Decision No. 20/2005/QD-BGD on approving the Project "Planning for the Development of Socialization in Education for the Period 2005-2010"

Pursuant to …;

Regarding the approval of the Project

 "Master Plan for the Development of Socialization in Education during the Period 2005-2010"

_______________________

MINISTER OF EDUCATION AND TRAINING

Considering the proposal of the Head of the Cadre and Civil Service Department,

Pursuant to Decree No. 85/ND-CP dated July 17, 2003 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to Resolution No. 05/2005/NQ-CP dated April 18, 2005 of the Government on accelerating socialization in educational, health, cultural, and sports activities;

At the proposal of the Director of the Department of Planning and Finance,

Pursuant to …;

Article 1.

Approve the Project "Master Plan for the Development of Socialization in Education during the Period 2005-2010", with the following contents:

1. General viewpoint and orientation:

a) Implementing socialization in education to develop intellectual and material potential among the people, mobilizing the whole society to care for the education cause, while creating conditions for the entire society, especially policy beneficiaries and the poor, to enjoy educational outcomes at increasingly higher levels.

b) Promoting the building of a learning society, creating conditions for all members of society to engage in lifelong learning, contributing to raising the level of universal primary education, and creating conditions for improving vocational skills, knowledge, and adaptability to the labor market.

c) Continuing to improve policies for reforming the management mechanism of education, increasing investment resources, and simultaneously reforming goals, methods, structures, and sources of investment; focusing on priority targets, national programs for developing education: supporting remote areas, ethnic minority regions; providing preferential treatment to policy beneficiaries and assisting the poor based on reforms in tuition fee exemption and reduction systems towards transparency, rationality, and direct provision to beneficiaries.

Transfer public educational institutions to operate under an autonomous mechanism, bearing full responsibility for implementing tasks, organizational structure, staffing, and finance; conducting comprehensive cost accounting, balancing revenues and expenditures; continuously enhancing educational efficiency and quality; ensuring equal rights and opportunities for learners to access education.

Develop an appropriate transition plan for semi-public educational institutions to become private institutions. Ultimately, cease maintaining semi-public educational institutions. Transfer some public educational institutions to become private institutions managed by collectives or individuals who will repay capital to the State.

Reform the tuition fee collection system in conjunction with effectively implementing preferential policies for policy beneficiaries and assistance for the poor. Tuition fees should be set according to the principle of covering necessary costs, accumulating funds for development, and eliminating other charges. Learners have the right to choose suitable educational institutions.

d) Diversify educational forms, develop networks of non-public educational institutions in two forms: privately established and privately operated, expanding cooperation and collaboration with foreign countries, and reasonably developing educational institutions funded entirely by foreign investors. The ownership of non-public educational institutions shall be determined in accordance with the Civil Code.

Each non-public educational institution may operate under either a non-profit or profit-making mechanism. Under the non-profit mechanism, apart from the portion used to ensure reasonable benefits for investors, the portion used to implement social policies of the Party and State, assist the poor, the main profits are used for development investment. Under the profit-making mechanism, profits can be distributed to individuals and must be taxed. Encourage the development of non-profit educational institutions.

Encourage domestic and foreign investment in various forms suitable to the development planning, requirements, and characteristics of education in each region. Investors in education shall be guaranteed legitimate material and spiritual benefits.

e) Strengthen inspection and supervision activities to ensure compliance with laws; promote the role of mass organizations, professional associations in monitoring socialized education activities. Create a favorable environment for development and fair competition in accordance with the law to promote the development of both public and non-public educational institutions in terms of scale and quality, and build educational institutions reaching advanced levels in the region and globally.

f) Socialization in education must ensure quality and effectiveness; ensure unified state management, maintain the core role of public schools in the national education system; align with the economic and social development needs of regions and localities.

