Circular No. 15/2026/TT-BGDĐT promulgating the Regulations for Primary School, Secondary School, High School, and Multi-level School

CIRCULAR

ISSUING REGULATIONS FOR PRIMARY SCHOOLS, BASIC SECONDARY SCHOOLS, COMPREHENSIVE HIGH SCHOOLS AND MULTI-LEVEL SCHOOLS

BASED ON EDUCATION LAW NO. 43/2019/QH14 AND THE AMENDMENT AND SUPPLEMENT TO SOME ARTICLES OF THE EDUCATION LAW NO. 123/2025/QH15;

BASED ON TEACHERS' LAW NO. 73/2025/QH15;

BASED ON DECREE NO. 37/2025/NĐ-CP OF THE GOVERNMENT DATING FEBRUARY 26, 2025, REGULATING THE FUNCTION, MISSION, POWERS AND ORGANIZATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION AND TRAINING;

IN ACCORDANCE WITH THE PROPOSAL OF THE DIRECTOR OF THE BASIC EDUCATION DIVISION;

THE MINISTER OF EDUCATION AND TRAINING ISSUES THIS CIRCULAR TO ISSUE REGULATIONS FOR PRIMARY SCHOOLS, BASIC SECONDARY SCHOOLS, COMPREHENSIVE HIGH SCHOOLS AND MULTI-LEVEL SCHOOLS.

ARTICLE 1. ACCOMPANYING THIS CIRCULAR ARE THE REGULATIONS FOR PRIMARY SCHOOLS, BASIC SECONDARY SCHOOLS, COMPREHENSIVE HIGH SCHOOLS AND MULTI-LEVEL SCHOOLS.

ARTICLE 2. THIS CIRCULAR BECOMES EFFECTIVE AS OF MAY 10, 2026.

THIS CIRCULAR REPLACES THE FOLLOWING DOCUMENTS: DECREE NO. 28/2020/TT-BGDĐT OF THE MINISTER OF EDUCATION AND TRAINING ISSUED ON SEPTEMBER 4, 2020, REGULATING THE REGULATIONS FOR PRIMARY SCHOOLS; DECREE NO. 32/2020/TT-BGDĐT OF THE MINISTER OF EDUCATION AND TRAINING ISSUED ON SEPTEMBER 15, 2020, REGULATING THE REGULATIONS FOR BASIC SECONDARY SCHOOLS, COMPREHENSIVE HIGH SCHOOLS AND MULTI-LEVEL SCHOOLS; DECREE NO. 51/2002/QĐ-BGDĐT OF THE MINISTER OF EDUCATION AND TRAINING ISSUED ON DECEMBER 25, 2002, CONCERNING TRANSFER AND RECEIVING STUDENTS AT BASIC SECONDARY SCHOOLS AND COMPREHENSIVE HIGH SCHOOLS; DECREE NO. 50/2021/TT-BGDĐT AMENDING AND SUPPLEMENTING SOME ARTICLES OF THE REGULATIONS FOR TRANSFERS AND RECEIVING STUDENTS AT BASIC SECONDARY SCHOOLS AND COMPREHENSIVE HIGH SCHOOLS ISSUED ACCOMPANYING DECREE NO. 51/2002/QĐ-BGDĐT DATED DECEMBER 25, 2002; AND CIRCULAR NO. 31/2023/TT-BGDĐT OF THE MINISTER OF EDUCATION AND TRAINING ISSUED ON DECEMBER 29, 2023, REGULATING THE REGULATIONS FOR GRADUATION FROM BASIC SECONDARY SCHOOLS.

ARTICLE 3. THE CHIEF OF THE OFFICE; DIRECTOR OF THE DIVISION OF BASIC EDUCATION; HEADS OF RELEVANT UNITS UNDER THE MINISTRY OF EDUCATION AND TRAINING; CHAIRMEN OF PEOPLE'S COMMITTEES OF PROVINCES AND DIRECT-MANAGED CITIES; DIRECTORS OF DEPARTMENTS OF EDUCATION AND TRAINING; ORGANIZATIONS AND INDIVIDUALS RELEVANT TO THIS CIRCULAR ARE RESPONSIBLE FOR IMPLEMENTING THIS CIRCULAR./.

 

REGULATIONS FOR

PRIMARY SCHOOLS, BASIC SECONDARY SCHOOLS, COMPREHENSIVE HIGH SCHOOLS AND MULTI-LEVEL SCHOOLS
(ACCOMPANYING CIRCULAR NO. 15/2026/TT-BGDĐT OF THE MINISTER OF EDUCATION AND TRAINING DATED MARCH 24, 2026)

of the Minister of Education and Training)

Chapter I
GENERAL PROVISIONS

Article 1. Scope of Application and Applicable Subjects

1. This Regulation stipulates the organization and operation of primary schools, secondary schools, high schools, and comprehensive schools including: school organization and management; duties and powers of the school; educational activities; duties and rights of teachers and education support staff; duties and rights of students; financial and property matters of the school; relations between the school, family, and society.

2. This Regulation applies to primary schools, secondary schools, high schools, comprehensive schools, special schools, other educational institutions implementing general education curricula (hereinafter referred to as "general education schools"), organizations, and individuals related thereto.

Article 2. Position of General Education Schools in the National Education System

General education schools are public education institutions within the national education system that implement general education curricula. They are established and operate in accordance with legal provisions, possess legal personality, have their own bank accounts and seals.

Article 3. Duties and Powers of General Education Schools

1. Determine the vision, mission, core values of the school; develop a strategic development plan for the school that aligns with the local economic and social development plan.

2. Implement the general education curriculum in accordance with the provisions of the Ministry of Education and Training; develop and implement the school's educational plan to meet the requirements of the general education curriculum, adapting to practical conditions, student needs, and characteristics.

3. Decide on methods and forms of organizing educational activities, including implementing the general education curriculum; experiential learning, STEM/STEAM education, digital literacy, artificial intelligence (AI), career guidance, life skills, internationalization education, inclusive education, and other supplementary educational activities as needed and in accordance with legal provisions without violating regulations on after-school tutoring. Actively implement or cooperate with scientific and technological organizations, production and business entities to carry out educational programs, research, development of technology, innovation, and implementation of the curriculum in accordance with legal provisions.

4. Carry out activities related to ensuring educational quality, focusing on innovative teaching methods and student assessment, developing faculty, enhancing conditions for quality assurance, improving school management efficiency, and achieving national standards. Participate in national and international evaluations of general education quality as required by national and local education administration agencies.

5. Implement digital transformation in general education and school governance; apply information technology and digital platforms in teaching, assessment, and management; develop and use digital learning materials; manage, utilize, and connect educational data according to regulations while ensuring the safety and security of information.

