1971 of the Council of Ministers stipulating the tasks, powers, and organizational structure of the Ministry of Education;

||| - Based on Directive No. 110-CP dated July 13, 1968 of the Council of Ministers stipulating the direction, tasks for developing supplementary education and strengthening leadership over supplementary educational work;

- Considering the new requirements for establishing management, teaching, and learning routines in rural part-time cultural supplement schools;

||| - At the proposal of the Director of the Supplementary Education Department,

Pursuant to …;

Article 1. Issuing the "Regulation on Rural Part-time Cultural Supplement Schools" (attached to this Decision).

Article 2. The Heads of the Office, the Directors of the Department of Cultural Supplement, the Department of Organization and Cadres, the Department of Planning and Finance of the Ministry of Education, the Directors of Departments of Education and the Heads of Educational Offices are responsible for implementing this decision.

REGULATIONS

Rural Part-time Cultural Supplement School
(Issued together with Decision No. 1251-QD dated December 3, 1973
of the Ministry of Education)

To meet the learning needs of cadres, youth, and cooperative members in rural areas under the new circumstances, ensuring that the cultural supplement movement in rural areas develops firmly, steadily, systematically, and improves the quality of teaching and learning, enhancing the effectiveness of schools in production and daily life, the Ministry of Education issues regulations on rural part-time cultural supplement schools to replace previous temporary regulations.

PART I
OBJECTIVES AND TARGET GROUPS OF THE SCHOOL

Article 1. The purpose of rural part-time cultural supplement schools is to gradually improve the cultural level of cadres, youth, and working people; to serve as a basis for effective political and scientific-technical studies to directly support work, production, and combat.

Article 2. The target group of rural part-time cultural supplement schools includes cadres, party members, league members, youth, agricultural cooperative members, handicraft cooperative members, and former secondary school students who have returned to participate in production and wish to study.

The school must particularly focus on organizing studies for Party and government leaders at all levels, young cadres, female cadres, youth, and young active workers and league members.

Chapter II

CURRICULUM

Article 3. All rural part-time cultural supplement schools teach according to the curriculum and textbooks for cultural supplements prescribed by the Ministry of Education and may not arbitrarily change them. For younger students requiring training, they follow a systematic curriculum; for cadres, party members, and cooperative members over 40 years old who find it difficult to absorb culture and science, they follow a supplementary curriculum.

To promptly serve political, production, combat tasks, and local living conditions, each locality may supplement necessary subjects according to the program's provisions. Supplementary subjects must be approved by the Department of Education.

Chapter III

ORGANIZATION OF SCHOOLS AND STUDY REGIMES

Article 4. Rural part-time cultural supplement schools are organized at the commune level and managed by the Commune People's Administrative Committee. The establishment of schools requires permission from the County People's Administrative Committee and recognition decisions for primary and secondary schools; permission and establishment decisions from the Provincial People's Administrative Committee for high schools. The County Department of Education and the Department of Education assist the committee in reviewing and guiding the organization and professional activities according to the regulations.

The school must be built up in all aspects of ideological politics, organization, personnel, material infrastructure, etc., by the Party Committee, the Commune People's Administrative Committee, the Communist Youth Union, and other organizations within the commune, similar to other sectors.

For rural part-time high schools serving several nearby communes, each commune with students attending has the responsibility to contribute to building material infrastructure, organizing classes, and recommending students. The commune where the school is located bears the responsibility to support the school in all aspects.

Article 5. Standards for recognizing a rural part-time cultural supplement school include:

a) Having four or more classes, each with at least ten regular students of appropriate level.

b) Having sufficient teachers meeting the qualifications specified in Article 11 of these regulations, including a competent leadership board.

c) Having adequate classrooms with minimum conditions such as desks and chairs for both students and teachers, blackboards, lighting, etc.

d) Having relatively sufficient textbooks and other equipment to support teaching and learning.

e) Having necessary registers: each class must have a roll call book, a record book, a class activity book, and student transcripts; the school must have a registration book, a resolution book, a school council activity book, an experience summary book, a property and equipment record book, etc. These registers must be carefully maintained, recorded fully and clearly according to the prescribed content by the Ministry and regularly inspected by the school leadership and class teachers.

f) Teaching must strictly follow the curriculum and textbooks prescribed by the Ministry of Education for that type of school.