2. General objectives:

a) Mobilize the participation of the entire society in the development of the education cause, build a healthy educational environment, making everyone and every organization contribute to the development of education as well as benefit from its outcomes.

b) Unify understanding among all levels, sectors, Party organizations, administrative bodies, mass organizations, economic and social organizations, individuals, groups, and communities about the important position and role of socialization in education in national development, clearly defining responsibilities in fulfilling educational obligations and contributing human and financial resources to develop the education cause.

c) Organize, coordinate, and manage better formal and informal, public and non-public education forms, and financial resources from the State and the people to rationally expand the scale, enhance the quality and effectiveness of education, meeting the needs of economic and social development.

d) Establish and promulgate a complete and synchronized legal system on socialization in education so that these activities can be carried out steadily and developed.

3. Orientation and development goals for socialization at different educational levels, degrees, and types:

a) For preschool education

Vigorously implement Decision No. 161/2002/QĐ-TTg dated November 15, 2002 of the Prime Minister on certain policies for developing preschool education. Expand the network of kindergartens and nursery classes across all residential areas, particularly in rural areas and difficult regions through a diverse system of schools and a widespread knowledge dissemination and child-rearing counseling network for families.

Encourage the establishment of private and public-private partnership kindergartens in cities, towns, and economically developed areas. Do not establish new state-owned kindergartens in these regions.

Prioritize the budget to invest in developing state-owned kindergartens in particularly difficult economic and social areas, remote areas, ethnic minority regions, border areas, and islands.

Transfer state-owned kindergartens with sufficient revenue and conditions to operate under an autonomous mechanism, bearing full responsibility for their tasks, organizational structure, staffing, and finance. In the short term, transfer state-owned kindergartens in urban and town areas and places with favorable conditions and developed economies to operate under a financial autonomy mechanism, self-financing all regular operational costs.

Develop a roadmap for transferring semi-state-owned kindergartens to private or public-private partnership status; gradually transfer state-owned kindergartens in economically developed areas and urban zones to private or public-private partnership status.

Encourage businesses, economic and social organizations, and the people to contribute funds and land for building national standard kindergarten facilities.

Strive to reach a ratio of approximately 80% of children in non-state-owned kindergartens and about 70% of preschool students in non-state-owned kindergartens by 2010.

b. For general education

b1. Primary education:

Encourage the establishment of various types of non-state-owned primary schools in urban and town areas and economically developed regions to mobilize social resources and high-income families to invest in primary education development.

Encourage businesses, economic and social organizations, and the people to contribute funds and land for building national standard primary schools and implementing a two-session school day system.

Implement preferential budget policies for remote, ethnic minority, and economically disadvantaged areas, while maximizing non-budgetary funding sources in areas with favorable conditions to invest in these regions.

By 2010, the ratio of non-state-owned primary school students nationwide should be around 1%.

b2. Lower secondary education:

Encourage the development of non-state-owned lower secondary schools in urban and town areas and economically developed regions.

Encourage businesses, economic and social organizations, and the people to contribute funds and land for building national standard lower secondary schools.

Implement preferential budget policies for ethnic minority, remote, and extremely disadvantaged areas to achieve universal lower secondary education. Ensure adequate budgets for universal education.

By 2010, the ratio of non-state-owned lower secondary school students should be around 3.5%.

b3. Upper secondary education:

Transfer state-owned upper secondary schools to operate under an autonomous mechanism, bearing full responsibility for their tasks, organizational structure, staffing, and finance. In the short term, transfer state-owned upper secondary schools in urban and town areas and economically developed regions to operate under a financial autonomy mechanism, self-financing part of their regular operational costs.

Develop a roadmap for transferring semi-state-owned upper secondary schools to private or public-private partnership status. Encourage the development of private and public-private partnership upper secondary schools across the country, especially in urban areas and economically developed regions.

By 2010, the ratio of non-state-owned upper secondary school students should be around 40%.

c. For vocational education:

Develop vocational training institutions suitable for local economic and social needs.