6. Admit students, receive, and manage them in accordance with the provisions of the Ministry of Education and Training. Implement compulsory education for primary and secondary levels. Accept sponsorship and manage other general education institutions' activities implementing primary and lower-secondary curricula as assigned by competent authorities.

7. Manage and implement regulations on teachers, educational institution management staff, and education support personnel in accordance with legal provisions; organize teachers, educational administrators, education support staff, and students to participate in social activities; implement democratic school governance.

8. Cooperate with families and communities in student education, organize counseling for students, physical and mental health care, and social activities; build a safe, healthy, democratic, and disciplined educational environment; prevent negative behaviors, bullying, and legal violations within the school; ensure equitable access to education.

9. Manage, utilize, and preserve school facilities and teaching equipment to ensure efficient and economical use; mobilize and utilize social resources for teaching and learning activities in accordance with legal provisions.

10. Fulfill the accountability responsibilities of educational institutions in managing educational activities; ensure participation by students, families, and society in the management of educational activities as per legal provisions. Publicly disclose commitments to educational quality, conditions for ensuring quality education, and financial receipts and disbursements according to legal provisions.

11. Fulfill other duties and rights as provided by law.

Article 4. Types of School and System of Primary Education Schools

1. Primary education schools are organized in two types: public and private.

a) Public primary education schools are established and directly managed by state authorities with the authority to decide. The investment for construction of facilities and recurrent funding for public primary education schools is mainly provided by the State budget;

b) Private primary education schools are invested in by domestic or foreign investors, ensuring operational conditions, and are established in accordance with legal provisions. The investment for construction of facilities and operating funds for private primary education schools come from sources outside the State budget.

2. Primary education schools have one level of education:

a) Primary school;

b) Junior high school;

c) Senior high school.

3. Primary education schools have multiple levels of education:

a) Primary and junior high school;

b) Junior high and senior high school;

c) Primary, junior high, and senior high school.

4. Specialized schools and other educational institutions:

a) Boarding primary education schools, semi-boarding primary education schools, boarding primary education schools;

b) Senior high specialized schools, arts, physical education, sports specialized primary education schools, and other specialized schools;

c) Schools or classes for persons with disabilities;

d) Reformatories;

e) Other educational institutions implementing the general education curriculum: Integration education support centers, classes for children from difficult circumstances who cannot attend school, classes for disabled children (hereinafter referred to as other educational institutions).

Article 5. School Name and School Sign

1. The naming of schools is regulated as follows:

a) School name: Primary school (or junior high school; senior high school; primary and junior high school; junior high and senior high school; primary, junior high, and senior high school; specialized senior high school; arts, physical education, sports specialized primary education school), and the school's own name;

b) The naming of schools must be clear and transparent, avoiding any misunderstanding about the organization and activities of the school; it should be in line with the historical traditions, culture, ethics, and customs of the nation.

2. School names are recorded in the decision to establish the school, the school seal, the school sign, and transaction documents.

3. The school sign includes the following content:

a) Upper left corner:

- For primary education schools with the highest level of education being junior high school:

District People's Committee, town people's committee, special district directly under the provincial or centrally-administered city (hereinafter referred to as district-level People's Committees), and the name of the district;

- For primary education schools with the highest level of education being senior high school:

First line: Provincial or centrally-administered city People's Committee, and the name of the province;

Second line: Department of Education and Training.

b) In the middle, the school name is recorded in accordance with the provisions of paragraph 1 of this Article;

c) At the bottom are the address, telephone number, email, and website of the school.

4. The names and signs of specialized schools and other educational institutions operating under a separate organizational and operational charter shall be implemented in accordance with such charter.

Article 6. Delegation of Management

1. Primary schools, secondary schools, and general education schools with multiple levels shall be managed by the People's Committee at the commune level, with the Cultural and Social Affairs Office advising and assisting the People's Committee in exercising state management functions over education for primary and secondary schools within its jurisdiction.

2. General secondary schools and general education schools with multiple levels, where the highest level is general secondary school, shall be managed by the Department of Education and Training. The Department of Education and Training shall take the lead in coordinating with the People's Committee at the commune level to develop cooperation content for management and organize relevant educational activities for such multi-level general education schools.

3. Specialized schools and other educational institutions with specific organizational and operational regulations will implement delegated management according to the provisions set forth in their respective organizational and operational regulations.

Article 7. Organization and Operation of Specialized Schools, Private General Education Schools, and Other Educational Institutions

Specialized schools, private general education schools, and other educational institutions shall comply with the provisions of this Regulation and the organizational and operational regulations for specialized schools, private general education institutions, and other educational institutions established by the Minister of Education and Training.

Chapter II
ORGANIZATION AND MANAGEMENT OF SCHOOL

Article 8. Organizational Structure of General Education Schools

The organizational structure of a general education school includes: the School Board (for private schools); principal, deputy principals; competition and reward committee; discipline committee; advisory committee; Communist Party of Vietnam organization; trade union organization (for private schools); Youth League Committee Ho Chi Minh, Pioneer Organization Ho Chi Minh; specialized subject teams; office team; special education team (if applicable); student classes.

Article 9. School Board of Private General Education Schools

1. The School Board is the school governance body that represents the investor and stakeholders, responsible for organizing the implementation of decisions made by the investor.

2. The composition of the School Board includes representatives from investors, members within and outside the school elected by the investor meeting according to their capital contribution ratio.

3. Procedures for establishing the School Board, its organizational structure, tasks, and authority; relationships between the investor and the School Board, principal are carried out in accordance with the organizational and operational regulations of private general education schools issued by the Minister of Education and Training.

Article 10. Principal and Deputy Principals

1. Principal

a) The principal of a general education school is an educator holding a management position in an educational institution, responsible for organizing, managing, and operating activities while ensuring the quality of education at the school; accountable to higher authorities and law regarding the quality of education, school safety, and other school activities;

b) A person appointed as principal must meet the standards specified in paragraph 3 of this Article and according to legal provisions;

c) The term of office for a general education school principal is five years. A principal may serve up to two consecutive terms at one public school; in remote, difficult areas or special economic and social hardship regions, the higher authority may appoint after considering and deciding;

d) Duties of the principal include:

- Developing a strategic development plan for the school, including defining vision, mission, core values, and school development planning; organizational regulations and operations of the school; school education plans, annual task plans, and organizing their implementation;

- Establishing and organizing the school's administrative structure according to this Regulation’s provisions in Article 8; appointing team leaders and deputy leaders; deciding on teachers appointed as Chief Scoutmaster of the Communist Youth League Ho Chi Minh according to legal provisions;

- Reporting and evaluating the implementation results of the school's educational plan to higher authorities;

- Receiving, signing contracts, assigning tasks, inspecting, assessing, training, rewarding, disciplining teachers, administrative staff, and support personnel in accordance with regulations;