Schools recognized according to the authority in Article 6 all have their own seals according to the current model and procedures.

Article 6. Names and study systems of schools:

a) A school with primary classes and one secondary class is called a primary-level rural part-time cultural supplement school.

b) A school with primary classes and two or more secondary classes is called a primary and secondary-level rural part-time cultural supplement school.

c) A school with primary, secondary, and two or more tertiary classes is called a three-level rural part-time cultural supplement school. Depending on the needs of different stages, these schools organize separate classes for key cadres, youth working and studying simultaneously, and three-guarantee classes, etc.

All these schools operate on a part-time system, combining work and study, and organize classes based on the specific needs of different groups, conditions, and permitted time, following a two-day, three-day, or five-six day per week schedule to ensure completion of one class in at least one year.

Chapter IV
ORGANIZATION, MANAGEMENT, INSPECTION, AND REPORTING

Article 7. Each rural part-time cultural supplement school must have a school administration board consisting of three members: a principal, a vice-principal, and a member.

The management board of the primary and secondary level self-study cultural supplementary schools at commune level shall be proposed by the commune administrative committee and the Education Office, reviewed and recognized by the county administrative committee. The management board of the three-level self-study cultural supplementary school shall be proposed by the county administrative committee, reviewed and recognized by the provincial administrative committee.

The management board, as well as other organizations within the school mentioned in Articles 9 and 10, must remain stable throughout the academic year. To change members of the Management Board requires the consent of the recognizing authority.

The main tasks of the management board are:

a) Developing and directing the implementation of the annual development plan of the school;

b) Organizing and managing classes, directing all aspects of school activities, implementing the school regulations;

c) Directing the establishment and implementation of teaching and learning routines to ensure quality requirements are met firmly;

d) Building and managing facilities and equipment effectively for teaching and learning purposes;

đ) Assisting the commune administrative committee in properly implementing policies and systems for teachers and students' study conditions;

e) The management board must hold at least one formal meeting per month to review the teaching situation of teachers, the learning situation of students, the implementation of programs, and other activities of the school in the past month, and discuss work for the upcoming month.

g) The management board must regularly organize inspections of teaching and learning to grasp the situation at each period and propose specific policies and measures to promote the "Two Goods" competition and build advanced schools.

After the opening ceremony, at the end of the first semester, and at the end of the academic year, the management board must report the overall situation of the school to the Party Committee, the commune administrative committee, and the county Education Office. In addition, if there are any urgent situations or higher authorities request reports on certain issues of the school, the management board must promptly report to the responsible agency and seek advice for resolution.

Article 8. Tasks of the Principal, Deputy Principal, and Council Members:

a) The Principal (appointed by the local administrative committee) is responsible for general oversight and directly oversees the following main tasks:

- Leading political ideology in the school, leading teaching and learning competitions among teachers and students, directing the implementation of ideological education requirements in the curriculum;

- Understanding the overall situation of the school to propose to the Party Committee and the commune administrative committee or the supplementary education leadership commune the issues that need to be resolved such as building the teacher team, constructing facilities and equipment for the school, ensuring study conditions for students, and proposing key measures to bring school activities into routine;

- Maintaining close relations with various sectors, mass organizations, cooperatives, reminding and urging these sectors and cooperatives to fulfill their responsibilities in mobilizing and managing students and contributing to building the school;

- Directly urging the study of cadres;

- Leading to ensure teaching follows the school's educational goals, content, and methods.