Encourage the development of private and public-private partnership vocational training institutions across the country, especially in

urban areas, economically developed regions, industrial zones, export processing zones, and large enterprises and conglomerates.

Transfer state-owned vocational training institutions to operate under an autonomous mechanism, bearing full responsibility for their tasks, organizational structure, staffing, and finance. In the short term, allow vocational training institutions to operate under a mechanism of self-financing all or part of their regular operational costs.

Transfer semi-state-owned vocational training institutions to private or public-private partnership status. Pilot the conversion of some state-owned vocational training institutions to non-state-owned status.

Encourage vocational training institutions to collaborate with high-quality foreign educational institutions for training purposes.

Strive to reach a ratio of approximately 30% of non-state-owned vocational school students by 2010.

d. For college and university education

Strengthen the delegation of autonomy and responsibility for tasks, organizational structure, staffing, and finance to state-owned colleges and universities. The Board of Directors is responsible for organizing the implementation of autonomy and responsibility according to the law.

Transfer state-owned colleges and universities with sufficient revenue to operate under a mechanism of self-financing all or part of their regular operational costs.

Convert semi-state-owned colleges and universities to private or public-private partnership status. Pilot the conversion of some state-owned colleges and universities that self-finance their regular operational costs to non-state-owned status.

Establish private and public-private partnership colleges and universities in provinces and cities with favorable conditions for development and a high demand for higher education (near industrial zones, economic zones, and large enterprises) but lacking such institutions.

Develop community college models in localities.

Encourage colleges and universities to collaborate with high-quality foreign educational institutions for training purposes.

Encourage domestic and foreign investors to invest in high-level human resource training.

Strive to reach a ratio of approximately 40% of students in non-state-owned colleges and universities by 2010.

đ. Lifelong education

d. Lifelong education

Promote the implementation of Decision No. 12/2005/QĐ-TTg dated May 18, 2005 of the Government on "Building a Learning Society for the period 2005-2010." Develop continuing education as a form of mobilizing community potential to build a learning society, creating opportunities for everyone at all levels, ages, and places to engage in lifelong learning that is suitable to their circumstances and conditions, contributing to raising literacy rates and improving the quality of human resources.

Expand distance education and other non-formal training methods. Create opportunities for a large number of workers to continue their studies, to be retrained, to participate in short-term, periodic, and regular training programs in educational and vocational skill programs that meet the needs of increasing labor productivity, income, or career change.

Develop community learning centers, continuing education centers, family scholarship movements, clan scholarship promotion activities, organize scholarship promotion activities in agencies, enterprises, secondary schools, and village-level scholarship associations towards building a learning society.

Strive to reach by 2010, the literacy rate among those aged 15 and above to exceed 98%; achieve a ratio of 80% of commune-level and district-level cadres participating in training and updating knowledge on management, law, economy, and society; achieve a ratio of 100% of civil servants and public officials in state agencies participating in training, retraining, and upgrading courses on professional and vocational skills; achieve a ratio of over 85% of workers in agriculture, forestry, and fisheries sectors accessing and benefiting from programs to improve professional and vocational skills; achieve 100% districts and counties having county-level continuing education centers; 100% provinces and cities having provincial-level continuing education centers, and over 80% communes, wards, and towns nationwide having community learning centers.

4. Measures and mechanisms to promote socialization in education:

a. Strengthen propaganda, mobilization, and information provision about socialized education to raise awareness throughout society.

Strengthen the leadership of Party committees at all levels, the guidance and management of People's Councils and People's Committees at all levels; leverage the roles of trade unions, women's associations, youth unions, pioneer organizations, student associations, scholarship promotion associations, and other social organizations to mobilize social resources to participate in developing the education sector.

Extensively propagate policies and guidelines on socialized education so that Party committees, authorities at all levels, public and private educational institutions, and the people have a correct and comprehensive understanding and effectively implement the policy of socializing education.

