Circular No. 17/2022/TT-BLDTBXH guides the implementation of certain contents regarding vocational education and employment for workers in small projects and components under three national target programs during the period from 2021 to 2025.

CIRCULAR

Guidelines for implementing certain contents regarding vocational education and employment for workers in sub-projects and components under three national target programs during the period 2021-2025

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Pursuant to Decree No. 14/2017/NĐ-CP dated February 17, 2017, of the Government, stipulating the functions, tasks, powers, and organizational structure of the Ministry of Labor, Invalids, and Social Affairs;

Pursuant to Decree No. 27/2022/NĐ-CP dated April 19, 2022 of the Government stipulating management mechanisms and organization of implementation of national target programs;

Pursuant to Decision No. 1719/QD-TTg dated October 14, 2021 of the Prime Minister approving the National Target Program on Socio-Economic Development in Ethnic Minority and Mountainous Areas for the period 2021-2030, Phase I: from 2021 to 2025;

Pursuant to Decision No. 90/QD-TTg dated January 18, 2022 of the Prime Minister approving the National Target Program on Sustainable Poverty Reduction for the period 2021-2025;

Pursuant to Decision No. 263/QD-TTg dated February 22, 2022 of the Prime Minister approving the National Target Program on New Rural Development for the period 2021-2025;

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

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation

This Circular guides the implementation of certain contents regarding vocational education and employment for workers in sub-projects and components under three national target programs during the period 2021-2025, including:

1. Sub-project 1 "Developing Vocational Education in Poor and Difficult Regions" within Project 4 of the National Target Program on Sustainable Poverty Reduction for the period 2021-2025 approved by Decision No. 90/QD-TTg dated January 18, 2022 of

2. Sub-project 3 "Project for Developing Vocational Education and Employment for Workers in Ethnic Minority and Mountainous Areas" within Project 5 of the National Target Program on Socio-Economic Development in Ethnic Minority and Mountainous Areas for the period 2021-2030, Phase I: from 2021 to 2025 approved by Decision No. 1719/QD-TTg dated October 14, 2021 of

3. Content number 09 "Continuing to Improve the Quality of Vocational Training for Rural Workers, Linked to Market Needs" within Component Content number 03 of the National Target Program on New Rural Development for the period 2021-2025 approved by Decision No. 263/QD-TTg dated February 22, 2022 of

Article 2. Applicability

Students; vocational education institutions; employment service centers, job introduction agencies; organizations and individuals providing overseas labor dispatch services; organizations and individuals advising workers on overseas employment; ministries, sectors, localities, enterprises, cooperatives, and other related organizations and individuals assigned tasks to implement the contents and activities of sub-projects and component contents specified in Article 1 of this Circular.

Chapter II

GUIDELINES FOR IMPLEMENTING SUB-PROJECT 1 "DEVELOPING VOCATIONAL EDUCATION IN POOR AND DIFFICULT REGIONS" WITHIN PROJECT 4 OF THE NATIONAL TARGET PROGRAM ON SUSTAINABLE POVERTY REDUCTION FOR THE PERIOD 2021-2025 APPROVED BY DECISION NO. 90/QD-TTg DATED JANUARY 18, 2022 OF THE PRIME MINISTER

Article 3. Recipients of Support

As stipulated at point a, item 4, Part III of Decision No. 90/QD-TTg dated January 18, 2022 of

Article 4. Support for Infrastructure, Equipment, and Training Means for Vocational Education Institutions

1. Support for construction, repair, maintenance of assets, procurement of training equipment and means according to the nature of capital sources, principles, and allocation criteria for vocational education institutions in provinces with poor districts. Priority is given to schools with key majors serving socio-economic development in the region and locality.

2. Based on objectives, tasks, and allocated funds as prescribed by laws on public investment, Circular No. 46/2022/TT-BTC dated July 28, 2022 of the Minister of Finance on managing, using, and settling accounts for state budget funds for the National Target Program on Sustainable Poverty Reduction for the period 2021-2025 (hereinafter referred to as Circular No. 46/2022/TT-BTC) and relevant laws.

Article 5. Construction of National Occupational Skill Standards

The construction, updating, revision, and supplementation of national occupational skill standards shall be carried out in accordance with Circular No. 56/2015/TT-BLDTBXH dated December 24, 2015, issued by the Minister of Labor, Invalids, and Social Affairs on guiding the construction, review, and publication of national occupational skill standards.

Article 6. Minimum Knowledge Volume and Competency Requirements for Graduates

The construction, amendment, supplementation, review, issuance of minimum knowledge volume and competency requirements for graduates, categorized by profession and level, shall be conducted in accordance with Circular No. 12/2017/TT-BLDTBXH dated April 20, 2017, issued by the Minister of Labor, Invalids, and Social Affairs regarding the minimum knowledge volume and competency requirements for graduates at intermediate and higher vocational levels, and Circular No. 34/2018/TT-BLDTBXH dated December 26, 2018, issued by the Minister of Labor, Invalids, and Social Affairs to amend and supplement certain provisions of Circular No. 42/2015/TT-BLDTBXH dated October 20, 2015 on training at basic levels, Circular No. 43/2015/TT-BLDTBXH dated October 20, 2015 on regular training, Circular No. 07/2017/TT-BLDTBXH dated March 10, 2017 on working conditions for vocational education teachers, Circular No. 08/2017/TT-BLDTBXH dated March 10, 2017 on professional standards for vocational education teachers, Circular No. 10/2017/TT-BLDTBXH dated March 13, 2017 on graduation certificates for intermediate and higher vocational levels; printing, management, distribution, recovery, and cancellation of such certificates, and Circular No. 31/2017/TT-BLDTBXH dated December 28, 2017 on training at intermediate, higher, and basic levels through combined work-study programs (hereinafter referred to as Circular No. 34/2018/TT-BLDTBXH), and Clauses 8 and 10, Article 23 of Circular No. 15/2022/TT-BTC dated March 4, 2022, issued by the Minister of Finance on managing and using funds for the implementation of the National Target Program on Socio-Economic Development in Ethnic Minority and Mountainous Areas from 2021 to 2030, Phase I: from 2021 to 2025 (hereinafter referred to as Circular No. 15/2022/TT-BTC).

Article 7. Establishment of Economic and Technical Norms

1. Establishing, revising, and supplementing economic and technical norms for training for each profession at different levels and degrees.

2. The content of establishing, reviewing, and issuing economic and technical norms for training shall be implemented in accordance with Circular No. 07/2020/TT-BLDTBXH dated October 12, 2020, issued by the Minister of Labor, Invalids, and Social Affairs on the establishment, review, and issuance of economic and technical norms for training applicable in the field of vocational education.

Article 8. Establishment of Minimum Training Equipment Lists

1. Establishing, revising, and supplementing minimum training equipment lists for each profession at different levels and degrees.

2. The content of establishing, reviewing, and issuing minimum training equipment lists for each profession at different levels and degrees shall be carried out according to Section I and II of Appendix I attached to this Circular.

Article 9. Establishing material standards for practical, experimental, and testing activities

1. Establishing, revising, and supplementing material standards for practical, experimental, and testing activities by industry and profession.

2. The content of establishing, reviewing, and promulgating material standards for practical, experimental, and testing activities by industry and profession shall be implemented in Section I and III of Appendix I attached to this Circular.

Article 10. Establishing the maximum price for vocational education services funded by the state budget

Implement according to the provisions of the Law on Prices, Decree No. 60/2021/NĐ-CP dated June 21, 2021 of the Government on the financial autonomy mechanism of public service units, guidelines of the Ministry of Labor, Invalids, and Social Affairs on the pricing method for public services funded by the state budget in the field of vocational education under the pricing authority of the Ministry of Labor, Invalids, and Social Affairs, and other relevant regulations.

Article 11. Developing the certification skills assessment system at the national level

||| 1. Content of Support

a) Compiling, revising, supplementing, and reviewing the question bank for knowledge tests and the practical test bank for assessing national occupational skills.

b) Establishing, promulgating, updating training programs and materials, and organizing training for certification skills assessment staff at the national level; printing and issuing national occupational skills assessment certificates for managers involved in the assessment and certification of national occupational skills.