b) The Deputy Principal (usually a specialized teacher, where there is no specialized teacher, a capable teacher is appointed) is responsible for professional management, serving as the acting principal when the principal is absent. Specifically:

- Directing the implementation of the program, teaching plan, and professional systems such as examinations, testing students' cultural levels, etc.;

- Organizing teacher training to improve cultural, technical, and professional levels. Chairing professional meetings of teachers;

- Teaching some hours directly according to the regulations of the Ministry of Education and assigned by the management board or higher education authorities;

- Council Member (a supplementary culture staff or secretary of the Ho Chi Minh Communist Youth Union) is responsible for finance and facilities. Specifically:

- Organizing the construction and management of school facilities and equipment including school premises, desks and chairs, teaching aids, bookcases, laboratory and technical practice facilities, etc.;

- Collecting tuition fees from students and paying remuneration to teachers, keeping the school fund.

Article 9. Teachers' Council:

The Teachers' Council includes all those involved in teaching at the school, chaired by the Principal and a capable teacher as Secretary of the Council.

The main tasks of the Teachers' Council are: collectively discussing school matters such as class assignments, formulating measures to implement the program, plan, and teaching methods suitable for student groups; improving teaching and learning quality (visiting classes, attending classes, exchanging experiences, helping each other in lesson preparation, classroom delivery, experiment and practice preparation, etc., helping students with study methods); summarizing and concluding experiences about school activities to ensure consistency among teachers, promoting their initiative and creativity. The Teachers' Council meets once a month.

Article 10. Other organizations within the school.

- If the school has multiple levels or multiple classes in each learning form, each level or learning form forms a unit. Each unit has a unit leader and a deputy leader. Unit leaders and deputies are responsible for managing all aspects of unit activities, implementing the decisions of the management board, and promptly reporting the situation of the unit to the management board.

- Each class has a class teacher. Class teachers are responsible before the management board for all activities of the class they oversee, coordinating with other teachers to harmonize teaching and learning activities in the class to improve the learning quality of all students in the class.

- Primary school teachers shall form a single subject group. Secondary and high school teachers shall be divided into two groups: natural sciences and social sciences. Each group shall have a group leader. If a group has ten or more members, it shall also have an assistant group leader. The group leaders and assistant group leaders shall be responsible for leading the teachers to implement teaching plans effectively, distill teaching experience, help each other improve professional skills to enhance teaching efficiency, and ensure that the group meets at least once a month.

- The secretary of the teaching staff council, block leaders, assistant block leaders, class advisors, group leaders, and assistant group leaders shall be appointed by the school principal.

- Schools that need to establish additional administrative units to assist the school management with professional matters and coordinate teaching activities in classes... shall be headed by the vice-principal and include the following members: the council secretary, and the subject group leaders.

Chapter V
TEACHERS

Article 11. Teachers instructing supplementary cultural education programs in rural areas on a part-time basis shall meet the following general standards:

a) They must have a higher educational level than their students by one grade: primary school teachers must have completed secondary education or supplementary cultural education and received at least three months of pedagogical training; secondary school teachers must have completed high school or supplementary cultural education and received at least six months of pedagogical training; and high school teachers must have graduated from a teacher college or another university. AT In places where there are difficulties and insufficient teachers according to the above standards, primary and secondary school teachers must have a higher educational level than their students by two grades. Full-time teachers must meet the educational and pedagogical standards specified above for secondary school teachers; or pass the secondary pedagogical examination; in mountainous regions, these requirements may be lower.

Specifically, teachers instructing science and technology subjects in secondary or tertiary supplementary cultural education should strive to employ individuals who have graduated from technical colleges or higher in relevant fields.

b) They must understand basic principles and methods of teaching and know how to apply them to adult education.

c) They must have a sense of responsibility and a high revolutionary spirit, be beloved and trusted by the masses.

d) For part-time specialized teachers and general education teachers participating in supplementary cultural education, conditions must be ensured to allow continuous teaching throughout the academic year; in difficult circumstances, continuous teaching for at least one semester should be guaranteed.