Strengthen theoretical research, clarify issues related to ownership, profit-making and non-profit activities, social responsibility of organizations, and forms of socialization in the field of education.

b. Continue to reform mechanisms, policies, and state management in education.

To accelerate the pace

of socialization, it is first necessary to continue reforming mechanisms and policies, changing thinking and management methods. Promptly adjust and revise mechanisms, policies, and management methods that are unsuitable and ineffective. Enact new policies to meet development needs, focusing on the following mechanisms and policies:

b1. Regarding state investment policies, capital mobilization, taxation, and credit:

Reform the mechanism for allocating the state budget in the field of education. State investment should focus on strategic priorities without spreading thinly; particularly paying attention to effectiveness, ensuring the leading role of public schools, maintaining socialist orientation; prioritizing those with meritorious service, assisting the poor, those under policy support, and regions with difficult economic and social conditions.

Study and gradually implement policies for tendering the provision of educational services ordered by the state; encourage all types of economic entities to participate in investing in education.

Encourage and provide initial support for a limited time from the state for public educational institutions transitioning to non-public status; encourage and support non-public educational institutions operating under a non-profit mechanism to register for activities. Non-public institutions can participate equally in bidding for state-ordered services.

Pilot allowing non-public schools (especially those in difficult and underdeveloped areas) to lease infrastructure long-term.

Enact regulations on cooperation and linkage between public educational institutions and industries, localities, businesses, and individuals in constructing facilities for non-public institutions to mobilize capital for development and repayment according to agreements. Pilot mobilizing funds from staff and employees, pilot transferring some public schools to private or shareholding status when conditions permit.

Enact policies to ensure legitimate material and spiritual benefits, property rights, and inheritance rights for individual and collective contributions and returns from various economic components and socialized education layers, and preferential credit policies from the National Development Support Fund. Continue to develop scholarship funds.

Continue to implement tax incentives for non-public educational institutions, especially those operating under a non-profit mechanism (continue implementing tax exemption and reduction policies; not applying corporate income tax for non-public educational institutions operating under a non-profit mechanism).

b2. Regarding land policies:

Localities should have specific plans and zoning schemes, implement transparency and simplification of procedures for leasing and allocating land to implement the government's policy, prioritizing land allocation for public and non-public schools.

Implement exemptions from land use taxes and rental fees for non-public educational institutions operating under a non-profit mechanism.

b3. Regarding tuition fees.

Fundamental reform of tuition fees: beyond state support based on budget capacity, tuition fees shall cover necessary teaching and learning expenses and accumulate funds for school development investment; initially, they should fully offset regular costs. All other charges outside tuition fees shall be abolished.

The State shall have policies to subsidize tuition fees or provide scholarships for students in compulsory education, for learners who are policy targets, those from difficult areas, the poor, and outstanding students, regardless of whether they study at public or private schools.

b4. On human resource policies:

Implement equal policies between public and private educational institutions regarding commendation and rewards, recognition of state titles, training and retraining of staff, and the transfer of staff between the public and private sectors. Gradually eliminate the concept of "permanent staff" in public institutions, transitioning to long-term employment contracts.

Enact policies for teachers and state officials participating in teaching and working in private educational institutions; specify the responsibilities of private educational institutions to ensure the quality and quantity of full-time and part-time faculty members appropriate to their scale and field, guarantee social insurance and health insurance, and establish training and upgrading programs for teachers and educational managers.

Enact policies for retraining and rejuvenating the teaching workforce during institutional transformation or operational mechanism changes in public educational institutions; state policies for training and supporting the teaching and management staff of private educational institutions, including policies to support private institutions in self-training and developing human resources, including overseas training and attracting foreign experts and managers.

The State shall implement incentive measures and encourage officials within working age to transfer to work at private educational institutions.

b5. Reform state management and administrative procedures:

The State shall uniformly manage public and private educational and training institutions; create conditions for these institutions to develop steadily and sustainably; ensure the interests of individuals, groups, and society as a whole; decentralize management, linking authority with responsibility at each level of educational administration, and among heads of administrative agencies at all levels; link task delegation with financial management decentralization, organizational personnel management, and ensuring other material conditions.