2. Implementation method

a) Regarding compiling, revising, supplementing, and reviewing the question bank for knowledge tests and the practical test bank for assessing national occupational skills

Preparing documents, organizing training, and providing guidance for the Question Bank Compilation Team in accordance with Circular No. 36/2018/TT-BTC dated March 30, 2018 of the Minister of Finance guiding the preparation, management, use, and settlement of the budget allocated for training and capacity building for civil servants and employees (hereinafter referred to as Circular No. 36/2018/TT-BTC), Circular No. 43/2015/TT-BLDTBXH dated October 20, 2015 of the Minister of Labor, Invalids, and Social Affairs on regular training (hereinafter referred to as Circular No. 43/2015/TT-BLDTBXH), and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Implementing the compilation, review, and approval of the question bank for knowledge tests and the practical test bank in accordance with Clause 2, Clause 3, and Clause 4 of Article 20 of Decree No. 31/2015/NĐ-CP dated March 24, 2015 of the Government detailing certain provisions of the Law on Employment regarding the assessment and issuance of national occupational skill certificates (hereinafter referred to as Decree No. 31/2015/NĐ-CP) and Clause 8 of Article 3 of Decree No. 140/2018/NĐ-CP dated October 8, 2018 of the Government amending and supplementing several decrees related to investment conditions and administrative procedures within the scope of management of the Ministry of Labor, Invalids, and Social Affairs (hereinafter referred to as Decree No. 140/2018/NĐ-CP). Detailed procedures for compiling and reviewing the question bank for knowledge tests and the practical test bank are set out in Appendix II attached to this Circular.

Providing advice, guidance, and supervision for the implementation of the compilation of the question bank for knowledge tests and the practical test bank in accordance with Clause 3 of Article 16 of Circular No. 46/2022/TT-BTC.

Preparing documents, organizing training, and providing guidance for the Review Board of the question bank for knowledge tests and the practical test bank in accordance with Circular No. 36/2018/TT-BTC, Circular No. 43/2015/TT-BLDTBXH, and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Overall editing, coding, and entering data on knowledge test questions and practical test papers into the information technology application software system for management, storage, mixing, and setting up skill assessment tests in accordance with Clause 4 of Article 20 of Decree No. 31/2015/NĐ-CP and Clause 8 of Article 3 of Decree No. 140/2018/NĐ-CP to prepare, compile, and provide guidance documents for use during the national skill assessment period, skill assessment tests according to each level of national skill proficiency as stipulated in Point a of Clause 3 of Article 11 of Circular No. 19/2016/TT-BLDTBXH dated June 28, 2016 of the Minister of Labor, Invalids, and Social Affairs guiding the implementation of certain provisions of Decree No. 31/2015/NĐ-CP (hereinafter referred to as Circular No. 19/2016/TT-BLDTBXH), Point a of Clause 5 of Article 12 of Circular No. 41/2019/TT-BLDTBXH dated December 30, 2019 of the Minister of Labor, Invalids, and Social Affairs amending and supplementing certain provisions of Circular No. 38/2015/TT-BLDTBXH dated October 19, 2015 on national skill certificates, issuance, and management of national skill certificate issuance, and Circular No. 19/2016/TT-BLDTBXH dated June 28, 2016 on guiding the implementation of certain provisions of Decree No. 31/2015/NĐ-CP dated March 24, 2015 of the Government detailing certain provisions of the Law on Employment regarding the assessment and issuance of national skill certificates (hereinafter referred to as Circular No. 41/2019/TT-BLDTBXH) and other related guidelines for organizations conducting national skill assessments to prepare, organize assessments, and notify participants to prepare for the national skill assessment period. The mixing and setting up of skill assessment tests shall be carried out in accordance with Circular No. 69/2021/TT-BTC dated August 11, 2021 guiding the management of funds for preparation, organization, and participation in examinations applicable to general education.

Editing and promulgating documents on the guidebook for establishing, compiling the question bank for knowledge tests and the practical test bank for assessing national occupational skills and activities for the certification of national occupational skills in accordance with Clause 3 of Article 4 of Circular No. 46/2022/TT-BTC.

b) Regarding establishing, promulgating, updating training programs and materials, and organizing training for certification skills assessment staff at the national level; printing and issuing national occupational skills assessment certificates for managers involved in the assessment and certification of national occupational skills.

The construction or selection, approval of training programs, teaching materials, and training documents shall be carried out in accordance with the provisions of Article 4 and Article 5 of Circular No. 43/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

The unit assigned to organize vocational training activities shall develop plans, determine content, target groups, time, location, and organize training and development activities for cadres and civil servants in accordance with Circular No. 36/2018/TT-BTC.

Article 12. Development of the quality assurance system for vocational education

||| 1. Content of Support

a) Building and applying a quality assurance model in vocational education institutions

Conduct surveys, evaluations, and reports on the current status of quality assurance in vocational education institutions; study, build, and trial apply various models; develop programs, materials, and organize training for staff and teachers on trial applying models; monitor and supervise the activities of building and trial applying models; organize seminars and conferences to evaluate, summarize, and perfect quality assurance models.

b) Training and developing the quality assurance system in vocational education institutions; training and developing quality assessment personnel for vocational education

Develop, issue, amend programs, materials, and organize training and development activities for building and developing the quality assurance system in vocational education institutions.

Develop, issue, amend programs, materials, and organize training and development activities for quality assessment personnel for vocational education.

2. Implementation method

a) Regarding the building and application of a quality assurance model in vocational education institutions

Build a quality assurance model in vocational education institutions: Conduct surveys, evaluations, comprehensive and specialized topic reports on the current status of quality assurance in vocational education institutions located in provinces with poor districts; research and build quality assurance contents and activities suitable for different types of vocational education institutions under the conditions of provinces with poor districts. Develop models including input, process, and output quality assurance procedures and tools.

Trial apply quality assurance models: Select some vocational education institutions to trial apply; develop programs, materials, and organize training for staff and teachers of selected vocational education institutions; conduct trials at selected vocational education institutions.

Monitor and supervise the activities of building and trial applying quality assurance models at vocational education institutions. Organize seminars and conferences during the process of building and trial applying. Evaluate, summarize, and perfect quality assurance models.

The unit assigned to organize the building and application of a quality assurance model in vocational education institutions shall implement in accordance with the provisions of Joint Circular No. 55/2015/TTLT-BTC-BKHCN dated April 22, 2015, issued by the Minister of Finance and the Minister of Science and Technology guiding the budget allocation standards for scientific and technological tasks using state funds (hereinafter referred to as Joint Circular No. 55/2015/TTLT-BTC-BKHCN).

b) Regarding training and development of the quality assurance system in vocational education institutions; training and developing quality assessment personnel for vocational education

The unit assigned to organize training, training, and development activities shall develop plans, determine content, target groups, time, location, and organize in accordance with Circular No. 36/2018/TT-BTC.

Article 13. Development of teachers and educational managers

||| 1. Content of Support

a) Develop, promulgate, amend, and update training programs, materials for training and organizing standardized training and development to enhance the capabilities of teachers and educational managers in vocational education; skills of vocational instructors in pedagogical competence and teaching methods; ability to develop training programs and learning resources; management skills and business practices in enterprises; occupational skill levels, test question banks, and assessment criteria for practical teaching for vocational education teachers; scientific research capabilities for teachers and educational managers in vocational education; application of information technology in vocational education teaching, digital transformation, and new technologies; business knowledge and entrepreneurship for disadvantaged individuals; other specialized knowledge and skills according to job requirements.

b) Develop, promulgate, and update training programs and materials for the training and development of educational managers in vocational education: administrative management skills, management of vocational education institutions, digital transformation, soft skills, foreign language proficiency, and necessary skills.

c) Organize standardized training and development for educational managers in vocational education: professional expertise, administrative management skills, state management skills, management of vocational education institutions; enhance capabilities in digital skills, soft skills, foreign language proficiency, and necessary skills; provide training abroad in countries with advanced vocational education systems on organizational models, management capabilities, future skills, and technology transfer.

d) Develop, promulgate, and update training programs and organize training and development to enhance the capabilities of teachers and educational managers in developing curricula, textbooks, training materials, and training resources at vocational education institutions.

e) Develop, promulgate, and update training programs and organize training and development for legal affairs and inspection staff.

f) Develop, promulgate, and update training programs and organize training and development for management staff and vocational instructors at enterprises and cooperatives in developing training programs, enhancing teaching skills, management skills, and occupational skills.

