Circular on the implementation of vocational guidance and分流在教育系统中的规定。

CIRCULAR

Regulations on Vocational Guidance and Streamlining in Education

Based on the Education Law No. 43/2019/QH14 and the Law Amending and Supplementing Certain Provisions of the Education Law No. 123/2025/QH15;

Based on Decree No. 37/2025/NĐ-CP dated February 26, 2025 of the Government regulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

In accordance with the proposal by the Director of the Primary Education Department;

The Minister of Education and Training promulgates this Circular on Regulations for Implementing Vocational Guidance and Streamlining in Education.

CHAPTER I

GENERAL PROVISIONS

Article 1. Scope of Application and Applicable Subjects

1. This Circular stipulates the implementation of vocational guidance and streamlining in education, including: content, form, measures, and conditions for ensuring the implementation of vocational guidance (hereinafter referred to as "vocational guidance") and career orientation for students (hereinafter referred to as "streamlining") in primary education institutions.

2. This Circular applies to:

a) Primary schools, secondary schools, high schools, multi-level general education schools, specialized schools, and other general education institutions implementing the general education curriculum (hereinafter collectively referred to as "general education institutions");

b) Universities, academies, higher education institutions, teacher training institutions, vocational education institutions (hereinafter collectively referred to as "higher education institutions"), and vocational training institutions;

c) Government agencies, organizations, enterprises, and individuals involved in the coordination of organizing and implementing vocational guidance and streamlining.

Article 2. Interpretation of Terms

In this Circular, the following terms are understood as follows:

1. Vocational Guidance in Education is a system of measures implemented within and outside educational institutions to help students gain knowledge about careers, enabling them to choose suitable careers based on their abilities, interests, and aspirations, and meeting the labor market needs of society.

2. Career Guidance Activities are educational activities organized within and outside educational institutions to implement vocational guidance content for students in accordance with legal provisions, including providing occupational information, career counseling, ability assessment, interest evaluation, and organizing appropriate work experience.

3. Career Counseling is an activity that supports individuals or groups of students in determining their abilities, interests, learning conditions; choosing a field of occupation and developing a study plan and vocational skills development plan that are suitable.

4. Streamlining in Education is a measure to organize educational activities based on the implementation of vocational guidance in education, creating opportunities for students to continue their studies at higher levels or participate in work that matches their abilities, interests, aspirations, conditions, and societal needs after completing the primary, secondary, vocational, and equivalent education programs.

Article 3. Principles of Implementation

1. Ensuring alignment with the abilities, interests, and aspirations of students and the human resource requirements, as well as the economic and social development needs at the national and local levels.
2. Ensuring the right to choose their educational and career paths for students; creating conditions for lifelong learning and transitioning between different streams of education and training in accordance with legal provisions.
3. Implementing vocational guidance and streamlining systematically, continuously, strengthening practical experience integration into the curriculum; ensuring quality and continuity among streams.
4. Ensuring coordination among educational institutions, families, government management agencies, social organizations, enterprises, and relevant individuals in implementing vocational guidance and streamlining.
5. Ensuring fairness, gender equality, and access to vocational guidance and streamlining activities for all students, particularly those from remote, border, island areas, and regions with special economic and social difficulties, as well as students with disabilities.

6. Encouraging the mobilization of social resources to participate in vocational guidance and streamlining activities in accordance with legal provisions.

Chapter II

Vocations in Education

Article 4. Content of Vocational Guidance

1. The basic education institution shall be responsible for organizing the implementation of vocational guidance content for students; vocational education institutions, higher education institutions, enterprises, and relevant agencies or organizations shall participate in cooperation according to their assigned functions and tasks. The content of vocational guidance is organized both within and outside educational institutions, including:

a) Provision of occupational information, including: information on industries and occupations; requirements for abilities and qualities; training conditions; employment opportunities; labor market trends; contents aimed at enhancing awareness of the value of labor, occupational consciousness, and learning attitudes.

b) Supporting students in self-awareness, including: evaluating abilities, interests, occupational values, and personal characteristics; advising on choosing suitable occupations; guiding the formulation of study plans and career development through various forms of consultation, testing, exchanges, and vocational experience.

c) Development of skills in selecting a profession, including: skills for searching and processing occupational information; decision-making skills related to professions such as communication, teamwork, problem-solving, creativity, adaptability, and other necessary skills for career orientation; entrepreneurial spirit and innovation.

d) Content of vocational experience aimed at helping students familiarize themselves with the working environment, occupational activities, production processes, business operations, services, and research; enhancing practical understanding of occupations, the relationship between learning and market demands, as well as economic and social conditions.

d) Content on applying information technology and digital transformation in vocational guidance, including: improving access to occupational information through digital platforms, occupational databases, online advisory tools, and artificial intelligence; supporting students in updating their understanding of occupational trends within an international context.

