Decision No. 22/2000/QĐ-BGD on the issuance of the Charter of Primary Schools

DECISION OF THE MINISTER OF EDUCATION AND TRAINING

Regarding the issuance of the Charter of Primary Schools

 

THE MINISTER OF EDUCATION AND TRAINING:

Pursuant to Decree No.15/CP dated March 2, 1993 of the Government on the tasks, powers, and responsibilities for state management of ministries, ministerial-level agencies, and government agencies;

Pursuant to Decree No. 29/CP dated March 30, 1994 of the Government on the tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to the Law on Universal Primary Education dated August 12, 1991;

Pursuant to the Education Law dated December 2, 1998;

At the proposal of the Head of the Primary Education Department,

 

DECISION:

Article 1:The Charter of Primary Schools is hereby issued together with this Decision.

Article 2:This Decision shall take effect fifteen days from the date of signature. This Decision replaces Decision No. 3257/GD & DT dated November 8, 1994 of the Minister of Education and Training on the issuance of the Charter of Primary Schools.

Article 3:Chairmen of Provincial People's Committees under the Central Government; Heads of Offices, Heads of the Primary Education Department, Heads of units related to the Ministry of Education and Training; Directors of Departments of Education and Training, Principals of primary schools are responsible for implementing this Decision./.

CHARTER OF PRIMARY SCHOOLS

(Issued together with Decision No.: 22/2000/QĐ-BGD&ĐT

dated July 11, 2000 of the Minister of Education and Training)

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation

This Charter stipulates the organization and operation of primary schools and other primary education institutions; the organization and individuals participating in primary education.

Article 2. Position of Primary Schools

Primary schools are educational institutions at the primary level, the foundational stage of the national education system. Primary schools have legal personality and their own seals.

Article 3. Tasks and Powers of Primary Schools

Primary schools have the following tasks and powers:

1.Organizing teaching, learning, and other educational activities according to the primary education program decided and promulgated by the Minister of Education and Training;

2.Mobilizing children of appropriate age to enter grade one, encouraging children who have dropped out to return to school, implementing universal primary education plans, and participating in literacy campaigns within the community;

3.Managing teachers, staff, and students;

4. Managing and using land, premises, equipment, and finances in accordance with the law;

5.Cooperating with parents of students, organizations, and individuals in the community to implement educational activities;

6.Organizing for teachers, staff, and students to participate in social activities within the community;

7.Implementing other tasks and powers as prescribed by law.

Article 4. System of Primary Schools

1.Primary schools are organized in the forms of public, semi-public, and private.

Semi-public and private primary schools are collectively referred to as non-public primary schools.

2.Specialized primary schools include:

a.Boarding primary schools for ethnic minorities;

b.Primary schools for disadvantaged children;

c.Primary schools for disabled children.

3.Other primary education institutions include:

a.Family primary classes established voluntarily by parents with sufficient capacity and expertise and taught directly by them;

b.Flexible primary classes established voluntarily by individuals, state organizations, and social organizations for children who do not have the conditions to attend regular schools;

c.Primary classes for disadvantaged children and disabled children.

Article 5. School Name

1.The naming of schools is regulated as follows:

a.For public schools: Primary School + name of the school;

b.For non-public schools: Primary School + type of school (semi-public, private) + name of the school.

2.The school name must be recorded on the establishment decision, seal, signboard, and transaction documents.

Article 6. Management Levels

1. Primary schools are managed and directly directed by the Department of Educationand Training.

2. Other primary education facilities are managed and supported by a public primaryschool based on the decision of the Chairman of the People's Committee of thedistrict, county, town, or provincial city (hereinafter referred to collectively as thedistrict level) upon the proposal of the Head of the Department of Education andTraining.

Article 7. Regulations on the organization and operation of specialized primaryschools and non-public primary schools

Specialized primary schools and non-public primary schools shall comply with therelevant provisions of this Charter, the regulations on the organization andoperation of specialized primary schools, and the regulations on the organizationand operation of non-public schools decided and issued by the Minister ofEducation and Training.

Article 8. School Rules

Each primary school is responsible for establishing its own rules based on thisCharter and the regulations mentioned in Article 7 of this Charter (for specializedschools and non-public schools).

Chapter II

ORGANIZATION AND MANAGEMENT

Article 9. Conditions for Establishing a School

A primary school will be granted a decision to establish when:

1. The establishment of the school is in accordance with the planning of theeducational network and meets the requirements for socio-economic development ofthe locality;

2. The organization of the school ensures:

a. Having sufficient management staff and teachers as stipulated in Articles 18,19, and 34 of this Charter;

b. Having basic infrastructure and equipment as required under Chapter VI of thisCharter;

c. Meeting financial conditions as prescribed by the Ministry of Finance.

Article 10. Authority to Establish a School

Primary schools are established by the decision of the Chairman of the People'sCommittee at the district level..