- Managing students and student activities organized by the school; reviewing evaluation results, ranking students, managing academic records according to legal provisions, consistent with the implementation schedule of digital academic records; confirming completion of primary education, secondary education; issuing certificates of completion of general education, high school graduation certificates, and decisions on rewards and punishments for students; implementing policies related to students;

- Managing financial and property matters of the school;

- Implementing democratic governance and accountability as the head of an educational institution in organizing school activities; implementing socialization of education at the school;

- Guiding implementation of various competitions, campaigns; publicly disclosing information according to legal provisions;

- Participating in professional team activities; self-study, self-education to enhance professional competence and management skills; teaching as per defined teaching hours for principals.

d) Rights and obligations of the principal include:

Exercising rights and fulfilling duties of an educator according to the Teacher Law and the following rights and obligations:

- Managing educational matters when delegated or authorized;

- Enjoying preferential allowances for educators and other preferential policies as per regulations;

- Implementing democratic governance and accountability as the head of an educational institution in organizing school activities;

- Publicly disclosing information according to legal provisions;

- Treating all educators, administrative staff, and support personnel under their management fairly and equally.

- Promote the development of a safe, democratic, innovative, and creative educational environment.

2. Deputy Principal

a) Shall be responsible for managing and administering tasks assigned by the principal; shall perform duties within the scope delegated and authorized, and bear responsibility for the results achieved;

b) A person appointed as deputy principal of a secondary school must meet the standards specified in Clause 3 of this Article and as per legal provisions;

c) The term of office for a deputy principal at a secondary school is five years;

d) Duties of the deputy principal:

- Administer tasks delegated or authorized by the principal;

- Participate in the activities of the subject-specific department; self-study and self-educational development to enhance professional competence, management capability; participate in teaching according to the prescribed class hour standards for deputy principals.

d) Rights and obligations of the deputy principal:

- Exercise rights and fulfill duties as a teacher as stipulated in the Law on Teachers and other relevant legal provisions;

- Enjoy preferential allowances for teachers and favorable policies as per regulations;

- Bear responsibility before the principal, competent authorities, and laws regarding tasks assigned to manage.

3. Standards for Principals and Deputy Principals of Secondary Schools

a) Educational Qualification: Achieve the standard educational qualification required for teachers at the specified level as per the Law on Teachers; for secondary schools with multiple levels, the principal must achieve the standard educational qualification required for one of the levels in the school;

b) Work Experience: Have taught for at least five years (or four years in mountainous, island, highland, remote, or ethnic minority areas, or areas with special economic and social difficulties); or have a total of at least five years of teaching experience and administrative work in educational management agencies;

c) Principals and deputy principals of secondary schools must meet the standards specified in the standard for school principal set by the Minister of Education and Training.

4. Appointment or Recognition Authority; The process of appointing, recognizing, reappointing, or removing a principal or deputy principal is carried out according to legal provisions.

Article 11. Other School Committees

1. Competition and Merit Committee

a) The Competition and Merit Committee assists the principal in organizing competitive activities; guides the organization of mobilization for competition and supervises implementation; provides advice on summarizing, concluding, evaluating, and recommending rewards to management staff, teachers, educational support personnel, and students; makes recommendations regarding competition and merit matters;

b) The Competition and Merit Committee is established by the principal at the beginning of each academic year, including a chairman, vice-chairman, secretary, and members. The principal serves as the chairman of the Competition and Merit Committee. Other members include: deputy principals, representatives from Party organizations, mass organizations, social organizations within the school (if applicable), subject department heads, office department heads, special education department heads (if applicable), and teacher representatives. The number of committee members is an odd number;

c) The chairman of the Competition and Merit Committee convenes regular meetings at the beginning of each academic year, end of the first semester, end of the academic year, and extraordinary meetings as required by work.

2. Disciplinary Committee

A Disciplinary Committee is established to review or lift disciplinary actions against management staff, teachers, educational support personnel on a case-by-case basis. The establishment, composition, and operations of the Disciplinary Committee are carried out according to legal provisions.

3. Advisory Committees

Advisory committees are established as required for specific tasks. The establishment, scope of work, authority, composition, and duration of operation of advisory committees are determined by the principal.

Article 12. Communist Party of Vietnam Organization and Mass Organizations in School

1. The Communist Party of Vietnam organization within the school leads comprehensively over all aspects concerning the school and its activities are conducted within the framework of the Constitution, laws, and party regulations.

2. Mass organizations and other social organizations within the school operate in accordance with legal provisions to assist the school in achieving educational goals and principles.

Article 13. Professional Groups

1. The principal, deputy principals, teachers, personnel engaged in library work, educational equipment management, and student counseling are organized into professional groups. If there are seven or more members, a vice-chair is appointed. The chair and vice-chair of the professional group are appointed by the principal and are subject to the supervision and guidance of the principal.

2. The professional group has the following tasks:

a) Participate in the development of the school's educational plan;

b) Actively and flexibly implement the professional group's educational plan according to the approved school educational plan;

c) Propose the selection of teaching materials, learning resources, reference publications for use in the school in accordance with the Ministry of Education and Training regulations;

d) Propose the principal to assign teachers to teach and class advisors;

d) Participate in evaluating and ranking teachers according to the professional standards for primary education teachers as stipulated by the Ministry of Education and Training;

e) Participate in professional development, business training according to the plan of the professional group and the school;

g) Perform other tasks assigned by the principal.

3. The professional group actively organizes its professional activities at least once every two weeks in a suitable form and may hold emergency meetings as required by work or when requested by the principal. The professional group operates on the principle of democracy, respect, sharing, learning, and mutual assistance among members to develop their professional capabilities.

Article 14. Administrative Office Group

1. Each secondary school has an administrative office group consisting of personnel responsible for document management, accounting, cashiering, school health services, information technology, academic affairs, security, and other tasks. The administrative office group has a chair; if there are seven or more members, a vice-chair is appointed. The chair and vice-chair of the administrative office group are appointed by the principal and are subject to his supervision and guidance.

2. Tasks of the administrative office group:

a) Based on the school's educational plan, develop, explain, and decide on the operational plans of the administrative office group for weekly, monthly, semester, and academic year periods;

b) Assist the principal in performing document management tasks, financial management, asset management, statistics, and security within the school according to regulations;

c) Participate in professional development, business training according to the plan of the administrative office group and the school;

d) Participate in evaluating and ranking support staff for education under the principal's management authority;

d) Manage and store the school's records;

e) Perform other tasks as assigned by the principal.

3. The administrative office group meets at least once a month and may hold emergency meetings as required by work or when requested by the principal. The administrative office group operates on the principle of democracy, respect, sharing, learning, and mutual assistance among members to develop their professional and business capabilities.