Distinguish state management from the day-to-day operation of institutions. On one hand, grant educational institutions full autonomy and responsibility; on the other hand, ensure ownership rights and the role of representatives of owners in public and private educational institutions.

Implement strong decentralization according to Resolution No. 08/2004/NQ-CP dated June 30, 2004 of the Government on further promoting decentralization in state management between the Government and provincial-level administrations directly under the central government. Increase local authorities' initiative and responsibility in managing education. Provinces and cities shall decide on socialized education mechanisms and policies applicable to their regions based on national mechanisms and policies.

Strengthen democratic practices in education and training, build a clear and transparent legal framework, and streamline administrative procedures for establishing educational institutions, creating favorable conditions for the entire society to participate smoothly in the process of socializing education. Specifically:

- Publicly announce the planning of educational institution networks; forecast development and resource mobilization needs to attract domestic and foreign investors.

- Amend and improve methods of allocating investment capital, placing orders, and budgetary support for education and training in different regions, linked to budget efficiency; provide opportunities for private educational institutions to access state financial resources through fair competition to enhance educational quality.

- Enact policies to ensure legitimate material and spiritual benefits, property rights, and inheritance rights of individuals and groups from various economic components and social strata participating in socialized education.

- Establish regulations on the organization and activities of Education Councils at all levels and Parent-Teacher Associations. Institutionalize the roles and functions of social organizations and businesses involved in the socialization process.

- Specify inspection and supervision systems and responsibilities at all management levels, while building grassroots democratic institutions (at local levels and in public and private educational institutions) to monitor management work and the professional quality of schools.

Supplement and perfect regulatory documents and macro-policies to implement the policy of socializing education, including:

- Issue guidelines for implementing decentralized educational management; guide the implementation of Private University Regulations, reduce establishment procedures for private educational institutions based on strict regulations, and provide detailed establishment and practice conditions.

- Amend the Regulations of Private Universities; amend and supplement preferential policies for private educational institutions (land use policies, tax exemption and reduction policies for schools engaged in taxable activities, loan policies for private educational institutions); policies for teachers and managers in private educational institutions (labor conditions, salaries, social insurance...); policies for private students (student credit policies).

- Enact regulations on the quality assessment of training in public and private schools; on inspections, evaluations, financial management, self-financial audits, accounting, and auditing.

c. Diversify curricula and training formats.

- Issuing guiding documents for the implementation of分级管理教育和培训；指导实施私立大学章程，减少非公立教育机构成立的手续，基于严格规定，详细指导成立条件和执业条件。

- Amend the charter of private universities; amend and supplement preferential policies for non-public educational institutions (land use policies, tax exemption and reduction policies for schools involved in tax-related activities, loan policies for non-public educational institutions); policies for teachers and managers in non-public educational institutions (labor systems, salaries, social insurance...); policies for non-public students (student credit policies).

- Enact regulations on quality assessment in public and non-public schools; regarding inspection, evaluation, financial management, asset management, and self-financial audit, accounting, and auditing.

c. Diversify training programs and forms of training.

Diversify training programs and forms based on standardized quality standards to enhance efficiency and create favorable conditions for every individual to have opportunities to access education at suitable locations and times; meet the changing needs of learners.

Establish a flexible, interconnected, and accredited training program system.

Develop a network of knowledge dissemination and child-rearing advisory services for families and remote education development. The State allocates a portion of its budget, loans, or aid money to build infrastructure and equipment for these educational facilities to deliver programs and organize remote education networks, thereby facilitating rural, mountainous, island, and far-flung areas' residents to access educational programs and knowledge dissemination.

Reform examination, testing, evaluation, and accreditation systems to manage and ensure the quality of all types of education and schools.