2. Implementation method

Organizations and units responsible for organizing training and development activities shall establish plans, determine content, target groups, timeframes, locations, and ensure that training and development activities comply with regulations on training and development of cadres and civil servants stipulated in Circular No. 36/2018/TT-BTC and current regulations.

Article 14. Development of Programs and Learning Materials

||| 1. Content of Support

a) Develop training programs and learning materials for key industries and occupations or those with high labor demand in local areas. Conduct reviews and select vocational education institutions in difficult regions to support the development of training programs and learning materials based on established standards for key industries and occupations suitable for local industry restructuring.

b) Study and develop programs and learning materials applying Industry 4.0 technology in agriculture and tourism occupations to meet economic and social development needs for workers living in provinces with poor districts.

c) Study procedures, revise, and digitize materials to implement digital transformation and pilot implementation at some vocational education institutions in provinces with poor districts.

2. Implementation method

a) For the development of training programs and learning materials for college and intermediate level qualifications: follow the provisions set out in Circular No. 03/2017/TT-BLDTBXH dated March 1, 2017, issued by the Minister of Labor, Invalids, and Social Affairs regarding the procedures for developing, reviewing, and promulgating training programs, organizing, compiling, selecting, and reviewing textbooks for intermediate and college-level training, and Point a, Clause 7, Article 23 of Circular No. 15/2022/TT-BTC.

b) For the development of training programs for primary level qualifications and training lasting less than three months

Content and structure of training programs and textbooks for primary level qualifications; procedures for developing, compiling, reviewing, and promulgating primary level training programs shall be carried out in accordance with Circular No. 42/2015/TT-BLDTBXH dated October 20, 2015, issued by the Minister of Labor, Invalids, and Social Affairs regarding primary level training (hereinafter referred to as Circular No. 42/2015/TT-BLDTBXH), and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Content and structure of training programs and textbooks for training lasting less than three months; procedures for developing, compiling, reviewing, and promulgating regular training programs shall be carried out in accordance with Circular No. 43/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

c) Study and develop programs and learning materials applying Industry 4.0 technology in agriculture and tourism occupations to meet economic and social development needs for workers living in provinces with poor districts in accordance with Joint Circular No. 55/2015/TTLT-BTC-BKHCN. Study procedures for revising and digitizing materials to implement digital transformation and pilot implementation at some vocational education institutions in provinces with poor districts in accordance with Joint Circular No. 55/2015/TTLT-BTC-BKHCN and Clause 9, Article 23 of Circular No. 15/2022/TT-BTC.

Article 15. Vocational Education Communication

||| 1. Content of Support

a) Compile, develop, and issue publications, leaflets; digital products, digital learning materials, and products such as notebooks, books, office equipment, commemorative items related to communication to enhance information content and propaganda.

b) Develop and organize propaganda and promotion of vocational education images through billboards, screens, posters, badges, symbols at public areas, places with high foot traffic, intersections, national highways, transportation means; carriers of information, booths, shops, exhibition rooms.

c) Communicate through news agencies, media units, mass media such as radio, television, print, online newspapers, electronic information websites, magazines, social networks; through journalistic works, information products with journalistic characteristics, video clips, communication products.

d) Organize programs, events, forums, conferences, competitions, campaigns for understanding, creation, writing news articles, photos, reports, films about vocational education with specific messages.

đ) Enhance the capacity of the team responsible for policy and legal propaganda, propagandists.

e) Develop, compile, update, and supplement training programs and materials to organize knowledge and skill training for propaganda, dissemination of policies and laws, labor, vocational training for groups of students and trainees; teachers, managers, staff, workers in vocational education institutions, grassroots propaganda teams, and those involved in career counseling work.

2. Implementation method

a) The head of the agency assigned to implement vocational education communication tasks shall be responsible for selecting appropriate communication forms and contents to ensure effectiveness and compliance with legal regulations.

b) Regarding publication formats (electronic and printed) as stipulated in point b, Clause 2, Article 11 of Circular No. 06/2022/TT-BTTTT dated June 30, 2022, issued by the Minister of Information and Communications guiding the implementation of the Communication and Poverty Reduction Project in Information under the National Target Program on Sustainable Poverty Reduction for the period 2021-2025 (hereinafter referred to as Circular No. 06/2022/TT-BTTTT).

Article 16. Survey, Statistics, and Forecasting Demand for Vocational Training

||| 1. Content of Support

a) Conduct surveys, statistics, and forecasts of training needs and vocational training fields; assess and determine the skills shortage of learners; provide career guidance and occupational orientation.

b) Trace graduates after training and survey their employment status after graduation.

2. Implementation Method: Agencies and units assigned to carry out the task shall build plans for surveys and statistics and implement them according to the provisions of Circular No. 109/2016/TT-BTC dated June 30, 2016, issued by the Ministry of Finance on budget preparation, management, utilization, and settlement of funds for conducting surveys and statistics, national comprehensive surveys.

Article 17. Career Counseling

||| 1. Content of Support

a) Develop, promulgate, and update training programs for career counseling and orientation.

b) Organize training, enhancement, and workshops to improve the capacity of cadres and teachers engaged in career counseling work; enhance the capacity of cadres and teachers in soft skills training.

c) Organize seminars, conferences, forums, roundtable discussions on career orientation; organize career counseling programs, journeys, competitions to understand the world of work; career counseling days; activities to guide occupations for graduates; coordinate with youth organizations in implementing career counseling activities for members, young people, and students.

d) Research, survey, and develop models for soft skills training; organize pilot tests and expand these models; develop, update, and promulgate soft skills training programs; organize courses and workshops on soft skills training for young people, students, and trainees.

đ) Provide job placement advice for students and trainees; organize job placement, recruitment, and connection programs between learners and employers.

2. Implementation method

a) Implement according to the provisions of Circular No. 14/2022/TT-BLDTBXH dated August 30, 2022, issued by the Minister of Labor, Invalids, and Social Affairs on career counseling, job placement, and support for student entrepreneurship in vocational education institutions (hereinafter referred to as Circular No. 14/2022/TT-BLDTBXH).

b) Agencies and units assigned to carry out the task shall build plans and implement them effectively and in accordance with legal regulations.

Article 18. Support for entrepreneurship and job creation

||| 1. Content of Support

a) Organize training, enhancement, and skill workshops to improve the capacity for supporting entrepreneurship for staff involved in entrepreneurship support work at vocational education institutions.

b) Organize training and skill workshops on entrepreneurship knowledge and skills for students at vocational education institutions.

c) Organize seminars, forums to promote the spirit of entrepreneurship, connect resources to support entrepreneurship; competitions and contests to seek out entrepreneurial ideas and support these ideas and projects; entrepreneurship education career days at school, provincial, regional, and national levels.

d) Create an environment and support students in starting businesses and creating jobs; form entrepreneurship clubs; spaces to support entrepreneurship; programs to develop trading platforms for ideas and projects; business incubation programs, connecting investors.

e) Study and propose some models to support entrepreneurship for students.

2. Implementation method: In accordance with Circular No. 14/2022/TT-BLDTBXH.

Article 19. Development of models linking vocational education with enterprises and cooperatives

||| 1. Content of Support

a) Study and develop self-made training equipment for training purposes.

b) Organize field trips and career orientation to link students from vocational education institutions with enterprises and cooperatives.

2. Implementation method

a) Regarding research and development of self-made training equipment for training purposes

The agency assigned the task of organizing the implementation of research and development of self-made training equipment for training purposes shall review and select equipment that won awards at the National Self-Made Training Equipment Competition to support further research and wide application in vocational education institutions.