Article 12. Before the start of the academic year, the commune administration committee must review and arrange the teaching staff according to the standards set forth in Article 11, prepare a list to be submitted to the district education office for approval; for high school teachers, the provincial education department shall approve. During the academic year, if changes to the teaching staff are necessary, they must also be approved by the relevant approving authority.

Article 13. All teachers assigned to teach specific subjects must fully implement all stages of the teaching process (preparation, instruction, grading, making teaching aids, tutoring), participate fully in professional meetings (including regular subject group meetings and school council meetings), and maintain teaching records (textbooks, lesson plans, teaching schedules, teaching aids, necessary notebooks). Specifically, each teacher must:

- Study and thoroughly understand the curriculum and textbooks of their own class or subject and those related classes or subjects;

- Prepare a teaching schedule;

- Write lesson plans and conduct classes, organize practical experiments, and make teaching aids;

- Monitor and guide students' home study;

- Grade assignments, conduct assessments, assign grades, and evaluate student performance;

- Regularly reflect on their teaching experiences and learn from other teachers.

Full-time teachers, in addition to delivering quality lessons assigned to them, must also play a core role in their field and assist the principal in advising the party committee and local government on directing the development of supplementary cultural education in the area.

Article 14. Regulations and policies for teachers.

a) Full-time teachers:

Full-time teachers of supplementary cultural education in rural areas must dedicate all their working time to this task. Management authorities must create conditions for them to fulfill their duties under all circumstances, without requiring them to perform tasks outside those stipulated by the Ministry of Education and those listed in Article 13 and other provisions regarding professional work within the school as outlined in this regulation.

Specific regulations and policies for full-time teachers must be implemented according to the provisions of the Ministry of Education.

b) Part-time teachers: These are individuals who engage in both production or work and supplementary cultural education in rural areas. Regulations and policies for this category of teachers shall be implemented according to the joint circular of the Ministry of Education and the Central Committee of Agriculture.

c) Other types of cadres and teachers participating in supplementary cultural education:

Depending on the budget of each locality (province, district, commune), and the situation and capacity of the school management and other teachers (general education teachers, technical staff... participating in supplementary cultural education), each place needs to study and develop appropriate incentive policies (money, points, gifts...) to create favorable conditions for them to work well.

Chapter VI
STUDENTS

Article 15. Students must always recognize the main purpose of supplementary cultural education as improving their cultural level to boost production, improve technology, and improve management in rural areas. Students must voluntarily view attending supplementary cultural education not only as a right but also as a duty to the country, especially cadres, party members, and young members. Therefore, students must strive to overcome difficulties to attend classes regularly, complete the entire curriculum, follow the school's study plan and rules strictly, pay tuition fees on time, and actively participate in building the school in all aspects.

Tuition fees shall be paid by students according to the regulations of the Joint Circular of the Ministry of Education and the Central Committee of Agriculture.

Article 16. Students wishing to enroll in any class must submit all necessary documents, certifying their previous classes or courses completed. In cases deemed necessary, the school may organize cultural level tests and place students in appropriate classes according to their abilities.

Article 17. Each student must have a record book, which must be filled annually with comprehensive results and achievements from academic and practical scientific and technical activities, along with general comments from the head teacher.

Chapter VII
CLASS PROMOTION AND GRADUATION EXAMINATION

Article 18. To ensure that students achieve good study results and progress steadily, the school must organize class promotion examinations and graduation examinations strictly and promptly in accordance with the regulations of the Ministry of Education.

Prior to examinations or tests, the school must develop plans to assist students in reviewing and systematizing knowledge from various subjects.