2. The content framework for vocational guidance at educational institutions shall be constructed based on the groups of contents specified in Clause 1 of this Article, must conform to the guidelines issued by the Ministry of Education and Training, and shall be approved by the direct supervisory authority before implementation.

3. The content of vocational guidance shall be reviewed and updated periodically according to instructions from educational management agencies to ensure it is consistent with students' characteristics, conditions of the institution, and economic-social development requirements of the locality.

Article 5. Forms and Measures for Implementing Vocational Guidance

1. Vocational guidance shall be implemented by integrating and embedding vocational guidance content into subjects and educational activities under the General Education Curriculum, appropriate to each level of education.

2. The basic education institution shall take the lead in organizing career counseling through direct and online methods; cooperate with vocational education institutions, higher education institutions, enterprises, and relevant organizations to provide information, organize experiences, and serve as a basis for choosing suitable post-graduation paths.

3. Utilize information technology and digital transformation in vocational guidance activities; leverage database systems, use online platforms for advising, evaluating abilities and interests, tracking students' learning trajectories, and ensuring information security according to regulations.

4. Promote awareness of vocational guidance among students, parents, guardians of students (hereinafter collectively referred to as student parents), and the community through educational activities both inside and outside school premises.

Chapter III

SEPARATION IN EDUCATION

Article 6. Content of Separation

1. The entity responsible for basic education shall coordinate with vocational education institutions, higher education institutions, adult education centers, integrated vocational and adult education centers, enterprises, and relevant agencies to provide timely and comprehensive information to students and parents regarding the selection of further education after completion of lower secondary, upper secondary, vocational, or equivalent programs, including continuing education at a higher level or engaging in appropriate employment that aligns with individual abilities, preferences, conditions, and societal needs.

2. Direct and online counseling services for separation shall be organized for students; guidance on admission requirements, duration of training, cost of training, job opportunities, and career development prospects for each post-secondary education pathway.

3. The integration of separation content in vocational guidance activities to help students recognize the role, benefits, and opportunities of each post-graduation path; support students in evaluating their abilities, preferences, and personal conditions to choose an appropriate educational pathway.

4. Guidance for students to participate in vocational education that aligns with their abilities, preferences, and local labor market needs; assistance for students interested in transitioning to vocational training by providing information on admission requirements, training programs, and job opportunities.

5. Coordination with vocational education institutions, higher education institutions, enterprises, and relevant agencies in providing information, organizing work experience activities, practical training, counseling on admissions, and support for post-graduation educational pathways.

6. Implementation of communication about separation and careers to students, parents, and the community to enhance awareness, reduce career stereotypes, and contribute to an increased proportion of students choosing appropriate paths after graduation.

Article 7. Measures for Separation

1. Basic education institutions shall implement the general education program with a focus on vocational guidance and provide opportunities for students to choose post-graduation educational pathways; organize subject, elective topics, and self-selected educational activities that align with student abilities, preferences, and separation requirements.

2. Basic education institutions shall coordinate with adult education centers, integrated vocational and adult education centers, and vocational education institutions to organize dual-track models combining cultural studies and vocational training; diversify programs and pathways between levels; ensure conditions for students to engage in vocational training.

3. Basic education institutions shall lead the provision of counseling and communication about separation to students and parents; collaborate with vocational education institutions, higher education institutions, enterprises, and relevant organizations to organize seminars, educational career fairs; apply digital technology in providing information and counseling on separation.

4. Vocational education institutions shall coordinate with basic education institutions according to their functions and tasks to implement pathway integration through flexible open learning pathways; recognize learning outcomes, modules, and credits as per regulations; facilitate student transitions between pathways and levels of training.

5. Basic education institutions shall collaborate with enterprises and local authorities to develop cooperative models in separation organization; mobilize enterprises for counseling, training, and recruitment; local authorities coordinate human resource needs, support connections for students to access appropriate training and employment opportunities based on local conditions.

6. Enterprises participating in vocational guidance and separation activities must have legal status, appropriate functions and tasks, and the capability to meet requirements; ensure transparency and accountability in financial matters and commitments to safeguard the safety and lawful rights of learners.

Chapter IV

CONDITIONS FOR ASSURANCE

Article 8. Implementation Team

1. The implementation team for career guidance and streamlining at basic education institutions includes: management staff, teachers, student counselors, and other personnel as assigned by the head of the educational institution.