Establish a Steering Committee and an Evaluation Board. The Steering Committee and Evaluation Board shall consist of seven or nine members, with the criteria, tasks, and powers of the Steering Committee members and Evaluation Board members stipulated by the agency assigned the task of organizing the implementation of research and development of self-made training equipment for training purposes.

The content of implementing research and development of self-made training equipment for training purposes includes: General research; assessment of current status; surveys to collect information, documents, data; processing data, analyzing information, documents, data; specialized research content; organizing scientific seminars, seeking expert opinions; conducting experiments, trials, practical tests, evaluations, manufacturing, production; researching and perfecting technological processes; proposing solutions, recommendations, inventions, useful solutions, products, preparations, models, scientific publications, and other proposals; summarizing, evaluating, and finalizing.

Organize supervision, inspection, and guidance for the implementation of research and development of self-made training equipment for training purposes.

b) Regarding linking vocational education with enterprises and cooperatives

Organize for staff responsible for enterprise cooperation at vocational education institutions and training managers at enterprises and cooperatives to survey and study cooperation models and the development of training linked to production and business activities of enterprises.

Send students from vocational education institutions to participate in field trips, internships, and entrepreneurship orientation activities at enterprises and cooperatives.

Article 20. Vocational training at intermediate and college levels

1. Implement vocational training at intermediate and college levels for apprentices, workers from poor households, near-poor households, newly escaped poverty households, and low-income workers.

2. Implementation method

a) Based on the training needs of learners, labor market conditions, and socio-economic development orientations of regions and localities to determine appropriate industries, trades, levels, and scale of training.

b) Organize implementation according to Circular No. 04/2022/TT-BLDTBXH dated March 30, 2022, issued by the Minister of Labor, Invalids, and Social Affairs, which stipulates the organization of intermediate and college level training under the annual system or modular or credit accumulation method, and Circular No. 31/2017/TT-BLDTBXH dated December 28, 2017, issued by the Minister of Labor, Invalids, and Social Affairs, concerning college and intermediate level training through combined work and study programs (hereinafter referred to as Circular No. 31/2017/TT-BLDTBXH), and Circular No. 34/2018/TT-BLDTBXH.

Article 21. Vocational training at primary level and less than three months

1. Conduct vocational training at primary level and less than three months for apprentices, workers from poor households, near-poor households, newly escaped poverty households, and low-income workers.

2. Implementation method

a) Based on the training needs of learners, labor market conditions, and socio-economic development orientations of regions and localities to determine appropriate industries, trades, levels, and scale of training.

b) For primary level training programs, implement according to Circular No. 42/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

c) For regular training programs (less than three months), implement according to Circular No. 43/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

d) In cases where workers participate in primary level training programs through combined work and study methods, implement according to Circular No. 31/2017/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Chapter III

GUIDANCE FOR IMPLEMENTATION OF SUBPROJECT 3 "VOCATIONAL EDUCATION DEVELOPMENT AND EMPLOYMENT SOLUTIONS FOR WORKERS IN ETHNIC MINORITY AND MOUNTAINOUS REGIONS" IN PROJECT 5 UNDER THE NATIONAL TARGET PROGRAM ON ECONOMIC AND SOCIAL DEVELOPMENT IN ETHNIC MINORITY AND MOUNTAINOUS REGIONS FOR THE 2021-2030 PERIOD, PHASE I: FROM 2021 TO 2025 APPROVED BY DECISION NO. 1719/QĐ-TTg DATED OCTOBER 14, 2021 OF THE PRIME MINISTER

Article 22. Support Recipients

As stipulated in point c, item 5, Part III of Decision No. 1719/QĐ-TTg dated October 14, 2021, of the Prime Minister approving the National Target Program on Economic and Social Development in Ethnic Minority and Mountainous Regions for the 2021-2030 period, Phase I: from 2021 to 2025.

Article 23. Building Training Models; Supporting Primary Level Vocational Training and Training Programs Less Than Three Months

||| 1. Content of Support

a) Implement training models, organize primary level training classes and training programs less than three months for ethnic minority workers and Han ethnic workers from poor and near-poor households living in ethnic minority and mountainous regions.

b) Conduct college and intermediate level training in relevant industries and trades based on labor demand in ethnic minority and mountainous regions.

2. Implementation Method: According to the provisions of Clause 2, Article 21 of this Circular and Article 24 of Circular No. 15/2022/TT-BTC.

Article 24. Supporting workers from ethnic minority areas and mountainous regions to work abroad under contracts for a fixed term

||| 1. Content of Support

a) Supporting ethnic minority workers and ethnic Kinh workers from poor and near-poor households living in ethnic minority areas and mountainous regions to participate in vocational skill training courses, language courses, and procedures for working abroad under contracts.

b) Introducing and advising workers and their relatives on working abroad under contracts.

c) Enhancing the capacity of officials responsible for sending workers to work abroad under contracts and grassroots propaganda officers at all levels (province, district, commune, village, hamlet).

2. Implementation method

a) Supporting ethnic minority workers and ethnic Kinh workers from poor and near-poor households residing in ethnic minority areas and mountainous regions: Enterprises and public institutions when selecting workers in ethnic minority areas and mountainous regions shall cooperate with local labor authorities to support workers going to work abroad under contracts through bidding mechanisms and placing orders with vocational training centers, language schools, enterprises, and public institutions that send workers to work abroad under contracts.

In cases where workers register to work abroad through enterprises and public institutions that have completed vocational skill training and language courses and meet the conditions for departure, the labor authority shall directly provide support to the workers. The enterprises and public institutions sending workers to work abroad under contracts shall be responsible for assisting workers in providing complete application documents and certificates to receive support.

b) Introducing and advising workers and their relatives on working abroad under contracts: The labor authority shall implement according to point d, e of Clause 2, Article 4 of Circular No. 15/2022/TT-BTC.

c) Enhancing the capacity of officials responsible for sending workers to work abroad under contracts and grassroots propaganda officers: Implemented according to Clause 1, Article 4 of Circular No. 15/2022/TT-BTC.

Article 25. Standardizing vocational skills and effectively linking training and employment

1. Compiling a bank of questions for knowledge tests and practical exercises to assess national vocational skills as tools for organizing assessments and issuing national vocational skill certificates in accordance with point a of Clause 2, Article 11 of this Circular.

2. Activities related to assessing, recognizing, and issuing national vocational skill certificates; organizing printing and managing certificate blanks for national vocational skill certificates; implementing information reporting, statistics, and distribution of national vocational skill assessor cards and certificates to ethnic minority workers and ethnic Kinh workers from poor and near-poor households living in ethnic minority areas and mountainous regions to serve employment needs and job search requirements. Priority is given to occupations requiring national vocational skill certificates as stipulated in Decree No. 31/2015/NĐ-CP and occupations in priority economic sectors, key industries, new technology applications, high technologies, adaptation to the fourth industrial revolution; occupations serving economic and social recovery and development and common occupations in ethnic minority areas and mountainous regions based on recruitment needs of enterprises or high-tech agriculture suitable to natural conditions and customs of ethnic minority areas and mountainous regions as a basis for developing training programs and training methods.

The organization of assessment and issuance of national vocational skill certificates shall be carried out in accordance with Circular No. 38/2015/TT-BLDTBXH dated October 19, 2015 of the Minister of Labor, Invalids, and Social Affairs on national vocational skill certificates, issuance, and management of national vocational skill certificates, Circular No. 19/2016/TT-BLDTBXH, and Circular No. 41/2019/TT-BLDTBXH.

3. Training and upgrading skills in vocational skill assessment shall be implemented in accordance with point b of Clause 2, Article 11 of this Circular.