Develop standardization programs for teachers, leaders, managers, and civil servants. Create transitional, multi-stage training and regular refresher courses for workers.

d. Develop a network of non-state schools.

Encourage and provide preferential policies for public universities and colleges that self-finance most of their operational costs to transition to non-state institutions.

Prioritize permits for establishing non-state technical and technological universities and educational facilities with foreign investment in fields where there is a high demand for labor.

Establish state support policies for non-state educational facilities in investment, tax exemptions, and policies for educators and students.

Certificates from various levels of education have equal value for further studies or employment in agencies, enterprises, and socio-economic organizations, regardless of whether the educational institution is public or non-public.

d. Strengthen resources outside the state budget.

Along with gradually increasing the state budget allocation for education development and continuing to reform the budget distribution method to enhance budget utilization efficiency and raise additional funding for education, the following measures should be implemented:

- Determine unit costs for each level of education to adjust tuition fees, increase cost recovery capacity appropriate to each level, ensuring fairness in education consumption. Develop a new tuition fee system to replace Decision No. 70/1998/QĐ-TTg dated March 31, 1998, of the Prime Minister, covering both public and non-public institutions, aligning with training costs across regions, areas, and different training types; expand tuition exemption and reduction policies to ensure students and trainees from social policy groups, ethnic minorities, poor families, and economically disadvantaged regions can study with peace of mind.

- Diversify investment capital sources; encourage voluntary contributions and charitable donations for education; expand scholarship funds; encourage individuals and collectives to invest in opening new schools. Mobilize share capital contributions to establish private and independent schools at various levels. Establish training funds in production and business sectors to support the enhancement of professional skills of staff, subsidize staff members for studying, and conduct short-term training courses on scientific, economic, and technical topics. This fund will be formed based on contributions from production and business units within the sector and sponsors.

- Promote international cooperation to increase resources for education and training; strictly manage and effectively utilize projects funded by international financial organizations for education and training. Seek assistance from countries and international organizations to send cadres, students, and trainees abroad for study and research projects. The State allocates part of the budget or aid money to send people to study abroad in key fields according to the education and science and technology development strategy. Encourage and facilitate self-funded overseas study, providing information and guidance for them to choose majors according to national development requirements. Allow foreign universities or educational organizations, and Vietnamese living abroad to open schools in Vietnam, and invite foreign lecturers to teach at domestic universities.

e) Build schools as true cultural centers and healthy educational environments.

Strengthen Party leadership, implement social force linkage (United Front, General Confederation of Labor Vietnam, Ho Chi Minh Communist Youth Union, Vietnam Women's Union, Farmers' Association, Scholarship Promotion Association, Veterans' Association, Parent-Teacher Associations...) to positively influence education and training, gather social forces to participate in building school environments from infrastructure, landscape, teaching and learning discipline to internal school relationships and school-society relations, supporting schools to organize extracurricular and social activities.

Consolidate and develop the Education Congress forums at all levels to collect social contributions and demonstrate society's responsibility for education development.

Article 2.Organize the implementation of the Project:

1. The Ministry of Education and Training shall be responsible for:

a. Taking the lead and coordinating with relevant ministries, sectors, and provincial/municipal People's Committees to implement the Socialization of Education Planning Project; organizing inspections, supervision, evaluations, and periodic reports to the Prime Minister.

b. Establishing a Steering Committee for Developing Socialization in the Education and Training Sector to direct, urge, and implement the Socialization of Education Planning Project nationwide.

c) Take the lead and coordinate with relevant ministries and sectors to supplement and complete the following documents:

Circular guiding the implementation of the Government's Decree on分级管理教育和培训; circular guiding the implementation of the Private University Charter; promulgating the Private College Charter; joint circular guiding the conversion of public educational institutions to operate under an autonomous and self-responsible mechanism for performing tasks, organizational structure, and finance; submitting to the Prime Minister for issuance of a new tuition fee regime in educational institutions within the national education system; submitting to the Prime Minister for amendment of the Private University Charter; submitting to the Prime Minister for issuance of mechanisms to implement the conversion of semi-public and public educational institutions to private and non-profit forms; conducting quality assurance assessments at educational institutions (including both public and non-public institutions); completing the planning network and accelerating the review of establishment of non-public educational institutions in each region and nationwide; promulgating the operation regulations of the Education Councils at all levels; regulations on the organization and activities of the Parent-Student Representative Council; provisions on rewards for socialized education activities.

d. Cooperating with the Ministry of Finance and relevant ministries and sectors to complete and develop documents on prioritizing investment in mobilizing capital for socialized education, specifically: land rental policies with preferential prices for non-public educational institutions; tax exemption and reduction policies for educational institutions related to taxes; researching ownership, profit-making, and non-profit characteristics in non-public educational institutions; guidelines on land usage fees and transfer of land use rights in accordance with the current Land Law, suitable for each type of educational institution when transitioning; credit policies for non-public educational institutions; student credit policies; policies for attracting capital and investment in non-public educational institutions; bidding policies for services provided by the state; studying methods to convert state-funded support for students from public educational institutions to direct provision to beneficiaries; guidelines on the distribution of funds and income in non-public educational institutions; regulations on inspection, auditing, evaluation, and financial reporting in non-public educational institutions; promulgating the regulation on the education assistance fund.

đ. Cooperating with the Ministry of Home Affairs and relevant ministries and sectors to research and submit to the Prime Minister for issuance of models, organizational structures, autonomous mechanisms, and self-responsibility systems for educational institutions; social policies suitable for socialization initiatives and guidelines for converting public educational institutions to private or non-profit forms.

Cooperating with the Ministry of Home Affairs, the Ministry of Labor, Invalids and Social Affairs, and relevant ministries and sectors to complete and develop documents on labor regulations, employment contracts in non-public institutions, and synchronized policies between salary increases and staff reduction and surplus labor resolution in the education sector, policies for teachers and managers in non-public schools. Institutionalizing the role and functions of social organizations and enterprises participating in the process of socialized education.

e) Cooperating with the Ministry of Planning and Investment and relevant ministries, sectors, and localities to develop documents encouraging and attracting investment (including domestic and foreign investment) in the education sector, land planning, and land use plans at localities down to communes, wards, towns, villages to ensure sufficient land reserves for school construction.

Cooperating with the Ministry of Construction and the Ministry of Finance to establish a pilot mechanism for the state to construct infrastructure for long-term lease by non-public educational institutions.

2. Local People's Committees at all levels shall be responsible for:

a. Directing local educational agencies to develop plans and organize the implementation of socialized education in line with state policies, within their authority and conditions, and find every means to mobilize local resources to promote socialized education.

b. Developing policies and managing the implementation of socialized education locally in line with state policies encouraging socialization, particularly land and tax preferences, teacher benefits, and tuition fee frameworks for educational institutions under local management.

c) Regularly monitoring and inspecting the implementation of policies and mechanisms encouraging socialized education, promptly correcting deviations and negative practices, and strictly handling violations. Periodically summarizing experiences and timely proposing adjustments or supplements to the Ministry of Education and Training and the Government regarding mechanisms and policies, solutions, and exemplary models of socialized education that need to be expanded.

3. Educational institutions shall be responsible for:

Strictly implementing state policies and regulations on socialized education, enhancing autonomy and responsibility in mobilizing and effectively utilizing resources; adhering to the operational objectives stipulated in the School Regulations; continuously improving teaching and learning quality.

Article 3.

This Decision shall take effect fifteen days from the date of publication in the Official Gazette.

Article 4.

The Chairmen of Provincial and Central City People's Committees, Directors of Departments of Education and Training, Heads of Offices, Heads of the Planning and Finance Department, Heads of the Organization and Cadre Department, Heads of units under the Ministry, and Heads of educational institutions within the national education system are responsible for enforcing this Decision.