Decision No. 212/2003/QD-BLDTBXH on the issuance of regulations on the principles for building and organizing the implementation of vocational training programs.

DECISION

Regarding the promulgating principles for the development and implementation of vocational training programsprogramme for vocational training

________________________

THE MINISTER OF LABOR, WAR INVALIDS AND SOCIAL AFFAIRS

Pursuant to Decree No. 86/2002/NĐ-CP dated November 5, 2002 of the Government stipulating the functions, tasks, powers, and organizational structure of Ministries and ministerial-level agencies;

Pursuant to Decree No. 96/CP dated December 7, 1993 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Labor - Invalids and Social Affairs;

Pursuant to Decree No. 02/2001/NĐ-CP dated January 9, 2001 of the Government detailing the implementation of the Labor Code and the Law on Education regarding vocational training;

Considering the proposal of the General Director of the Vocational Training General Department,

DECISION:

Article 1. This Decision promulgates principles for the development and implementation of vocational training programs.

Article 2. The Director of the General Department of Vocational Training shall provide detailed guidance on the implementation of the principles for the development and implementation of vocational training programs issued together with this Decision.

Article 3. This Decision takes effect fifteen days from the date of signature. All previous regulations concerning the development and implementation of vocational training programs that conflict with the provisions issued together with this Decision are hereby abolished.

Article 4. The Head of the Ministry's Office, the Director of the General Department of Vocational Training, the Heads of management agencies of vocational training institutions, the Principals and Directors of vocational training institutions, and the Heads of related agencies and units are responsible for implementing this Decision./.

(Attached to Decision No. 738/2004/QD-NHNN dated June 16, 2004 of the Governor of the State Bank of Vietnam)

 

PRINCIPLES FOR THE DEVELOPMENT AND IMPLEMENTATION OF VOCATIONAL TRAINING PROGRAMS

(Issued together with Decision No. 212/2003/QĐ-BLĐTBXH, dated February 27, 2003

of the Minister of Labor - Invalids and Social Affairs)

This document sets forth the principles, contents, and organization of the development and implementation of vocational training programs applicable to vocational training institutions (public and private) throughout the country.

PART I

GENERAL PROVISIONS

Article 1. A vocational training program specifies the objectives, plans, and contents of vocational training activities aimed at equipping learners with occupational knowledge and skills; cultivating moral qualities, professional conscience, discipline awareness, industrial manners, and health to meet the requirements of economic and social development, and to consolidate national security and defense.

Article 2. The duration of long-term vocational training courses (including advanced levels) is determined according to each occupation, each level of training, and the initial level of the learner, ranging from one to three years. The duration of short-term vocational training courses (for semi-skilled levels) is determined based on sufficient knowledge and skills to perform one or several tasks of the occupation within less than one year.

Article 3. Principles for the development and implementation of vocational training programs serve as a basis for Ministries, sectors, and localities to organize the development of framework programs for groups of occupations, vocational training programs for individual occupations in their respective fields and regions; they also serve as grounds for managing training activities, conducting inspections, audits, and evaluating the outcomes of vocational training institutions.

Article 4. PRINCIPLES AND CONTENTS FOR THE DEVELOPMENT OF VOCATIONAL TRAINING PROGRAMS

Chapter II

PART 1. PRINCIPLES FOR THE DEVELOPMENT OF VOCATIONAL TRAINING PROGRAMS

Long-term vocational training programs (skilled and advanced levels) are developed based on the following principles:

Article 5. 1. Compliance with the list of occupations for training issued by the Ministry of Labor - Invalids and Social Affairs;

2. Based on occupational analysis;

3. Ensuring comprehensive, scientific, systematic, appropriate, and stable education;

4. Ensuring continuity in training;

5. Ensuring fundamental, practical, and gradually modernized training consistent with labor market development;

6. Ensuring uniformity among occupations within a group and the distinctiveness of each occupation;

7. Orienting towards regional and international vocational training standards.

7. Orienting towards regional and global vocational training standards.

Article 6. Chapter 1. SHORT-TERM VOCATIONAL TRAINING PROGRAMMES (HALF-SKILLED LEVEL) SHALL BE DEVELOPED IN ACCORDANCE WITH THE FOLLOWING PRINCIPLES:

1. BASED ON OCCUPATIONAL ANALYSIS;

2. ENSURING SCIENTIFICITY, SYSTEMATICITY, AND FLEXIBILITY;

3. ENSURING CONTINUOUS EDUCATION LINKAGES;

4. MEETING THE ACTUAL REQUIREMENTS OF THE LABOUR MARKET.

SECTION 2. FRAMEWORK CURRICULUM FOR GROUPS OF OCCUPATIONS

Article 7. The framework curriculum for groups of occupations consists of regulations on training objectives, common knowledge volume (including general subject knowledge, supplementary cultural knowledge or basic science knowledge, foundational technical and specialized knowledge), and common skills of all occupations within the same group, serving as the basis for developing training programmes for each occupation within the group.

Article 8. The framework curriculum for groups of occupations includes:

1. COMMON TRAINING OBJECTIVES FOR EACH GROUP OF OCCUPATIONS AT EACH TRAINING LEVEL;

2. TRAINING TIME FRAMES FOR EACH OCCUPATION WITHIN THE GROUP AT EACH TRAINING LEVEL;

3. CURRICULA OF COMMON SUBJECTS OR TRAINING MODULES FOR THE GROUP OF OCCUPATIONS;

4. RATIO OF STUDY TIME FOR COMMON KNOWLEDGE AND SKILLS BLOCKS OF THE GROUP OF OCCUPATIONS;

5. OUT-OF-COURSE EDUCATIONAL ACTIVITIES.

SECTION 3. VOCATIONAL TRAINING PROGRAMMES FOR INDIVIDUAL OCCUPATIONS

Article 9. Vocational training programmes for individual occupations must comply with the provisions of the framework curriculum for the group of occupations and reflect the specific characteristics of each occupation.

Article 10. Vocational training programmes for individual occupations shall be developed according to one of the following types of curricula:

1. CURRICULUM BASED ON SUBJECTS;

2. CURRICULUM BASED ON TRAINING MODULES;

3. COMBINED CURRICULUM BASED ON BOTH SUBJECTS AND TRAINING MODULES.

Article 11. Vocational training programmes for individual occupations include:

1. TRAINING OBJECTIVES AT EACH TRAINING LEVEL;

2. TRAINING PLAN;

3. CURRICULUM OF SUBJECTS OR TRAINING MODULES;

4. PLAN FOR OUT-OF-COURSE EDUCATIONAL ACTIVITIES.

Article 12. DEVELOPING TRAINING OBJECTIVES FOR EACH OCCUPATION

1. TRAINING OBJECTIVES ARE A SYSTEM OF KNOWLEDGE, SKILLS, ATTITUDES, AND COMPREHENSIVE EDUCATIONAL REQUIREMENTS THAT STUDENTS MUST ACHIEVE UPON GRADUATION.

2. DEVELOPING TRAINING OBJECTIVES FOR AN OCCUPATION MUST BE BASED ON SIMILAR OCCUPATIONAL STANDARDS AT THE TRAINING LEVEL.

3. TRAINING OBJECTIVES FOR EACH OCCUPATION MUST BE CLEAR AND LOGICALLY SEQUENCED.

Article 13. DEVELOPING TRAINING PLANS

1. TRAINING PLANS INCLUDE:

a) DISTRIBUTION OF TRAINING TIME OVER THE ENTIRE COURSE (AS SPECIFIED IN ANNEX I);

b) LIST AND DISTRIBUTION OF TIME FOR COMPULSORY AND ELECTIVE SUBJECTS OR TRAINING MODULES. THESE SUBJECTS OR MODULES MUST BE ARRANGED IN A LOGICAL AND SCIENTIFIC SEQUENCE;

c) REGULATION OF SUBJECTS (OR TRAINING MODULES) TO BE ASSESSED THROUGH MID-TERM EXAMS, END-OF-COURSE EXAMS, AND GRADUATION EXAMS.