Article 19. Conditions for Class Promotion and Graduation Examination:

1. Class Promotion.

a) Must complete the basic curriculum of all subjects and perform relatively well on monthly exams;

b) The absence rate cannot exceed 1/5 of the total class time. If a student's absence exceeds 1/5 of the actual class time, the school must develop a plan to help the student review the missed curriculum;

c) Students who have achieved an average grade or higher in all final year assessments will be promoted directly. Students who have failed any subject must retake it. If they fail to achieve an average grade in any of the three subjects: Literature, Mathematics, or Agricultural Technology upon retaking, they will not be promoted.

2. Graduation Examination.

The graduation examination shall be conducted in accordance with the supplementary education graduation examination regulations issued by the Ministry of Education.

Chapter VIII
AWARDS - DISCIPLINE

Article 20. Rural self-study supplementary education schools need to actively promote the "Two Goods" movement (good teaching, good learning) throughout the school, striving to build the school into a "Model Supplementary Education School" as per the standards set by the Ministry of Education. Schools that implement these regulations effectively will be appropriately rewarded.

Teachers and students who excel in teaching and learning and make significant contributions to building the school will be considered for commendation awards according to the general regulations of the sector and recommended by the school for rewards from higher authorities or recognized during mid-term and annual reviews of the entire school.

Article 21. Any school that fails to comply with this regulation will be criticized, reprimanded, or have its recognition revoked depending on the severity of the violation. The decision to revoke recognition will be made by the administrative committee that established the school.

Teachers and students who violate school rules, damaging the school's reputation or causing property damage, will face criticism, warnings, expulsion, or appropriate compensation. Expulsion decisions will be made by the Department of Education after obtaining approval from the administrative committee that established the school.

Chapter IX
FINANCE AND INFRASTRUCTURE

Article 22. The funding for rural self-study supplementary education schools mainly comes from monthly or seasonal tuition fees paid by students. In addition to tuition fees, there are subsidies from the cooperative public welfare fund (as per Directive 110/CP dated July 13, 1968, of the Council of Ministers and Circular 186-TTg dated July 2, 1971, of the Prime Minister) or income from labor production, experimental activities, and village budgets.

Article 23. The funds listed in Article 22 can only be used for the following purposes:

a) Remuneration for various types of staff and teachers as stipulated in Article 14;

b) Purchasing teaching materials such as textbooks, reference books, school records, teaching aids, office supplies, teacher training, and other expenses related to professional competitions, teacher training, examinations, publications, etc.;

c) End-of-term and end-of-year performance bonuses.

Article 24. Revenue and expenditure must be recorded on receipts and financial ledgers in accordance with financial principles. Financial plans must be approved by the school management board. Strict cash management principles must be followed. At the end of each term and academic year, the finance officer must publicly report revenue and expenditure to the school council, report to the village administrative committee, and the county education department, and simultaneously post the financial statements for the entire school to see.

It is necessary to maintain a balance between revenue and expenditure each academic year. If tuition fees are fully collected but still insufficient, it should be proposed to allocate from the cooperative public welfare fund. If expenditures under Article 23 are less than the budget, the surplus must be reserved for the next academic year and must not be used arbitrarily, such as for celebrations or teacher/student benefits. When the school is dissolved, all financial assets must be handed over to the State. The village administrative committee is responsible for auditing the school's revenue and expenditure.

Article 25. The physical infrastructure of rural self-study supplementary education schools needs to be carefully constructed and managed. If conditions permit, efforts should be made to establish independent facilities, especially classrooms for staff (school premises, desks, chairs, teaching aids, experimental areas for livestock breeding and crop cultivation, etc.). There must be detailed records of all school assets, regular inventory checks, and appropriate measures taken for asset depreciation or loss. These measures are defined in Decree No. 49-CP dated April 9, 1968, of the Council of Ministers, Circular No. 128-TT/LB dated July 24, 1968, of the Ministry of Finance - Labor - Trade Union, and the supplementary document No. 148/KHTV dated June 7, 1968, of the Ministry of Education.

Chapter X
IMPLEMENTATION

Article 26. This regulation takes effect from the date of issuance. Previous regulations inconsistent with this regulation are null and void.