2. The team for cooperation and support participation includes:

a) Teachers and lecturers from vocational education institutions and higher education institutions participating according to the coordinated plan;

b) Experts, business representatives, vocational organization representatives, scientists, artisans, local government officials, organizations, and other suitable individuals invited by educational institutions to provide occupational information, guide work experience, and support streamlining counseling for students.

3. The implementation team responsible for career guidance and streamlining must possess the ability to advise learners, understand age-specific psychological and physiological characteristics; knowledge of various industries and job requirements; grasp local human resource needs and social occupational trends; organize educational activities; apply technology in career guidance and streamlining activities; and participate in training programs suitable for enhancing their capacity.

4. Parents of students cooperate with the educational institution and relevant organizations to provide information, guidance, and create conditions for students to engage in career guidance and streamlining activities.

5. The educational institution is responsible for assigning tasks, ensuring working conditions, and organizing training and seminars for the implementation team of career guidance and streamlining.

Article 9. Physical Facilities and Equipment

1. Educational institutions allocate a room or space for career counseling that ensures access to information, exchange, and support for learners. The counseling space is integrated with the school counseling room and supports students with disabilities in inclusive education or other functional rooms as per current standards without creating additional new functional rooms.

2. Educational institutions invest in and supplement equipment for career guidance and streamlining, including posters, videos, models, vocational experience tools, simulation devices, internet-connected computers, and other support tools according to the school's capabilities and conditions.

3. Encourage organizations and individuals to participate in socializing investment in physical facilities and equipment for career guidance and streamlining activities; the reception, management, and use of socialized resources are carried out in accordance with legal provisions.

Article 10. Documents and Learning Materials

1. Educational institutions develop and implement an annual career guidance and streamlining plan according to this Circular's regulations, tailored to the institution's and local conditions.

2. Documents and learning materials used in career guidance and streamlining activities must ensure accuracy, up-to-date information, relevance to student characteristics, and cover all specified content areas for career guidance and streamlining as per this Circular's provisions.

3. Localities and educational institutions may compile supplementary documents and learning materials based on needs, which must be reviewed by the Department of Education and Training before use, and connected, shared online with education management agencies in accordance with legal provisions.

4. Career guidance and streamlining support documents compiled by the Ministry of Education and Training are published and provided through the online career information system in accordance with legal provisions.

Article 11. Implementation Costs

1. The implementation costs for vocational guidance and student分流 in educational institutions shall be mobilized from the following sources:

a) State budget;

b) Legal revenue of educational institutions;

c) Donations, grants from domestic and foreign organizations and individuals;

d) Other sources as prescribed.

2. The management, utilization, and disclosure of implementation costs shall be conducted in accordance with the provisions of the Law on State Budget and relevant laws and regulations.

Chapter V

RESPONSIBILITIES OF ORGANIZATIONS AND INDIVIDUALS

Article 12. Responsibilities of the Ministry of Education and Training

1. Direct, guide the implementation of vocational guidance and分流 activities in general education in accordance with legal provisions and this Circular.

2. Guide mechanisms for cooperation between general education institutions and vocational education institutions, higher education institutions, and relevant organizations in organizing vocational guidance and分流 activities.

3. Develop and guide the use of materials and textbooks; organize training to enhance the capabilities of personnel implementing vocational guidance and分流.

4. Develop and operate the National Vocational Guidance Portal to provide information on professions, labor market, educational pathways, and support materials for vocational guidance and分流. Ensure information security and protect personal data of learners during the collection, storage, and use for career counseling purposes.

5. Organize inspections, evaluations of the implementation of vocational guidance and分流 activities; compile and report results in accordance with regulations.

6. Organize and coordinate public information and publicity work on vocational guidance and分流 nationwide.

Article 13. Responsibilities of People's Committees of Provinces and Municipalities

1. Direct the development and implementation of local vocational guidance and分流 plans in line with economic and social conditions and human resource needs.

2. Allocate resources, budget, and mobilize social resources for the implementation of vocational guidance and分流 activities.

3. Direct the Provincial Department of Education and Training, relevant departments, and local People's Committees to cooperate in organizing vocational guidance and分流 activities; promote and encourage learners and their families to participate in suitable educational streams.

4. Organize inspections, evaluations of the implementation of vocational guidance and分流; report regularly to the Ministry of Education and Training as prescribed.

Article 14. Responsibilities of Provincial Departments of Education and Training

1. Advise the provincial People's Committee on formulating and implementing vocational guidance and分流 plans; guide educational institutions in executing these plans; approve the content framework for general education institutions' vocational guidance as prescribed at Paragraph 2 of Article 4 of this Circular.