Article 15. Special Education Group

In specialized schools, a special education group may have its own organizational and operational regulations; such groups shall be conducted in accordance with the regulations on the organization and operation of that type of specialized school.

Article 16. Class

1. Students are organized into classes. Each class has a class president and vice-presidents elected by students or appointed by the homeroom teacher, chosen by the students at the beginning of each academic year. The class is divided into several student groups; each group has a group leader and vice-leader elected by students or appointed by the homeroom teacher, chosen by the students at the beginning of each academic year. In case necessary, the adjustment of self-governing positions in the class and group shall be carried out according to the decision of the homeroom teacher.

2. Class activities ensure democratic, self-governing, and cooperative principles. Each student is encouraged to actively discuss and participate in the development of activity plans for their group and class with appropriate support from teachers based on their psychological and grade-specific characteristics.

3. The President of the People's Committee at the provincial level shall specify the number of students per class according to a trend towards reducing the student-to-teacher ratio, suitable for each locality and the capacity to provide teaching staff and school facilities; ensuring that no more than 35 students in primary education classes; no more than 45 students in junior high and senior high schools.

4. The number of students per class in specialized schools is specified in the organizational and operational regulations of such schools.

5. Schools may have inclusive classes for students with disabilities, special education classes

a) For inclusive classes with students with disabilities, ensure that each class has no more than two students with disabilities; in exceptional cases, the principal shall arrange additional students with disabilities based on actual conditions and organize necessary support to facilitate inclusive education, ensuring that all students with disabilities who have needs and capabilities attend school;

b) In cases where a school has many severely disabled students without the capacity for them to study at special education centers or specialized schools, the school organizes special education classes for these students. The number of students per class, educational methods, and organizational activities in such special education classes are conducted according to the regulations on the organization and operation of classes for people with disabilities as stipulated by the Ministry of Education and Training.

6. In mountainous areas, remote regions, or particularly difficult areas, composite classes may be organized. The number of students and levels in a composite class must be appropriate to the teaching capacity of teachers and the actual conditions of the school. A composite class has no more than two level groups; in exceptional cases, this can be decided by competent authorities but not exceeding three level groups. Each composite class has no more than 15 students.

7. For classes at the same level, they may be formed into a block to coordinate joint activities. The ratio of male and female students and the number of students per class are balanced among classes in the block.

8. Depending on local conditions, secondary schools may establish additional branch schools in different areas for easier access by students. The principal assigns an assistant principal to manage each branch school and is responsible for overseeing its activities according to regulations.

Chapter III
ORGANIZATION OF EDUCATIONAL ACTIVITIES

Article 17. Educational Program and Academic Plan

1. Primary and secondary schools implement the national education program issued by the Minister of Education and Training; they implement the annual schedule framework according to the regulations of the Ministry of Education and Training, adapted to the specific conditions of their locality, school, and student characteristics.

2. Based on the national education program, the annual schedule framework, the characteristics of students, and the practical conditions of their locality and educational institution, schools proactively develop and organize the implementation of their academic plans. The school's academic plan is developed and implemented with a focus on fostering and developing students' qualities and abilities; promoting comprehensive development of students in terms of morality, intellect, physical fitness, and aesthetics.

3. For primary and secondary schools that conduct two sessions per day, the school's academic plan should strengthen experiential activities, career guidance, STEM/STEAM activities, digital skills, artificial intelligence (AI), artistic and sports activities according to student needs; allocate increased time for English lessons based on practical conditions, creating opportunities for students to gradually learn English as a second language in line with an appropriate schedule; ensure that students have one hour of playtime or outdoor activities per day, adapted to the practical conditions, psychological characteristics of age groups, and teaching methods.

4. Students with disabilities who are integrated into regular education programs and those receiving specialized education follow flexible academic plans tailored to their individual capabilities and regulations on inclusive and special education for persons with disabilities.

5. Digital transformation in management and teaching is implemented; the application of digital technology and artificial intelligence is carried out safely, effectively, and under control, aligned with the direction of educational reform in the digital age and the implementation schedule, ensuring compatibility with the local and school infrastructure conditions and the capabilities of teachers.

Article 18. Textbooks, Local Educational Materials, Teaching Aids, Reference Publications

1. Schools use textbooks approved by the Minister of Education and Training to organize teaching and learning; they proactively update and flexibly utilize textual materials or topics in the textbooks to adapt to practical conditions and meet the requirements of the national education program; they actively arrange, store, and preserve textbooks for long-term use and cost-effectiveness.

2. Schools use local educational materials in teaching and learning according to regulations, updating teaching materials as necessary to align with changes in the economic and social development of their locality.

3. Schools effectively utilize teaching aids based on the minimum list of teaching aids prescribed by the Ministry of Education and Training; teachers proactively create innovative and self-made teaching aids, applying artificial intelligence (AI) to organize active teaching activities as per regulations.

4. Use reference materials, learning resources, and publications according to the regulations of the Ministry of Education and Training.

Article 19. Educational Activities

1. Educational activities are carried out in accordance with the school's educational plan, organized within and outside the school premises to implement the curriculum of subjects and educational activities in the general education program issued by the Minister of Education and Training.

2. Educational activities are conducted through various main forms: theoretical learning, completing exercises, practical work, experiments, project implementation, field trips, experiential learning, independent research, reading books, collective activities, clubs, community service activities. Depending on the nature of the activity, students may be organized to work independently, in groups, or as a class with guidance and support from teachers, ensuring that each student is provided with opportunities to independently carry out their study tasks and gain practical experience.

3. Special educational activities at specialized schools and other educational institutions with specific organizational and operational regulations are conducted in accordance with the provisions of the organizational and operational regulations for such specialized schools and other educational institutions.

Article 20. Literacy, Compulsory Education, and Inclusive Education

1. Participate in the local education popularization and literacy guidance committee; develop and implement a compulsory education plan for primary and secondary education as assigned by the competent state management agency.

2. Coordinate with various organizations, groups, and local authorities to mobilize adolescents within the age range of compulsory education and popularization education to attend school. Ensure quality teaching and educational activities that meet the standards of compulsory and popularization education.

3. Collaborate with the local people's committee in conducting surveys, inspections, updating data; develop and manage records for compulsory and popularization education, literacy according to assigned areas; self-inspect, coordinate inspections, evaluate results of compulsory and popularization education; advise the local people's committee to request the provincial people's committee to inspect and recognize attainment of specified standards.

4. Implement inclusive education for students with special circumstances and disabled students in general schools in accordance with the Disabled Persons' Law, implementing regulations thereof, provisions of this regulation, and guidelines on inclusive education for persons with disabilities issued by the Minister of Education and Training.

Article 21. System of Educational Activity Management Records

1. For the school:

2. For the teacher:

3. For subject groups, administrative groups, special education groups: record book for documenting activities of the group.