4. Developing training programs and textbooks for updating and enhancing vocational skills for workers based on national vocational skill standards to meet the needs of learners, enterprises, digital technology application, and green skill development through various forms and methods in accordance with current laws relevant to different levels of vocational skills as specified in Article 16 of Decree No. 31/2015/NĐ-CP. The process and methods shall be implemented similarly to vocational education and higher education programs and regulations currently stipulated in the Vocational Education Law, Government Decree No. 24/2022/NĐ-CP dated April 6, 2022 amending and supplementing decrees on investment and operation conditions in the field of vocational education (for levels 1, 2, and 3 as specified in Article 16 of Decree No. 31/2015/NĐ-CP), the Higher Education Law, and related guiding documents for higher education programs (for levels 4 and 5 as specified in Article 16 of Decree No. 31/2015/NĐ-CP).

Article 26. Provision of labor market information and support services for job search and connection for ethnic minority workers

||| 1. Content of Support

a) Support vocational service centers in providing advice, introduction, job search, and job connection for workers, including: Organizing job fairs (job exchanges, job markets, job fairs); disseminating and promoting labor market information to attract workers and employers to participate in job exchange activities; developing handbooks and guides on employment and the labor market.

b) Support successful job placement (with signed labor contracts) for ethnic minority workers.

2. Implementation method

a) Support vocational service centers in advising, introducing, searching, and connecting jobs for ethnic minority workers: Implement according to the provisions of Circular No. 15/2022/TT-BTC.

b) Support successful job placement: Implement according to the provisions of Government Decree No. 32/2019/NĐ-CP dated April 10, 2019, stipulating the assignment of tasks, ordering, or bidding for the provision of products and public services using state budget funds from regular expenditure and current regulations.

Article 27. Development and training of teaching staff and management personnel, vocational instructors

||| 1. Content of Support

a) Develop, revise, and update training programs and materials, and organize standardized training and capacity enhancement for vocational education teachers and vocational instructors on: Pedagogical skills, teaching methods; ability to develop training programs and training materials; assessment methods based on learning outcomes standards; occupational skill levels, test banks for assessing occupational skills for practical teaching by vocational education teachers; language proficiency; application of information technology in vocational education, digital transformation, and new technologies; business knowledge and entrepreneurship; other specialized knowledge and skills required for job positions.

b) Organize standardized professional management training to enhance skills in digital capabilities, soft skills, language proficiency, and other necessary skills for the management team in vocational education.

c) Develop guidance materials on ensuring the quality of vocational education for managers and teachers at vocational education institutions, and for managers at various levels of vocational education administrative bodies in ethnic minority and mountainous regions; organize training and capacity enhancement sessions on quality assurance for managers and teachers at vocational education institutions and for managers at various levels of vocational education administrative bodies.

d) Develop, issue, and update training programs and capacity enhancement sessions for management personnel in enterprises and cooperatives; organize training and capacity enhancement sessions for management personnel in enterprises and cooperatives.

e) Develop, issue, and update training programs and capacity enhancement sessions for vocational instructors and organize training and capacity enhancement sessions for vocational instructors.

2. Implementation method: According to the provisions of Clause 2, Article 13 of this Circular.

Article 28. Development of training programs, textbooks, and teaching materials

Implement in accordance with the provisions set out in Article 14 of this Circular.

Article 29. Establishment of standards in vocational education

1. Establishing, updating, revising, and supplementing national occupational skill standards shall be carried out in accordance with the provisions set out in Article 5 of this Circular.

2. Establishing minimum knowledge volume requirements and capability requirements that learners must achieve upon graduation (exit criteria) shall be carried out in accordance with the provisions set out in Article 6 of this Circular.

3. Establishing economic and technical norms for training shall be carried out in accordance with the provisions set out in Article 7 of this Circular.

4. Establishing a minimum list of training equipment shall be carried out in accordance with the provisions set out in Article 8 of this Circular.

5. Establishing material infrastructure standards for practical, experimental, and testing activities according to industries and occupations shall be carried out in accordance with the provisions set out in Article 9 of this Circular.

Article 30. Digitization of training programs, textbooks, and learning materials

||| 1. Content of Support

a) Selecting content, determining objectives, and technical parameters for digitization and simulation of lectures.

b) Developing outlines, contents, and scripts for electronic lectures suitable for digitization and simulation and implementing lectures.

c) Reviewing and accepting digitized and simulated lectures and completed products.

d) Developing sample lecture videos.

đ) Developing virtual experiments or lecture simulations.

2. Implementation methods shall be carried out in accordance with Clause 9, Article 23 of Circular No. 15/2022/TT-BTC.

Article 31. Application of information technology and digital transformation in teaching and learning management

||| 1. Content of Support

a) Developing training programs, contents, and digital transformation in teaching and learning management at all levels of vocational education.

b) Developing infrastructure, platforms, devices, and digital learning materials.

c) Digitizing school activities, focusing on admission management, training, quality assurance, program development, teacher management, student management, and business connections.

2. Implementation method

a) For developing training programs, contents, and digital transformation in teaching and learning management at all levels of vocational education: Implement in accordance with Clause 9, Article 23 of Circular No. 15/2022/TT-BTC.

b) For developing infrastructure, platforms, devices, and digital learning materials; digitizing school activities

In case of project establishment: The establishment of Information Technology application projects shall be carried out in accordance with current regulations on managing IT application projects; industry-specific norms and unit prices shall be issued by the Ministry of Information and Communications, the Ministry of Finance, and relevant ministries and sectors.

In case of non-project establishment: Implement in accordance with Circular No. 03/2020/TT-BTTTT dated February 24, 2020, issued by the Minister of Information and Communications, regarding the preparation of detailed outlines and budgets for IT application activities using regular budget funds from the State budget.

c) Renovation, repair of infrastructure, procurement of assets and equipment for IT application; leasing IT services: Shall be carried out in accordance with the Law on Bidding and guiding documents of the Law, Decree No. 73/2019/NĐ-CP dated September 5, 2019, of the Government on managing investment in IT applications using State budget funds.

d) Leasing maintenance, minor repairs of equipment belonging to information infrastructure: Shall be carried out in accordance with the laws on bidding.

Article 32. Support for repairing and maintaining certain items of construction projects, workshops, classrooms, dormitories, and facilities serving daily life and training for learners; purchasing equipment to serve training

1. Support for repairing and maintaining certain items of construction projects, workshops, classrooms, dormitories, and facilities serving daily life and training for students; purchasing machinery and equipment to serve training for vocational education institutions located in communes in areas III, II, and I within ethnic minority and mountainous regions during the period from 2021 to 2025.

2. Based on objectives, tasks, and allocated funds for implementation as prescribed in Circular No. 15/2022/TT-BTC and relevant laws.

Article 33. Communication on vocational education, employment, and working abroad under contracts

||| 1. Content of Support

a) Develop, issue, and organize the dissemination of information related to policies, laws, labor, vocational training, and employment through mass media, including:

Compiling, developing, and issuing publications, leaflets; digital products, e-learning materials, and memorabilia such as notebooks, books, office supplies, and souvenirs with communication purposes to enhance information dissemination for ethnic minority and mountainous region workers.

Developing and organizing the promotion and publicity of images related to vocational education through billboards, screens, posters, badges, symbols at public places, busy intersections, national highways, transportation means; carriers of information, shops, exhibition rooms.

Communicating through news agencies, media units, mass media such as radio, television, print media, online media, websites, magazines, social networks; through journalistic works, information products with journalistic characteristics, video clips, communication products.

b) Organizing programs, events, forums, conferences, seminars, contests, campaigns to understand, create, write articles, photo reports, films about vocational education with specific messages in ethnic minority and mountainous regions.

c) Supporting the enhancement of capacity for the team responsible for disseminating policies and laws, communicators in ethnic minority and mountainous regions.

d) Developing, compiling, updating, and supplementing training programs and materials to organize training on communication skills and the dissemination of policies, laws, labor, vocational training, and employment for target groups: students; teachers, managers, staff, workers in vocational education institutions, grassroots communicators, and those involved in counseling workers in ethnic minority and mountainous regions.

2. Implementation method

Implemented according to Clause 2, Article 15 of this Circular.

Article 34. Promotion and career guidance, entrepreneurship, vocational training, and employment

Implemented according to Article 17 and Article 18 of this Circular.