2. Direct, guide general education institutions to cooperate with vocational education institutions, higher education institutions, and local organizations and enterprises in organizing vocational guidance and分流 activities.

3. Organize training and refresher courses for personnel implementing vocational guidance and分流 according to unified guidelines from the Ministry of Education and Training on content, materials, and training methods; supervise the implementation at educational institutions.

4. Implement regular and ad hoc statistical reporting as prescribed.

Article 15. Responsibilities of the People's Committee at the Commune Level

1. To preside over and coordinate with educational institutions, political-social organizations, and relevant entities within its jurisdiction to organize publicity and dissemination efforts aimed at enhancing public awareness regarding career guidance and streamlining; to encourage families to create conditions for students to participate in education streams that are appropriate after the completion of basic secondary education.

2. To direct local departments, agencies, and mass organizations to ensure security, order, and safety for students participating in experiential and vocational training activities at production and business establishments, craft villages, and other locations within its jurisdiction.

3. To review and update information on traditional production and business establishments, artisans, and social resources within the locality to connect with schools to facilitate career guidance and occupational experience activities for students as per legal provisions.

4. To monitor and compile data on adolescents in the locality after completing basic secondary education and graduating from general secondary school; to propose solutions for continued education support, vocational training, and employment placement within its jurisdictional authority.

Article 16. Responsibilities of General Education Institutions

1. To develop and implement a career guidance and streamlining plan as part of the school's educational plan; to ensure that all students have access to career guidance and streamlining activities.

2. To assign staff and teachers responsible for; to organize surveys on students' abilities, interests, and aspirations as a basis for counseling.

3. To cooperate with vocational education institutions, higher education institutions, enterprises, and related organizations in organizing counseling, occupational experience, providing information on admissions, and educational pathways.

4. To collaborate with parents to provide information, counseling, and career guidance to students.

5. To organize self-inspections and evaluations of the effectiveness of career guidance and streamlining activities annually as a basis for assessing school performance according to regulations.

Article 17. Responsibilities of Higher Education Institutions and Vocational Education Institutions

1. To cooperate with general education institutions in providing information on professions, admissions, educational pathways, and employment opportunities; to participate in counseling and organizing career guidance activities.

2. To create conditions for students from general education to visit, experience, practice, and intern; to collaborate with enterprises in organizing vocational training activities; to ensure safety, environmental hygiene, and other safety regulations are met throughout the duration of their participation at the unit.

3. To implement training and articulation according to regulations; to support students in selecting appropriate professions and educational pathways.

4. To cooperate in organizing career guidance and admission fairs; to provide learning materials and online data for career guidance.

Article 18. Responsibilities of the Career Guidance Implementation Team

1. To carry out career guidance and streamlining activities according to plans set by educational institutions.

2. To update information on professions, labor demand, job market trends, and educational pathways for counseling students.

3. To cooperate with families, vocational education institutions, enterprises, and related organizations in organizing career guidance and streamlining activities.

4. To advise and assist students in selecting appropriate professions, study plans, and development trajectories.

5. To fully participate in training and capacity-building activities as required.

Article 19. Responsibilities of Organizations and Individuals Engaged in Vocational Guidance Activities

1. Enterprises, professional associations shall cooperate to provide information on human resource needs and occupational trends; support the organization of experiential activities, internships, and job opportunities for students.

2. Political and social organizations, social and professional organizations shall participate in promoting, supporting vocational skills training, scholarships, and connecting with programs that support students.

3. Parents of students and relevant community organizations shall cooperate to provide information, share practical experiences, and support students in participating in vocational guidance activities according to their capabilities and conditions.

4. Organizations and individuals who make positive contributions to educational vocational guidance and分流

Chapter VI

PROVISIONS FOR IMPLEMENTATION

Article 20. Enforceability

1. This Circular shall come into enforceable effect from the date of … month … 2026.

2. From the date this Circular comes into enforceable effect, any provisions previously in force that are contrary to this Circular shall cease to have enforceable effect.

Article 21. Implementation Responsibilities

1. The Director of the Office of the Ministry, the Director of the Primary Education Department, heads of relevant units under the Ministry of Education and Training, Chairmen of People's Committees of provinces and cities, Directors of Departments of Education and Training, heads of educational institutions and other relevant organizations and individuals shall bear responsibility for implementing this Circular.

2. During implementation, if any difficulties or obstacles arise, agencies, organizations, and individuals may report to the Ministry of Education and Training for consideration and resolution in accordance with their authority.