4. Records specified in paragraphs 1, 2, and 3 of this Article shall be primarily managed and used as electronic records; electronic records have legal value equivalent to paper records under the law and may replace paper records according to a suitable schedule based on local information technology infrastructure conditions, school conditions, and teacher implementation capabilities. Where electronic records are legally used, there is no requirement for corresponding paper record creation. Management, connection, and interlinking of electronic records; data standardization, storage format, and common software platform shall be in accordance with regulations.

5. The preservation of educational activity management records at the school shall be carried out in accordance with legal provisions.

e) School development strategy plan and school education plan for each academic year;

g) Student identification book;

h) Document management and storage file for diplomas, certificates (for secondary schools only);

i) File for managing educational equipment, library;

k) File for managing assets, finances;

l) File for inspecting, evaluating administrative staff, teachers, education support personnel;

m) File for monitoring students' health;

n) File for rewarding and disciplining students;

o) File for popularizing education.

2. For teachers:

a) Lesson plan (teaching plan).

b) Class advisor's record book (for class advisors).

c) Team work record book (for team leaders of the Young Pioneers).

3. For subject groups, office groups, special education groups: record book for documenting activities of each group.

4. Files as provided in Clause 1, Clause 2, and Clause 3 hereof shall be managed and used primarily in electronic form; electronic files have the same legal value as paper files according to the law and may replace paper files on a phased basis in accordance with local information technology infrastructure conditions of the school and the ability of teachers to implement. Where electronic records are legally used, there is no requirement to maintain corresponding paper records. Management, connection, and interlinking of electronic files; data standardization, storage format, and common software platform shall be carried out according to regulations.

5. The preservation of management activity files for the school shall be conducted in accordance with legal provisions.

3. Each school selects one day in the year as its traditional day (if applicable).

Article 22. Evaluation of Students' Learning and Training Results

1. Students shall be assessed on their learning and training results in accordance with the provisions on evaluating and classifying students set by the Ministry of Education and Training.

2. The assessment of students shall be conducted in accordance with the provisions of the Ministry of Education and Training, ensuring comprehensiveness, fairness, truthfulness, objectivity for the progress of students, emphasizing encouragement and motivation for student advancement; focusing on evaluating the learning process of students; using multiple methods, forms, techniques, and different tools for evaluation; not comparing one student to another, ensuring confidentiality principles regarding students' information and results, and avoiding putting pressure on students, teachers, and parents; reducing formalistic comments and emphasizing the professional role and responsibility of teachers in assessing the learning process.

3. Students who have completed primary education at a secondary school with multiple levels or at another educational institution implementing the primary general education program, having finished the primary curriculum and meeting the criteria set by the Ministry of Education and Training, shall be confirmed by the principal to have completed their primary education in their student records.

For students from difficult circumstances who do not have the opportunity to attend school and study elsewhere within the district, or for overseas students returning home, the principal of the primary school shall organize an evaluation according to the provisions and confirm completion of the primary curriculum if the student meets the requirements.

4. Students who have completed the secondary education curriculum and meet the criteria set by the Ministry of Education and Training are eligible to take the final examination for graduation; if they pass, the principal of the secondary school shall issue a high school graduation certificate. If students complete the secondary education curriculum but do not participate in or fail the final examination according to the provisions of the Ministry of Education and Training, the principal may issue a certificate confirming completion of general education.

5. The application of information technology in evaluating learning results and recognizing academic achievements is carried out in accordance with the actual conditions of secondary schools, ensuring the legal value of electronic records and digital student records on a suitable timeline; meeting requirements for evaluation to support students' development, promoting teaching methods and educational approaches that develop students' qualities and abilities, reducing pressure and administrative procedures.

Article 23. Preservation and Promotion of School Traditions

1. Secondary schools shall maintain a traditional room to preserve documents and artifacts related to the establishment and development of the school for use in teaching the school's tradition to teachers, staff, and students.

2. The promotion of school traditions through activities such as exploring the history, culture, achievements of the school; preserving, displaying, and introducing artifacts, products, and works related to the school's educational successes.

3. Each school may designate one day in the year as its traditional day (if applicable).

g) Implement cooperation between the school, family, and society in other activities according to regulations./.

Article 24. Promotion and Development of Reading Culture

1. Promotion and development of reading culture and the habit of reading books among staff, teachers, and students in schools. Organize for students to read at libraries, classrooms or borrow reading materials at home; for primary school students, organize reading periods and library classes according to regulations; integrate library reading periods with other subject lessons and educational activities at the library that utilize resources and information from the library.

2. Create conditions for students to easily access books and reference publications; can circulate books and reference publications between classes, schools, and school districts. Guide students in self-managing library activities within their class and school.

3. Promote awareness of reading culture, spreading the reading culture from schools to families and communities.

Article 25. International Cooperation

The school develops international cooperation programs that are suitable with the needs and actual conditions of the school in accordance with legal provisions.

Chapter IV
MISSIONS AND RIGHTS OF TEACHERS, EDUCATIONAL SUPPORT STAFF

Article 26. Teachers

1. Primary school teachers must meet the corresponding teaching profession standards as prescribed by the Ministry of Education and Training according to their grade level.

2. Duties of teachers

a) Teachers perform duties corresponding to the job positions assigned in accordance with regulations of the Ministry of Education and Training;

b) Teachers undertake class advisor responsibilities:

- Perform teaching tasks as prescribed;

- Develop and organize implementation of educational activities for the class to promote overall progress and individual student advancement; organize class activities;

- Compile end-of-term I and end-of-year academic evaluations; guide students in self-assessment and recommendation for commendation; prepare lists of students promoted, retained, or required to undergo summer training; complete student records;

- Guide and manage students participating in experiential learning activities, career orientation activities, educational and training programs organized by the school;

- Report regularly or on an urgent basis about class conditions to the principal.

c) Teachers serving as Team Leader (for primary and lower secondary schools), or Communist Youth League Secretary (for upper secondary schools) are responsible before the principal for developing and organizing implementation of activities related to the Ho Chi Minh Communist Youth League and Young Pioneers, contributing to achieving comprehensive educational goals for students.

3. Rights and obligations of teachers

a) Teachers exercise rights and fulfill obligations as prescribed by the Law on Teachers; self-study and enhance their qualifications to ensure they meet the requirements for breakthrough education in the digital transformation context and introduce English as the second language in the school according to an appropriate schedule;

b) Teachers undertaking class advisor responsibilities

- Exercise rights and fulfill obligations as prescribed under point a of this clause 3;

- Attend classes and other educational activities of students in their advisory class;

- Attend meetings of the commendation and disciplinary committees when addressing issues related to students in their advisory class;

- Attend training sessions and specialized conferences on class advisor responsibilities;

- Have the right to allow individual students with valid reasons to take up to three consecutive days off from school;

- Reduce teaching load according to regulations;

- Actively gather information on each student in their advisory class;

- Coordinate closely with parents or guardians, teachers, Communist Youth League, Young Pioneers, and other organizations related to organize educational activities and support, monitor students' academic progress and training;

- Guide and manage students participating in experiential learning activities, career orientation activities, educational and training programs organized by the school;

- Report regularly or on an urgent basis about class conditions to the principal.