Article 35. Inspection, supervision, evaluation; building performance indicators (KPIs)

1. Content

a) Building a set of performance indicators for monitoring implementation.

b) Organizing inspection, supervision, and evaluation of Sub-projects.

2. Implementation method

a) Building a set of performance indicators for monitoring implementation, the framework of results of Sub-projects, including: a system of goals and indicators to evaluate the implementation of sub-projects; detailed systems for monitoring and evaluation, reporting forms, information collection mechanisms; content and mechanisms for reporting; methods of using information from the monitoring and evaluation system for management and implementation: Implemented according to Circular No. 338/2016/TT-BTC dated December 28, 2016, issued by the Minister of Finance, stipulating the preparation of budgets, management, use, and settlement of state budget funds to ensure work on drafting legal regulations and perfecting the legal system and current regulations.

b) Organizing inspection, supervision, and evaluation of Sub-projects according to Circular No. 01/2022/TT-UBDT dated May 26, 2022, issued by the Minister and Head of the State Committee for Ethnic Minorities and Mountainous Areas, stipulating the procedures for supervising and evaluating the implementation of the National Target Program for Socio-Economic Development in Ethnic Minority and Mountainous Regions for the period 2021-2030; Phase I: from 2021 to 2025.

Chapter IV

GUIDANCE FOR IMPLEMENTING CONTENT 09 "CONTINUOUS IMPROVEMENT OF VOCATIONAL TRAINING QUALITY FOR RURAL LABOR, LINKED TO MARKET DEMAND" IN COMPONENT 03 OF THE NATIONAL TARGET PROGRAM ON NEW RURAL DEVELOPMENT FOR THE PERIOD 2021-2025 APPROVED BY DECISION NO. 263/QĐ-TTg DATED FEBRUARY 22, 2022 OF THE PRIME MINISTER

Article 36. Object and Content of Support

1. Recipients

Citizens, community residents, students in vocational education institutions, vocational education institutions, enterprises, cooperatives, and economic and social organizations in rural areas throughout the country.

2. Content

a) Propaganda, counseling on vocational training and employment; investigation, survey, and forecasting demand for training and employment.

b) Developing curricula and textbooks for primary level and under three months of training.

c) Establishing economic and technical norms and minimum equipment lists for primary level and under three months of training.

d) Developing curricula, materials for training and upgrading teachers and educational management staff in vocational education, and those teaching trades.

đ) Supporting maintenance, repair of assets, procurement of training equipment and facilities for vocational education institutions.

e) Supporting vocational training for rural workers at the primary level and training under three months.

Article 37. Propaganda, Counseling on Vocational Training and Employment; Investigation, Survey, and Forecasting Demand for Training and Employment

||| 1. Content of Support

a) Providing information and propaganda about vocational training and employment for rural workers through mass media, including:

Compiling, building, and distributing, printing various materials, publications, leaflets for propaganda; digital products, digital learning materials, and office supplies with commemorative items related to communication; publishing career selection books, employment handbooks for rural workers, and other related activities.

Developing and organizing the promotion and publicity of images related to vocational education through billboards, screens, posters, badges, symbols at public places, busy intersections, national highways, transportation means; carriers of information, shops, exhibition rooms.

Communicating through news agencies, media units, mass media such as radio, television, print media, online media, electronic information websites, magazines, social networks; through journalistic works, information products with journalistic characteristics, video clips, communication products, bulletins, periodicals, special issues, mobile information, specialized exhibitions...

b) Organizing programs, events, forums, conferences, seminars, competitions, campaigns to understand, create, write news articles, photos, reports, films on vocational education with specific communication messages.

c) Supporting the enhancement of capacity for the team working on policy and legal propaganda, propagandists.

d) Building, compiling, updating, and supplementing sets of curricula and materials to organize training on knowledge and skills for policy and legal propaganda, labor, and vocational training for groups of subjects: Students, graduates; teachers, managers, civil servants, workers in vocational education institutions, grassroots propaganda teams, and those involved in vocational training counseling for rural workers.

đ) Organizing counseling on vocational training and employment for rural workers.

e) Organizing the development of handbooks, guidebooks; operational manuals and other types of books serving vocational training for rural workers.

g) Organizing investigations, surveys, and forecasting demand for training and employment.

2. Implementation method

Implemented according to Clause 2, Article 15 of this Circular.

Article 38. Development of Curricula and Textbooks for Primary Level and Under Three Months of Training

Developing and expanding curricula, textbooks, materials, learning resources; developing curricula and textbooks for primary level and under three months of training: Implement according to point b, Clause 2, Article 14 of this Circular.

Article 39. Establishing economic-technical norms and minimum training equipment lists for primary level and training programs under three months

Implement in accordance with the provisions of Article 7 and Article 8 of this Circular.

Article 40. Developing vocational education teachers, managers, and instructors

1. Content of support: Building programs, materials, and organizing standardization training and advanced training for teachers, managers, and instructors on pedagogical skills, teaching methods; ability to develop training programs and materials; methods of assessing learning outcomes according to output standards; occupational skill levels, question banks for assessing occupational skills for practical teaching for vocational education teachers; foreign language proficiency; information technology application skills for digital transformation and new technologies; management and vocational training advisory services; business knowledge and entrepreneurship; other specialized knowledge and skills as required by job positions.

2. Implementation methods in accordance with the provisions of Clause 2, Article 13 of this Circular.

Article 41. Supporting repair, maintenance, procurement of training equipment and facilities for vocational education institutions

1. Supporting repair, maintenance, procurement of training equipment and facilities for vocational education institutions in accordance with the regulations.

2. Based on objectives, tasks, and allocated funds to implement in accordance with Circular No. 53/2022/TT-BTC dated August 12, 2022, issued by the Minister of Finance, on managing and using state budget funds for the National Target Program on New Rural Development from 2021 to 2025, and relevant laws.

Article 42. Supporting primary level vocational training and training under three months for rural workers

Implement in accordance with the provisions of Clause 2, Article 21 of this Circular.

Chapter V

IMPLEMENTATION

Article 43. Principles for implementation organization

Implement in accordance with the provisions of Article 4 of Government Decree No. 27/2022/NĐ-CP dated April 19, 2022, on the management and implementation of national target programs (hereinafter referred to as Decree No. 27/2022/NĐ-CP); integrating funding sources to implement activities with common goals among national target programs, other programs, and projects in the same area to avoid scattered investment and waste.

Article 44. Responsibility for Implementation

1. Responsibilities of the Ministry of Labor, Invalids, and Social Affairs

To take the lead and coordinate with relevant ministries, localities, and units to organize implementation: Directing, guiding, and implementing; inspecting, supervising, and summarizing the implementation situation; mid-term reviews, final evaluations, reporting results regularly and urgently as prescribed.

2. Relevant ministries and sectors

Based on assigned tasks by the Government and Prime Minister, coordinate with the Ministry of Labor, Invalids, and Social Affairs to guide the implementation of the contents stipulated in this Circular.

3. Responsibilities of provincial People's Committees

Implement in accordance with Article 40 of Government Decree No. 27/2022/NĐ-CP and the assigned tasks in the Prime Minister's decisions approving national target programs for the period 2021-2025.

4. Responsibilities of Departments of Labor, Invalids, and Social Affairs leading and coordinating with relevant departments and sectors to advise provincial People's Committees to direct the implementation of vocational education activities within their jurisdiction as prescribed.

5. Responsibilities of vocational education institutions and related agencies

a) Based on actual conditions, build and propose five-year and annual plans to implement sub-projects and components specified in Article 1 of this Circular to the competent authorities as prescribed.

b) Organize and implement the contents and activities according to the guidance of authorized agencies, ensuring compliance with the goals of national target programs and bearing full responsibility for the results of implementation.

c) Report regularly and urgently on the results of implementation to the competent authorities as prescribed.

6. Ministries, sectors, provincial People's Committees, and related organizations have the responsibility to inspect, supervise, conduct mid-term reviews, final evaluations, and report regularly and urgently on the results of implementation to the Ministry of Labor, Invalids, and Social Affairs (through the Vocational Education Administration) as prescribed.