2. REGULATING TIME FOR ACTIVITIES IN THE TRAINING PLAN

a) STUDY TIME IS CALCULATED IN WEEKS AND HOURS, INCLUDING CLASSROOM TIME (THEORETICAL, PRACTICAL, OR INTEGRATED THEORETICAL AND PRACTICAL, EXPERIMENTAL, FIELD WORK, INTERNSHIP, REVIEW, AND EXAMINATION TIME).

b) TIME ALLOCATED FOR COMMON ACTIVITIES IS CALCULATED IN WEEKS, INCLUDING OPENING AND CLOSING CEREMONIES, SEMESTER AND YEAR-END SUMMARIES, SUMMER AND HOLIDAY BREAKS, AND LABOUR ACTIVITIES.

Article 14. ALLOCATING TIME FOR KNOWLEDGE AND SKILL BLOCKS IN THE TRAINING PLAN.

1. TIME ALLOCATION FOR KNOWLEDGE AND SKILL BLOCKS IN THE TRAINING PLAN.

a) COMPULSORY SUBJECTS: POLITICAL EDUCATION, LEGAL EDUCATION, PHYSICAL EDUCATION, NATIONAL DEFENSE EDUCATION.

b) FOREIGN LANGUAGE, COMPUTER SCIENCE, AND OTHER SUBJECTS (IF ANY) MAY BE EITHER COMPULSORY OR ELECTIVE DEPENDING ON THE OCCUPATION.

2. TIME ALLOCATION FOR SUPPLEMENTARY CULTURAL OR BASIC SCIENCE KNOWLEDGE BLOCKS.

a) SUPPLEMENTARY CULTURAL OR BASIC SCIENCE KNOWLEDGE BLOCKS ARE SELECTED APPROPRIATELY TO PROVIDE SUFFICIENT KNOWLEDGE FOR TECHNICAL FOUNDATIONS AND SPECIALIZED KNOWLEDGE OF THE OCCUPATION AT DIFFERENT TRAINING LEVELS.

b) TIME FOR LEARNING SUPPLEMENTARY CULTURAL OR BASIC SCIENCE KNOWLEDGE IS REGULATED AS FOLLOWS:

- NOT MORE THAN 5% OF THE TOTAL CLASSROOM TIME FOR A COURSE LASTING FROM 18 TO 30 MONTHS FOR ENROLLEES WHO HAVE COMPLETED LOWER SECONDARY SCHOOL.

- NOT MORE THAN 8% OF THE TOTAL CLASSROOM TIME FOR A COURSE LASTING FROM 30 TO 36 MONTHS FOR ENROLLEES WHO HAVE COMPLETED UPPER SECONDARY SCHOOL.

3. TIME ALLOCATION FOR TECHNICAL FOUNDATION, SPECIALIZED KNOWLEDGE, AND OCCUPATIONAL SKILL BLOCKS.

a) TECHNICAL FOUNDATION KNOWLEDGE BLOCKS PROVIDE NECESSARY KNOWLEDGE FOR STUDENTS TO ACQUIRE SPECIALIZED KNOWLEDGE AND OCCUPATIONAL SKILLS. THE CONTENT OF TECHNICAL FOUNDATION KNOWLEDGE BLOCKS IS DEVELOPED FOR GROUPS OF OCCUPATIONS AND FOR EACH OCCUPATION. THE TIME ALLOCATION FOR TECHNICAL FOUNDATION KNOWLEDGE BLOCKS IS BETWEEN 10 - 20% OF THE TOTAL CLASSROOM TIME OF THE COURSE.

b) SPECIALIZED KNOWLEDGE BLOCKS PROVIDE THEORETICAL KNOWLEDGE OF THE GROUP OF OCCUPATIONS AND OF THE OCCUPATION. THE TIME ALLOCATION FOR SPECIALIZED KNOWLEDGE BLOCKS IS BETWEEN 8 - 15% OF THE TOTAL CLASSROOM TIME OF THE COURSE.

c) OCCUPATIONAL SKILL BLOCKS PROVIDE BASIC SKILLS OF THE GROUP OF OCCUPATIONS AND OCCUPATIONAL SKILLS. THE TIME ALLOCATION FOR OCCUPATIONAL SKILL BLOCKS INCLUDES PRACTICAL AND INTERNSHIP TIME, WHICH IS BETWEEN 55 - 75% OF THE TOTAL CLASSROOM TIME OF THE COURSE FOR SKILLED LEVEL PROGRAMMES AND BETWEEN 50 - 65% FOR HIGH-LEVEL PROGRAMMES.