Article 27. Educational Support Staff

1. Educational support staff in secondary schools must meet the standards corresponding to the position assigned according to regulations.

2. Duties

a) Develop job-related work plans that are suitable for the position and requirements of each grade;

b) Implement approved work plans;

c) Manage, preserve files, books, teaching equipment, and educational materials in accordance with regulations;

d) Cooperate with teachers and other staff members during the implementation of tasks to support teaching and educational activities within the school;

e) Carry out reporting procedures as prescribed;

f) Study and train to improve health, political awareness, professional knowledge, and vocational skills;

g) Participate in specialized training and capacity building programs;

h) Perform other tasks assigned by the principal.

3. Rights and Obligations

a) Rights of educational support staff:

- Enjoy rights as workers and civil servants (if applicable) according to legal provisions;

- Be dispatched by education management agencies and secondary schools for training and capacity building in accordance with job requirements;

- Enjoy preferential allowances and other benefits as prescribed by law.

b) Obligations of educational support staff:

- Fulfill the obligations of workers and civil servants (if applicable) according to legal provisions;

- Perform professional activities in accordance with educational goals and principles;

- Maintain personal qualities, reputation, honor, and ethics appropriate for an educational environment;

- Cooperate with teachers in managing students at the school;

- Contribute to building a safe, democratic, innovative, and creative educational environment.

Article 28. Educational Support Staff Training Standards and Professional Standards

1. Teaching Qualification Standards

a) Teachers in secondary schools must achieve the teaching qualification standards as prescribed by law.

b) Teachers who have not yet achieved the required teaching qualifications are provided with opportunities for training and capacity building according to legal provisions.

2. Teacher Professional Standards

Teachers in secondary schools must meet professional standards corresponding to their grade level, and evaluate themselves based on the primary school education teacher professional standards as prescribed by the Ministry of Education and Training.

3. Educational support staff must achieve training levels according to job-specific professional standards appropriate for each position as prescribed by law.

Article 29. Code of Conduct for Teachers and Educational Support Staff

1. Teachers shall comply with the code of conduct for educators as prescribed by the Ministry of Education and Training.

2. Educational support staff shall comply with codes of conduct as prescribed by law.

Article 30. Rewards and Discipline

1. Teachers and educational support staff who achieve notable results will be rewarded, honored with commendations, and other awards according to regulations.

2. Teachers and educational support staff who violate the provisions of this regulation or other legal provisions shall be disciplined in accordance with legal provisions.

Chapter V
DUTIES AND RIGHTS OF STUDENTS

Article 31. Age of Students in Primary School

1. The age for students to enter the first grade is six years and shall be calculated by year. Children with disabilities, physical or intellectual developmental delays, children from areas with special economic and social difficulties, minority ethnic children, children facing difficulties in learning, orphaned children without a place of refuge, children returning from abroad, and children of foreign nationals studying and working in Vietnam may enter the first grade at an age higher than prescribed but not more than three years. In cases where children exceed three years of age when entering the first grade, such decisions shall be made by the Chairman of the People's Committee of the place of residence based on a proposal from the educational institution.

Primary school students may study at an age higher than the prescribed age in the following circumstances: students who are held back, students from areas with special economic and social difficulties, minority ethnic students, students facing difficulties in learning, disabled children, children with physical or intellectual developmental delays, orphaned children without a place of refuge, children returning from abroad, and other cases as provided by law.

2. The age for students to enter the sixth grade is eleven years, and the age for students to enter the tenth grade is fifteen years; students entering the tenth grade must have completed the secondary education basic program or its equivalent. For students who are promoted a grade ahead of their level or enter a higher grade at an older age than prescribed, the age for grades six and ten shall be reduced or increased based on the year they graduated from the previous level. Minority ethnic students, students facing difficulties in learning, disabled children, children with special difficult circumstances, and children returning from abroad may enter a higher grade by up to three years of age compared to the prescribed age.

3. Students shall not be held back more than three times during one academic level.

4. Primary school students who are physically fit and show early signs of intellectual development, with superior learning abilities beyond the requirements of their current class, may advance a grade within the same educational level. Secondary school students who are physically fit and exhibit early signs of intellectual development may enter at an age younger than prescribed or advance a grade within the same educational level. The consideration for each specific case shall be conducted in accordance with the following steps:

a) Parents submit a request to the school;

b) The principal establishes a Review and Advisory Committee consisting of basic components: representatives from school leadership, teachers directly teaching the student, and representatives from the Parent-Teacher Association; the review is based on the student's academic performance, cognitive ability, psychological state, and adaptability;

c) Based on the results of the Review and Advisory Committee, the principal examines and decides.

Article 32. Duties of Students

1. Fulfill learning and training tasks according to the school's educational program and plan.

2. Respect parents, school staff, educators, and other support personnel; unite, help each other in studies and training; comply with the school rules and regulations; observe national laws.

3. Exercise physical fitness and maintain personal hygiene.

4. Participate in collective activities of the school, class, Communist Youth League, or other organizations; assist families, participate in labor, social activities, environmental protection, and traffic safety appropriate to their age, abilities, learning conditions, and circumstances.

5. Preserve and protect the property of the school and public places; contribute to building, protecting, and promoting the traditions of the school.

Article 33. Rights of Students

1. Shall enjoy equal access to comprehensive education and be guaranteed conditions such as time, facilities, hygiene, and safety for learning in class and self-study at home; shall receive information on their academic performance and training; shall use equipment and means serving educational, cultural, and sports activities of the school according to regulations.

2. Shall be respected and protected, treated equally and democratically, have the right to appeal to the school and education management authorities regarding decisions affecting themselves; may study before reaching age, accelerate through grades, or study at a higher age than prescribed under Article 31 of this Regulations.

3. May participate in activities aimed at developing talents in academic subjects, sports, arts organized by the school if they meet the conditions.

4. Shall receive scholarships or other allowances according to regulations for students who benefit from social policies, those facing difficulties in life, and those with special abilities.

5. May transfer schools if they meet the conditions under regulations; the procedures for transferring shall be carried out in accordance with the provisions of the Minister of Education and Training.

6. Shall be protected regarding their physical health, honor, personality, and mental well-being; may receive psychological counseling when needed or facing difficulties in studies or social relationships.