Article 45. Effective Date

1. This Circular takes effect from September 6, 2022.

2. In case the legal documents cited in this Circular are amended, supplemented, or replaced by other legal documents, they shall be implemented in accordance with the amended, supplemented, or replacing documents.

3. During the implementation process, if there are any difficulties or issues arising, please promptly reflect them to the Ministry of Labor, Invalids, and Social Affairs (through the Vocational Education Administration) for appropriate amendments and supplements.

4. Ministries, ministerial-level agencies, provincial People's Committees, political-social organizations, the Vocational Education Administration, Departments of Labor, Invalids, and Social Affairs, vocational education institutions, and related agencies and individuals are responsible for implementing this Circular./.

 

Seal Registration Certificate

REGULATING THE COMPOSITION, REVIEW OF EXAMINATION QUESTIONS ANDPRACTICAL TEST PAPERS

Petroleum crudein accordance with Circular No. 17/2022/TT-BLDTBXH dated September 6, 2022 of Minister of Labor, Invalids, and Social Affairs

_________

 

I. PRINCIPLES, REQUIREMENTS FOR COMPOSING EXAM QUESTIONSTECHNIQUES, BANK OF PRACTICAL EXAM PAPERS 1. Principles for composing multiple-choice questionsa) Each multiple-choice question is composed to test only one essential knowledge component according to the performance criteria of a skill unit to assess that skill at a certain level of occupational proficiency.

b) Multiple-choice questions must ensure differentiation from other multiple-choice questions and be appropriate to the level of occupational proficiency. Within a bank of questions at one level of occupational proficiency, the content of the questions must not overlap.

a) Each multiple-choice question is compiled to test only one essential knowledge component according to the performance criteria of a single competency unit to evaluate that competency at a skill level.

b) Multiple-choice questions must ensure differentiation from other multiple-choice questions and be appropriate to the skill level. In a bank of questions at one skill level, the contents of the questions shall not overlap.

c) Multiple-choice questions are compiled in the form of true (false) multiple-choice questions and multiple-choice questions with several options.

c) True (false) multiple-choice questions with two predetermined answer choices A and B, which are compiled to assess the specialized knowledge and technical skills of workers according to components and implementation criteria of basic competence groups and general competences at all levels of occupational skill qualifications, and specialized competences at level 1 of occupational skill qualifications.

d) Multiple-choice questions with several options have four predetermined answer choices A, B, C, and D, which are compiled to assess the specialized knowledge and technical skills of workers according to components and implementation criteria of specialized competences at levels 2 to 5 of occupational skill qualifications.

2. Principles for compiling essay questions

a) Each essay question must comprehensively test essential knowledge content according to components and implementation criteria of competence units within one level of occupational skill qualifications.

b) Essay questions may only be compiled (if necessary) to assess specialized knowledge and technical skills of workers at levels 4 to 5 of occupational skill qualifications.

c) Essay questions are evaluated on a scale of 100 points, with each question being worth 100 points.

3. Principles for compiling practical examination papers

a) Practical examination papers must ensure the assessment of important skills according to components and implementation criteria of competences at one level of occupational skill qualifications.

b) Practical examination papers must be consistent with the national occupational skill qualification framework.

c) Practical examination papers must be consistent with the technology and techniques commonly used at the time of compilation.

d) Practical examination papers must facilitate the organization of national occupational skill qualification assessment periods at Skill Assessment Organizations.

4. Requirements for questions

a) For multiple-choice questions

Each multiple-choice question must have only one correct answer choice, marked as option A.

For multiple-choice questions compiled in the form of questions with several options, the following requirements must be met:

The answer choices in the question must not negate each other or provide hints that could lead to identifying the correct answer choice;

Do not compile clearly incorrect or meaningless answer choices unrelated to the question that could lead to predicting the correct answer; Avoid using absolute terms such as "all, always, certainly, ..." in answer choices;

Do not use negative statements in answer choices when the question is in a negative form;

The length of the answer choices must be equivalent.

b) For essay questions: each essay question must specify the requirements and tasks that participants must perform; materials and tools permitted during the examination; detailed marking guidelines to ensure objectivity in scoring, and other notes (if applicable).

c) Time required to answer each question

For true (false) multiple-choice questions, the time to answer each question is 1 minute;

For multiple-choice questions with several options, the time to answer each question is 1.5 minutes.

For essay questions, the time to answer each question should not exceed 120 minutes.

d) Number of questions to be compiled.

The number of questions to be compiled must be sufficient to evaluate essential knowledge, but must be at least 250 multiple-choice questions or 4 essay questions for each level of occupational skill qualifications. Among them, the ratio of multiple-choice questions or the proportion of essential knowledge content belonging to the basic competence group accounts for 5-20%, the common competence group accounts for 20-25%, and the specialized competence group accounts for 55-75%.

đ) Requirements for knowledge examination papers:

Each knowledge examination paper contains 60-90 multiple-choice questions according to the ratio specified in Clause 5 of this Article or 1 essay question.

Knowledge examination papers must cover enough to test essential knowledge according to components and implementation criteria of competence units at one level of occupational skill qualifications.

Participants are recognized as passing the knowledge examination section when they correctly answer at least 60% of the multiple-choice questions or score 60 points or more on the essay question with a 100-point scale.

5. Requirements for practical examination papers

a) Each practical examination paper must include complete contents: duration; examination requirements; materials, equipment, tool lists; points to note; evaluation criteria, marking guidelines, marking methods, and examination organization guidelines;

b) Depending on the characteristics of each profession, practical examination papers are compiled in the form of work performance tests through operations on equipment, devices, tools, or work performance tests through operations on paper, or work performance tests through operations on equipment, devices, tools combined with operations on paper.

c) Each practical examination paper must assess practical work skills and compliance with labor safety and hygiene standards according to implementation criteria of each competence at all three competence groups of the compiled occupational skill qualification level, ensuring coverage of practical skills according to a ratio of 20-25% for the basic competence group; 20-25% for the common competence group, and 50-60% for the specialized competence group.

d) The maximum standard duration for completing a practical examination paper is 8 hours. In cases where the standard duration exceeds 4 hours, appropriate break times must be stipulated.

đ) Number of practical examination papers to be compiled for one level of occupational skill qualifications must be at least three examination papers.

e) Score of practical examination papers

The maximum score for a practical examination paper is 100 points. Participants are recognized as passing the practical examination section when their practical examination score is sixty (60) points or higher.

In cases where the Test includes two or more tasks with specified minimum points for each task based on the level of necessity and importance assigned by the Compilation Team, an examinee will be recognized as passing if they achieve a final score of sixty (60) points or higher and meet the minimum points for each task.

II. ESTABLISHMENT OF THE QUESTION BANK COMMISSION FOR KNOWLEDGE TESTING TRA SKILLS AND PRACTICAL TESTS TRA PRACTICAL WORK

1. Vocational education institutions, training organizations, research institutes, enterprises, professional associations, and other organizations designated by the competent authority (the General Department of Vocational Education pursuant to Clause 8, Article 3 of Decree No. 140/2018/NĐ-CP dated October 8, 2018 of the Government amending and supplementing certain decrees related to investment conditions and administrative procedures under the management of the Ministry of Labor, Invalids and Social Affairs) shall select and assign the main task of organizing the compilation of question banks for knowledge testing and practical test papers (hereinafter referred to as question banks and practical test papers) for national skill assessments.

2. The unit assigned the main task of organizing the compilation shall be selected by the General Department of Vocational Education according to the following criteria and perform the following tasks:

a) Selection Criteria

Priority shall be given to units that have a team of experts who have participated in establishing national skill standards or who have been issued national skill assessment certificates for the profession assigned to compile;

Having experience in training or production, application research, and technology transfer related to the profession assigned to compile.

b) Tasks: Issue a decision to establish the Question Bank and Practical Test Paper Compilation Team (hereinafter referred to as the Compilation Team) for each profession and provide necessary conditions for the Compilation Team to carry out the compilation work.