TIME ALLOCATION FOR ACTIVITIES IN THE COURSE FOR EACH ENROLLEE CATEGORY (GRADUATES OF LOWER SECONDARY SCHOOL, UPPER SECONDARY SCHOOL, OR EQUIVALENT) IS REGULATED IN ANNEX III.

Article 15. DEVELOPING SUBJECT CURRICULA

1. THE SUBJECT CURRICULUM SPECIFIES THE KNOWLEDGE AND SKILLS THAT STUDENTS MUST ACHIEVE AFTER COMPLETING THE SUBJECT, IN LINE WITH THE TIME ALLOCATED IN THE TRAINING PLAN FOR EACH OCCUPATION. THE SUBJECT MUST MEET REQUIREMENTS REGARDING SCIENCE, TECHNOLOGY, ENGINEERING, AND PEDAGOGY. THE SUBJECT CURRICULUM SERVES AS THE BASIS FOR IMPLEMENTING TEACHING, WRITING TEXTBOOKS AND TEACHING MATERIALS, AND EVALUATING TRAINING EFFICIENCY.

2. THE SUBJECT CURRICULUM MUST ENSURE FUNDAMENTALITY, MODERNITY, CONTINUOUS EDUCATION LINKAGES, AND PRACTICAL APPLICATION. THE CONTENT OF THE SUBJECT CURRICULUM CONSISTS OF TWO PARTS: THE FUNDAMENTAL PART AND THE SPECIALIZED PART. THE FUNDAMENTAL PART REGULATES COMMON KNOWLEDGE AND SKILLS FOR THE OCCUPATION. THE SPECIALIZED PART REGULATES DEEPENED OR EXTENDED KNOWLEDGE AND SKILLS SUITABLE FOR THE PRODUCTION AND BUSINESS REQUIREMENTS. THE SPECIALIZED PART DOES NOT EXCEED 30% OF THE TOTAL KNOWLEDGE VOLUME OF THE SUBJECT.

3. STRUCTURE OF THE SUBJECT CURRICULUM:

- NAME OF THE SUBJECT, POSITION, NATURE, OBJECTIVES, AND REQUIREMENTS OF THE SUBJECT;

- General content and time distribution for parts, chapters, sections, and articles;

- Detailed content within each article;

- Guidance on implementing the course program.

Article 16. Building vocational training programs based on modules

1. The content of vocational training programs based on modules for each profession includes: number of modules, duration, sequence of module implementation, relationships between modules, and guidance materials for using the vocational training program based on modules.

2. Vocational training programs based on modules are developed according to the DACUM method.

3. Vocational training programs based on modules must ensure the following characteristics: completeness, suitability with the average ability of learners, continuous assessment, and modular development.

Article 17. Building training modules

1. Training modules are built according to one of the two types of structures below:

- Integration of basic knowledge with specialized theory and occupational practice;

- Integration of specialized theory and occupational practice.

2. Training modules are presented concisely, clearly, and succinctly, highlighting practical activities.

3. The structure of training modules includes:

- Objectives to be achieved after completing the module;

- Content (knowledge, skills, attitudes) of the module;

- Conditions for implementing the module (equipment, teaching aids, instructors, time, various learning materials, etc.);

- Assessment or examination used for evaluation before, during, and after the module implementation.

Article 18. Time and content for extracurricular educational activities

1. Extracurricular educational activities include: field trips, special topic reports, social activities, participation in experiments, application of scientific and technological achievements, and other activities serving educational goals.

2. Specific content and time for extracurricular educational activities are determined by the Principal of the vocational school or the Principal of the long-term vocational school.