Article 11. Documents and Procedures for Establishing a School

1. The application documents for establishing a school include:

a. Application for establishment of the school;

b. Feasibility study with contents as stipulated in Article 9 of this Charter;

c. Project on organization and operation;

d. Curriculum vitae of the proposed principal.

2. The procedures for reviewing and approving the establishment of a school are as follows:

a. The People's Committee at the commune level (for public and semi-public primaryschools), organizations (for private primary schools) are responsible forpreparing files as prescribed in Clause 1 of this Article.

b. The Department of Education and Training receives the file; takes the lead andcoordinates with relevant agencies and the People's Committee at the commune levelto assess the suitability of establishing the school with the planning and socio-economic development plan of the locality, the feasibility of the feasibility studyas stipulated in Article 9 of this Charter; submits to the Chairman of the People'sCommittee at the district level for consideration and decision.

Within thirty days from the date of receiving complete and valid files, thecompetent authority is responsible for notifying the result in writing to the agencyor organization applying for the establishment of the school.

Article 12. Conditions for establishing other primary education institutions

Article 12. Conditions for Establishing Other Primary Education Facilities

Other primary education facilities will be granted a decision to establish when:

1. The establishment of other primary education facilities is in line with therequirement of universal primary education in the locality;

2. Organizations and individuals establishing other primary education facilitiesensure that their project on organization and operation includes:

a. Having teachers meeting the standards prescribed in Clause 1 of Article 33 ofthis Charter;

b. Having classrooms meeting the requirements for lighting, hygiene, studentdesks and chairs, teacher desks and chairs, and blackboards as stipulated in Article45 of this Charter;

Article 13. Documents and Procedures for Establishing Other Primary Education Institutions

1.Documents for requesting to establish other primary education institutions include:

a.Application for establishment;

b.A plan on organization and operation as prescribed in Clause 2, Article 12 of this Ordinance;

c.A document from a public primary school in the same district acceptingresponsibility for sponsorship and management;

d.A curriculum vitae of the person expected to head the primary educationinstitution.

2.Procedures for reviewing the establishment of other primary educationinstitutions:

a.Organizations and individuals prepare documents as prescribed in Clause 1 of thisArticle;

b.The Department of Education and Training receives the documents; reviews thefeasibility of the organizational and operational plan, submits it to the Chairmanof the District People's Committee for consideration and decision; notifies theresults in writing to the organizations and individuals requesting to establishother primary education institutions within thirty days from the date of receivingcomplete valid documents.

Article 14. Merger, Division, Separation, Suspension of Operations, Dissolution ofPrimary Schools and Other Primary Education Institutions

1.The authority that decides on establishment has the authority to decide on themerger, division, separation, suspension of operations, and dissolution of primaryschools and other primary education institutions;

2.Procedures for merging, dividing, and separating primary education institutions toestablish new primary education institutions shall comply with the provisions ofArticles 11 and 13 of these Regulations.

3.Suspension of operations and dissolution of primary schools and other primaryeducation institutions shall comply with the general regulations of the Government.

Article 15. Classes, Student Groups, Grade Levels, Branch Schools

1.Students are organized into classes. Each class has no more than 35 students.Each class has a class president, one or two vice-presidents elected by the studentbody or appointed by the class teacher. The election or appointment of the classpresident and vice-presidents is conducted monthly or every 2-3 months during theschool year according to the decision of the class teacher. The number of studentsin each class of specialized schools is regulated separately.

2.Each class has a teacher who serves as both the class teacher and the instructorfor various subjects. Depending on the specific conditions of each school, teachersmay be assigned to specialize in music, art, and physical education.

3.Each class is divided into several student groups. Each group has a group leaderelected by the students in the group or appointed by the class teacher and can bereplaced regularly monthly or every 2-3 months during the school year according tothe decision of the class teacher.

4.AT In schools with many classes, grade levels may be established to coordinatecommon activities among classes at the same level. The maximum number ofclasses in a primary school is 30. For existing schools, if the number of classesexceeds 30, the principal must take measures to reorganize the school and classes,report to the Director of the Department of Education and Training for submissionto the District People's Committee for consideration and decision.

4.AT In areas with particularly difficult economic and social conditions, primaryschools may have branch schools located at different points within the commune orcluster of communes to facilitate students' access to education. At each branchschool, there is a class teacher who concurrently assumes the responsibility formanaging the branch school as assigned by the principal.

Article 16. Professional Groups

1.Primary school teachers are organized into subject teams based on grade levels oracross grade levels. Subject teams have a team leader and one or two deputyteam leaders appointed by the principal.

2.Subject teams have the following responsibilities:

a.Developing the team's overall activity plan, guiding the development andmanagement of individual plans of team members according to teaching schedules,curriculum distribution, and other regulations of the Ministry of Education andTraining;

b.Organizing professional training and vocational training; inspecting andevaluating the quality and effectiveness of teaching and education of teachersaccording to the school's plan;

c.Proposing rewards and disciplinary actions for teachers;

d.Assisting the principal in directing other educational activities.