7. Shall enjoy other rights as prescribed by law.

Article 34. Subjects, Application Forms, Procedures for School Transfer and Admission of Students

1. Subjects for school transfer

a) Students transferring residence with their father or mother;

b) Students with special family difficulties or genuine reasons to change schools;

c) Transferring from ordinary secondary education schools to specialized secondary education schools (ethnic boarding; specialized high schools; residential secondary schools; arts, physical education, and sports secondary schools), which shall be carried out according to the specific regulations of the specialized school;

d) Transferring from private secondary schools to public secondary schools as specified by the Director of the Department of Education and Training, ensuring objectivity, fairness, transparency, and fulfilling educational普及教育的权利

2. Application forms for students transferring schools

a) Transfer application form by student or parent (electronic or paper version containing necessary information about the student);

b) Summary of academic performance evaluation according to regulations;

c) Individual education plan for disabled students (if applicable).

3. Procedures and processes for school transfer

a) Student or parent submits a transfer application to the receiving school through the Public Service Portal. In case of technical issues or other objective conditions preventing submission on the portal, student or parent may submit the application in person, online, or by mail;

b) Receiving school accepts and reviews the student's file, checks information, and decides according to the Director of the Department of Education and Training; informs the student of acceptance or rejection. For transfers within the same province/city, decisions are made within five working days from receipt of the application. For inter-provincial transfers, decisions are made within eight working days from receipt of the application. If not approved, reasons must be clearly stated in writing and returned to the student or parent via the method used for submission;

c) Upon receiving approval from the receiving school, student or parent submits a transfer application to the sending school. Within three working days from receipt of the application, the principal of the sending school is responsible for returning the file according to paragraph 2 of this Article;

d) Within five working days from receipt of complete files, the principal of the receiving school organizes exchanges, surveys, consultations, and class placement.

Article 35. Objects, Application Forms, Procedures for Re-enrollment of Students

1. Object of Re-enrollment

A student who wishes to re-enroll after a period of leave but is still within the age limit prescribed by grade.

2. Student's Application Form for Re-enrollment

An application form for re-enrollment submitted by the student or the parents of the student (in electronic or paper format, containing necessary information related to the student).

3. Procedures and Processes for Re-enrollment

a) The student or the parents of the student submit an application for re-enrollment and provide personal information on the Public Service Portal. In case submission of the application and provision of personal information through the Public Service Portal cannot be carried out, the student or the parents of the student may submit the application in person, online, or by post;

b) The school receives the student's application form, verifies the information to assess and decide according to the regulations set forth by the Director of the Department of Education and Training; informs the student of the result of acceptance into the school or rejection. Within no more than five working days from the date of receipt of the application, the principal of the school provides an opinion on the acceptance of the student. In case of disagreement, the reasons must be clearly stated in the application and returned to the student or parents of the student through the method used for submission;

c) Within no more than five working days from the date of agreement to accept the student, the principal of the school organizes exchanges, surveys, consultations, and arranges class placement.

4. Re-enrollment at a Different School: Additional application forms and procedures are as for students transferring schools.

5. Re-enrollment is conducted during the summer break before the start of the new academic year.

Article 36. Objects, Application Forms, Procedures for Receiving Vietnamese Students Returning from Abroad

1. Object of Receiving Vietnamese Students Returning from Abroad

a) Students studying abroad under scholarship programs as stipulated in agreements and understandings between the Socialist Republic of Vietnam and foreign countries or international organizations;

b) Students studying abroad on their own initiative or through training contracts between Vietnamese educational institutions and foreign organizations, individuals;

c) Students accompanying parents working abroad or Vietnamese students residing abroad.

2. Application Forms for Vietnamese Students Returning from Abroad

a) An application form for re-enrollment submitted by the student or the parents of the student (in electronic or paper format, containing necessary information related to the student);

b) Academic records including:

- A transcript or certificate issued by the school where the student studied detailing academic performance in previous classes (translated into Vietnamese with certification);

- Copies of birth certificates or national identity cards, including students born abroad;

- In special cases due to loss of academic records, a confirmation from an authorized agency regarding the student's education history abroad.

3. Procedures and Processes for Receiving Vietnamese Students Returning from Abroad

a) The student or the parents of the student submit an application for re-enrollment and provide necessary personal information to the school on the Public Service Portal. In case submission through the Public Service Portal cannot be carried out, the student or the parents of the student may submit the application in person, online, or by post to the receiving school;

b) The school where the student wishes to enroll receives the student's application form, verifies the validity of the documents, decides on acceptance according to regulations set forth by the Director of the Department of Education and Training; informs the student of the result of acceptance into the school or rejection. Within no more than eight working days from the date of receipt of the application, the principal of the receiving school provides an opinion on the acceptance of the student. In case of disagreement, the reasons must be clearly stated in the application and returned to the student or parents of the student through the method used for submission;

c) Within no more than five working days from the date of receipt of all documents, the principal of the receiving school organizes exchanges, surveys, consultations, and arranges class placement; ensuring that the student has the necessary conditions to study at the school.

Article 37. Scope, Application, Procedure, and Process for Admission of Foreign Students

1. Scope of Admission for Foreign Students

a) Students eligible for scholarships under agreements or understandings between the Socialist Republic of Vietnam and foreign countries or international organizations;

b) Self-funded students under training contracts between Vietnamese educational institutions and foreign organizations or individuals;

c) Students whose parents have moved to live and work in Vietnam;

d) Foreign students applying to study in Vietnam must ensure they meet health conditions for participation in studies; must not suffer from sexually transmitted diseases, dangerous infectious diseases as defined by the Ministry of Health of Vietnam.

2. Application Documents for Admission of Foreign Students

a) Application form from student or parent (electronic or paper version containing necessary information about the student);

b) Academic records including:

- Transcript or certificate of academic performance from the previous school attended, translated into Vietnamese with certification;

- 4x6 cm photo (taken no more than 6 months before submission of application).

3. Procedure and Process for Admission of Foreign Students

a) Student or parent submits an application to the school through the Public Services Portal. In case online submission is not possible, the student or parent may submit the application in person, electronically, or by mail directly to the receiving school;

b) The receiving school accepts and reviews the application documents, decides on admission according to regulations set by the Director of the Department of Education and Training; informs the student whether they have been accepted for enrollment. Within 08 working days from receipt of the application, the principal provides an opinion on accepting the student. If not approved, reasons must be clearly stated in writing and returned to the student or parent through the same method used for submission;

c) Within 05 working days after receiving complete documents, the principal at the receiving school organizes exchanges, inspections, consultations, and arranges class placement for the student. Ensures that the student has the necessary conditions for studying at the school. If the student does not know Vietnamese, they must first attend a preparatory language course in Vietnamese. After completing this program, their proficiency in Vietnamese will be assessed before entering regular classes. The duration of the preparatory course is determined based on the required level of Vietnamese and the type of student, but shall not exceed one academic year.