SECTION 4. BUILDING SHORT-TERM VOCATIONAL TRAINING PROGRAMS

Article 19. Short-term vocational training programs include:

1. Training objectives;

2. TRAINING PLAN;

3. Course subjects or training modules.

Article 20. Building short-term vocational training objectives

1. Short-term vocational training objectives are a system of knowledge, skills, and attitudes to perform one or several tasks or jobs at the skilled level.

2. Training objectives must be clear and logically sequenced.

Article 21. Building short-term vocational training plans

1. Short-term vocational training plans include:

a) Distribution of total training time throughout the course;

b) List and distribution of time for course subjects or training modules. Course subjects and training modules must be arranged in a logical and scientific sequence;

c) Plan for assessing course subjects and training modules during the course.

2. Regulation on time allocation in the training plan

- Study time is calculated in weeks and hours, including: actual study time (theory, practice, or integration of theory and practice, internships, assessments); review and final assessment time;

- Time allocated for common activities is calculated in weeks.

3. Allocation of study time:

- Theory study time accounts for 20-30% of the total actual study time of the entire course;

- Practical study time accounts for 70-80% of the total actual study time of the entire course.

Article 22. Building course subjects and training modules for short-term vocational training programs is carried out in accordance with Article 15 and Article 17 of this regulation.

Chapter III

ORGANIZATION AND IMPLEMENTATION OF VOCATIONAL TRAINING PROGRAMS

Article 23. The Ministry of Labor, Invalids, and Social Affairs is responsible for performing the following tasks:

1. Lead and coordinate with relevant ministries and sectors to organize the development, review, and issuance of compulsory general subject programs, framework programs for certain groups of professions, and vocational training programs for certain common professions to be uniformly applied in vocational training institutions;

2. Regulations on organizing the development, organizing the review to issue framework programs for groups of professions, vocational training programs for individual professions, course programs, training modules, textbooks, and other learning materials used in vocational training institutions.

Article 24. Ministries and sectors perform the following tasks:

1. Lead and coordinate with relevant ministries and sectors to organize the development, review of framework programs for groups of professions, and vocational training programs for individual professions according to their assigned responsibilities; Issue framework programs for groups of professions and vocational training programs for individual professions after reaching a written agreement with the Ministry of Labor, Invalids, and Social Affairs for uniform application in vocational training institutions; Framework programs for groups of professions and vocational training programs for individual professions that have been issued shall be sent to the Vocational Training Administration under the Ministry of Labor, Invalids, and Social Affairs;

2. Organize the development, review, and approval of short-term vocational training programs;

3. Direct vocational training institutions under their management to strictly adhere to principles regarding the development and organization of implementation of vocational training programs, framework programs for groups of professions, and vocational training programs for individual professions that have been issued;

4. Organize inspections and audits of implementation.

Article 25. People's Committees of provinces and centrally governed cities perform the following tasks:

1. Organize the development, review, and issuance of specific vocational training programs after reaching a written agreement with the Ministry of Labor, Invalids, and Social Affairs; Vocational training programs for individual professions that have been issued shall be sent to the Vocational Training Administration under the Ministry of Labor, Invalids, and Social Affairs;

2. Organize the development, review, and approval of short-term vocational training programs;

3. Direct vocational training institutions under their management to strictly adhere to regulations and principles regarding the development and organization of implementation of vocational training programs, framework programs for groups of professions, and vocational training programs for individual professions issued by ministries, sectors, and localities;

4. Organize inspections and audits of implementation.

Article 26. Principals of vocational schools, Directors of vocational centers, and other registered vocational training institutions are responsible for:

1. Strictly adhering to regulations on the development and organization of implementation of vocational training programs and regulations within framework programs for groups of professions and vocational training programs for individual professions issued by ministries, sectors, and localities;

2. Organizing the development and implementation of training plans, teaching schedules, teacher plans, textbook compilation, teaching materials, and other learning materials.

Article 27. During implementation, if there are any issues, they should be reported to the Ministry of Labor, Invalids, and Social Affairs for research and resolution./.