3. The Compilation Team shall consist of individuals who have been issued national skill assessment certificates for the profession assigned to compile, or those who have participated in establishing national skill standards, or individuals with a bachelor's degree or higher and at least five years of direct work, research, or teaching experience in the relevant field or profession.

4. The number of members of the Compilation Team varies depending on the profession but must include at least seven (07) members. Among them, at least one-third of the members must not belong to the organization chosen to organize the compilation.

5. The Compilation Team shall be responsible for:

a) Conducting activities to compile question banks and practical test papers; being responsible for the content and quality of the question banks and practical test papers assigned to compile;

b) Preparing a dossier to request the review of the question banks and practical test papers. The dossier for review shall include the following documents: one (01) report on the process of compiling the question banks and practical test papers; one (01) draft of the question banks and practical test papers; intermediate products used during the compilation process of the question banks and practical test papers.

c) Adopting, revising, and perfecting the draft of the question banks and practical test papers according to the conclusions of the Review Board.

d) Implementing regular and ad hoc reporting on the compilation of question banks and practical test papers as required by the General Department of Vocational Education and reporting to the General Department of Vocational Education about limitations, issues, and proposals to revise and update the national skill standards for the profession assigned to compile.

đ) Destroying the question banks and practical test papers after the review and handover to the General Department of Vocational Education, without copying, retaining, using, sharing, exchanging, providing, or transferring in any form.

III. COMPILE QUESTIONS FOR KNOWLEDGE TESTING (HEREINAFTER REFERRED TO AS QUESTIONS)

1. Based on the national skill standard of the profession to be compiled, create a list of essential knowledge items for the profession.

2. Based on the list of essential knowledge items created, identify repeated knowledge items, arrange essential knowledge items by level of importance and frequency of repetition, and allocate the number of multiple-choice questions to be compiled according to basic competencies, general competencies, and specialized competencies, or determine the contents to be included in essay questions for specific skill levels.

3. Based on the created list, compile multiple-choice questions or essay questions for each skill level. Multiple-choice questions must contain complete content; diagrams (if any); answer options; correct answer option. Essay questions must have requirements and tasks for examinees to perform; materials and tools permitted to use during the test; detailed marking guidelines to ensure objectivity in scoring and other notes (if any).

4. Review and proofread the compiled questions.

5. Solicit feedback from at least twenty experienced professionals in the profession being compiled and hold a workshop with the professionals solicited to refine and perfect the compiled questions.

IV. COMPILEPRACTICAL TEST PAPERS

1. Based on the national skill standard of the profession to be compiled, create a list of important skills for the profession.

2. Based on the list of important skills, identify repeated skills, arrange important skills by level of importance and frequency of repetition, and determine the skills to design practical tests for each skill level.

3. Based on the list of important skills arranged by level of importance and frequency of repetition, compile practical test papers for each skill level. Practical test papers must include all the following elements: Test name; skill level; time limit; test requirements; materials, tools, equipment; floor space requirements; matters to note; marking guide; marking criteria; and organizational guidance for the test.

4. Based on the practical test papers compiled, compile a list of equipment, machines, and tools to assess national vocational skills for each level of vocational skill proficiency.

5. Send out for at least twenty experts' opinions and hold seminars with the experts who have been solicited to review and perfect the practical test papers that have been compiled.

V. ORGANIZE PILOT TESTING OF THE QUESTION BANK AND PRACTICAL TESTS TRA SKILLS AND PRACTICAL TESTS TRA PRACTICAL WORK

For each level of vocational skill proficiency, organize at least one (01) round of pilot testing of the question bank and practical test papers that have been compiled. The organization of pilot testing includes the following steps:

1. Establish the organizing committees for pilot testing; carry out preparatory work and organize the pilot testing.

2. Select participants for pilot testing. Participants in the pilot testing for each specific level of vocational skill proficiency must be individuals meeting the conditions stipulated in Article 16 of Decree No. 31/2015/NĐ-CP. The number of participants shall not be less than fifteen (15) people in one (01) round of question testing and not less than five (05) people in one (01) round of practical test paper testing.

3. Conduct pilot testing.

4. Score the tests; compile the results of the pilot testing and prepare an analysis report on the pilot testing results.

5. Based on the analysis report of the pilot testing results, adjust, modify, supplement, perfect, or eliminate questions and practical test papers that are unsuitable.

VI. ORGANIZE REVIEW OF THE QUESTION BANK AND PRACTICAL TESTS TRA SKILLS AND PRACTICAL TESTS TRA PRACTICAL WORK

1. The Vocational Education General Department establishes a Review Board for the question bank and practical test papers (hereinafter referred to as the Review Board) to review the received application for review.

2. Number of members, structure, and composition of the Review Board

The number of Review Board members is odd and has at least seven (07) members, including: Chairman, Secretary, and other members. The composition of the Review Board includes representatives from the Vocational Education General Department; researchers, teachers, or managers in vocational education, individuals with experience in conducting assessments and issuing national vocational skill certificates; safety experts, technical and technological experts from enterprises and units with related professional activities and who did not participate in the compilation of the question bank and practical test papers of the profession under review; priority should be given to those who have been issued an assessment officer card or have participated in developing or reviewing national vocational skill standards of the profession under review.

3. Principles of operation of the Review Board

a) The Review Board operates under the chairmanship of the Chairman of the Review Board; meetings of the Review Board must have at least two-thirds (2/3) of the members present and notify the Drafting Team to attend.

b) The Review Board operates according to the principle of democratic centralism, each member of the Review Board must prepare written comments and evaluations on the contents of the documents in the received application for review and express their opinions at the Review Board's meeting for discussion, analysis, and public evaluation by the Review Board members attending the meeting; the Drafting Team, if invited to attend the meeting, is responsible for explaining the opinions of the Review Board members if requested.

c) The Review Board evaluates the quality of the draft question bank and practical test papers in the received application for review through secret voting by the Review Board members at three (03) levels: meet requirements; need to be revised according to requirements and reported to the Review Board; fail to meet requirements and need to be recompiled.

d) The Chairman's conclusion of the Review Board based on the majority vote of the members is the official opinion of the Review Board. Other opinions differing from the Chairman's conclusion are retained and sent together with the report to the Vocational Education General Department.

đ) Members of the Review Board are responsible for destroying the draft question bank and practical test papers after the review, without copying, photographing, retaining, using, sharing, exchanging, providing, or transferring them in any form.

4. Content of the Review

The review focuses on the following contents: Review compliance with principles and requirements for compiling knowledge test questions, knowledge test papers, and practical test papers; review compliance with the compilation process; review suitability regarding time, content, answers of multiple-choice questions, and content, marking guidelines of essay questions; suitability regarding the structure of knowledge test papers; suitability regarding content, grading scale, evaluation methods, feasibility, and implementation time of practical test papers.

VII. d.1. Amount of taxable income in Vietnam:APPROVAL OF THE QUESTION BANK AND PRACTICAL TESTS TRA SKILLS AND PRACTICAL TESTS TRA PRACTICAL WORK AT THE LEVEL OF... MEETING REQUIREMENTS AFTER REVIEW

1. The Vocational Education General Department approves the question bank and practical test papers after they meet the requirements and are used to establish test papers for national vocational skill assessment periods as prescribed.

2. After approval, the question bank and practical test papers will be compiled comprehensively, encoded, and entered into information technology application software for management, storage, mixing, and setting up test papers to serve assessment activities and issuance of national vocational skill certificates.

VIII. REVISE AND SUPPLEMENT THE QUESTION BANK AND PRACTICAL TESTS The revision and supplementation of the question bank and practical test papers of a profession are carried out when the national vocational skill standards of that profession are updated, supplemented, adjusted, or modified to be consistent with changes in production and business activities and regional and global integration requirements./. TRA SKILLS AND PRACTICAL TESTS TRA PRACTICAL WORK

Amendments and supplements to the bank of questions and the bank of practical tasks for a profession shall be carried out when the national occupational skill standards for that profession are updated, supplemented, adjusted, or revised to align with changes in production and business activities and regional and global integration requirements./.