4. Foreign students may choose to study a foreign language included in the curriculum provided it does not overlap with the current language being used.

Article 38. Behavior, Conduct, and Dress Code for Students

1. Student behavior, language, and conduct must comply with student code of conduct as stipulated by the Minister of Education and Training, ensuring cultural appropriateness and alignment with moral and lifestyle standards of secondary school students.

2. Student attire should conform to principles, standards, and codes of conduct set by the Ministry of Education and Training. Depending on circumstances, the principal may decide that students wear uniforms if this is agreed upon by the school and the Parent-Teacher Association.

3. Prohibited student behaviors include:

a) Insulting personal dignity or privacy, physically assaulting teachers, staff, other individuals, or fellow students, including online actions;

b) Cheating in studies, examinations, tests, and admissions;

c) Buying, selling, using alcohol, tobacco, drugs, stimulants, fireworks, flammable materials;

d) Using mobile phones or other devices during class without permission from the teacher for study purposes;

d) Fighting, disrupting order, security in school premises and public places;

e) Using or exchanging cultural products with violent or pornographic content; using toys or playing games that are harmful to personal development.

Article 39. Rewards and Disciplinary Measures

1. Students who achieve outstanding results in their studies and training shall be rewarded in accordance with the current regulations of the Ministry of Education and Training.

2. Students who violate rules or exhibit deficiencies during their studies and training shall be educated or subject to disciplinary measures in accordance with the current regulations of the Minister of Education and Training.

Chapter VI
ASSETS AND FINANCE OF THE SCHOOL

Article 40. Location, Scale, Area

The location, scale, and area of the school must comply with the provisions of the Ministry of Education and Training.

Article 41. Physical Facilities

1. The system of physical facilities and technical infrastructure of secondary schools shall ensure the minimum standard for physical facilities of secondary schools as stipulated by the Ministry of Education and Training. For secondary schools with multiple levels, including primary education, the physical facilities for primary education must at least meet the minimum standard for physical facilities of a multi-level secondary school.

2. The school shall be responsible for developing specific plans and timelines to be submitted to the competent authority for approval in order to strengthen investment in physical facilities to achieve higher standards of physical facility standards.

3. The school shall be responsible for managing and using its physical facilities effectively, avoiding waste; periodically develop plans for renovation and upgrading of physical facilities according to regulations; absolutely not use physical facilities that have exceeded their service life or are unsafe before being renovated or repaired.

Article 42. Educational Equipment

1. The educational equipment of secondary schools shall ensure the minimum level as stipulated by the Ministry of Education and Training.

2. The school shall manage and use its educational equipment effectively, avoiding waste; periodically develop plans to inspect, repair damaged educational equipment, and purchase additional educational equipment according to regulations; absolutely not use educational equipment, materials, or chemicals that have exceeded their service life or are unsafe.

3. The school shall develop plans and timelines for investment in purchasing educational equipment to be submitted to the competent authority for approval; mobilize various resources and voluntary contributions from society to invest in and purchase modern educational equipment to meet the increasingly high requirements of teaching, learning, and scientific research activities by teachers and students, as well as management activities within secondary schools.

Article 43. Library

1. Secondary schools shall have a library. The library shall be organized and operated in accordance with the standards for school libraries as stipulated by the Ministry of Education and Training.

2. The school library shall serve the activities of learning, teaching, and scientific research for students, teachers, educational institution staff, and education support personnel. It shall regularly review, update, and supplement reference books, publications in Vietnamese, ethnic languages, and foreign languages that are suitable for the needs and actual conditions at the school.

3. The school library shall be arranged and positioned safely and scientifically, open, creating a reading space specifically for students, friendly, lively, and appropriate to the psychological characteristics of secondary school students according to their grade level.

4. Socialization in the development of libraries in accordance with current laws. Diversify various forms of libraries, build digital libraries. Where conditions and needs permit, develop a coordinated infrastructure to ensure conditions for searching, accessing, using, and implementing interlibrary resource sharing. Decorate and arrange the library in a friendly, lively, attractive manner that is appropriate to the psychological characteristics of secondary school students.

Article 44. Financial Resources of the School

2. A secondary school may organize efforts to mobilize various resources and voluntary contributions from society for educational activities, in compliance with current legal provisions; ensuring principles of voluntariness, transparency, effectiveness, economy, and efficiency.

Chapter VII

RELATIONSHIPS BETWEEN THE SCHOOL, FAMILY, AND SOCIETY
Article 45. Parent-Teacher Association (PTA)

1. The class PTA is organized on an annual basis, comprising members elected by the parents of the class; it shall cooperate with the class teacher and subject teachers in student education work.

2. The school PTA is organized on an annual basis, comprising members elected by the PTAs of each class; it shall cooperate with the school in organizing and implementing educational activities as per regulations.

3. The organization, tasks, authorities, and operations of the PTA are carried out in accordance with the Regulations on Parent-Teacher Associations promulgated by the Minister of Education and Training.

Article 46. Cooperation between School, Family, and Society

1. The school shall actively cooperate regularly and closely with families and society to build a unified, safe, healthy, friendly educational environment that is suitable for local conditions and digitalization trends, in order to achieve educational goals and principles. Cooperation among the school, family, and society should clearly define the responsibilities of each party, ensuring democratic, equal, cooperative, transparent, and accountable practices, respecting the professional activities of the school.

2. The school shall have specific plans for cooperation with local government agencies, mass organizations, class PTAs, parents, political-social organizations, and relevant individuals to implement the following:

a) Unify educational viewpoints, goals, content, and methods among the school, family, and society to achieve educational objectives;

b) The school shall disseminate policies of education, school education plans; provide parents with specific information on the school's policies, programs, activities, and students' progress; organize counseling and guidance for parents regarding age-specific psychological characteristics, skills to support student learning at home, and other educational issues;

c) Create opportunities for parents, organizations, and individuals to share information, evaluate students; propose and contribute ideas on the development and implementation of school education plans; participate in experiential, extracurricular, vocational guidance, cultural, sports, and artistic activities of students;

d) Mobilize and effectively utilize community resources for educational care, support infrastructure, equipment, and materials; prevent activities that may have a negative impact on students;

e) Organize teachers and students to learn about local history, culture, economy, society, natural conditions through exchange programs, field trips, and practical learning visits; participate in cultural, social activities serving the community, traditional events, and festivals of the locality;

f) Unify mechanisms for feedback on educational content, discipline, student management. Periodically, at the end of each semester or academic year, the school shall organize evaluations of cooperation effectiveness through parent surveys, student assessments, teacher evaluations; results are made public and serve as a basis for adjusting cooperative activities;

g) Implement cooperation between the school, family, and society in other activities as per regulations./.

g) To carry out coordination between schools, families, and society in other activities as prescribed./.