3.Subject teams meet once a week.

Article 17. Administrative and Management Team

The administrative, management, finance, library, health, security, and otherpersonnel (organized into the Administrative and Management Team) assist theprincipal in implementing services for teaching activities, education, and otheractivities of the primary school. The team has a team leader and one or two deputyteam leaders appointed by the principal.

Article 18. Principal

1. The principal of a primary school is responsible for managing the activities ofthe school, appointed by the Chairman of the People's Committee at the districtlevel for public and semi-public schools, recognized by the Chairman of thePeople's Committee at the district level for private schools, upon the proposal ofthe Director of the Department of Education and Training.

The principal of a primary school is appointed for a term of five years and mayserve no more than two consecutive terms at the same school.

2. The principal of a primary school must be a teacher with at least five yearsof teaching experience (excluding probationary period) at the primary level orhigher levels, trusted in political ideology, ethics, and expertise, possessingschool management capabilities, and in good health.

3. The principal of a primary school has the following duties and authorities:

a. Building and organizing the implementation of the academic year plan;

b. Organizing the school's organizational structure; establishing and appointingteam leaders for specialized teams and the Administrative and Management Team;establishing and appointing chairpersons for councils within the school;

c. Assigning, managing, and inspecting teachers' and staff members' work;proposing to the Director of the Department of Education and Training regardingdecisions on hiring, transferring, promoting teachers and staff members; awardingprizes and enforcing discipline on teachers and staff members according to stateprescriptions;

d. Managing administrative, financial, and property affairs of the school;

đ. Implementing democratic regulations within the school;

e. Managing students and student activities organized by the school; admittingstudents to study, recommending students to transfer schools; deciding onawards and disciplinary actions for students; reviewing assessment results,classifications, promotion lists, retention lists, and graduation examinationlists for students;

g. Attending training courses on politics, expertise, and school management;enjoying benefits of principals as prescribed.

Article 19. Deputy Principals

1. Deputy principals assist the principal. Each primary school has from one totwo deputy principals appointed by the Chairman of the People's Committee at thedistrict level, recognized based on the proposal of the Director of theDepartment of Education and Training and the principal.

2. Deputy principals must be teachers with at least three years of teachingexperience (excluding probationary period) at the primary level or higher levels,trusted in political ideology, ethics, and expertise, possessing school managementcapabilities, and in good health.

3. Deputy principals have the following duties and authorities:

a. Implementing and being responsible to the principal for assigned tasks;

b. Jointly bearing responsibility before superiors for school activities related totheir duties;

c. Acting on behalf of the principal to manage school activities when authorized.

d. Attending training courses on politics, expertise, and school management;enjoying benefits of deputy principals as prescribed.

Article 20. Teachers in Charge of the Ho Chi Minh Pioneer Youth Union andYoung Pioneers

Each primary school has one teacher in charge of the Ho Chi Minh Pioneer YouthUnion and Young Pioneers (hereinafter referred to as the teacher in charge of thePioneer Youth Union). The teacher in charge of the Pioneer Youth Union can befull-time or part-time, responsible for coordinating with the school to organizeand manage activities of the Pioneer Youth Union and extracurricular educationalactivities.

The Director of the Department of Education and Training appoints andrecognizes teachers in charge of the Pioneer Youth Union based on the proposal ofthe principal of the primary school.

Article 21. Education Council

1. The Education Council is an advisory body established by the Principal at thebeginning of each school year and chaired by the Principal. Members of theCouncil include deputy principals, secretary of the Party Branch, chairman of theTeachers' Union, secretary of the Ho Chi Minh Communist Youth Union, headteacher of the Young Pioneers, heads of specialized groups, some experiencedteachers with long service, and the head of the Parent-Teacher Association.

Whennecessary, the Principal may invite representatives of local authorities andorganizations to attend meetings of the Education Council.

2. TheEducation Council advises the Principal on the development of teaching andeducation plans; evaluates the implementation of the school's plan; reviews andestablishes lists of students recommended for early admission or grade advancement;summarizes teachers' experiences and initiatives; and proposes measures to improvethe school's operations.

3. TheEducation Council convenes at least once per semester.

Article 22. Other Councils in the School

1. The Competition and Reward Council is established by the Principal at thebeginning of each school year and chaired by the Principal. Members of the Councilinclude deputy principals, secretary of the Party Branch, chairman of the Teachers'Union, secretary of the Ho Chi Minh Communist Youth Union, head teacher of theYoung Pioneers, and class advisors.

TheCompetition and Reward Council assists the Principal in organizing competitionactivities and recommending lists of students for rewards.

TheCompetition and Reward Council convenes at the end of each semester.

2.In addition to the aforementioned Council, when necessary, the Principal mayestablish other advisory councils. The tasks, composition, and operating times ofthese councils are decided by the Principal.

Article 23. Party Organization and Social Organizations in Primary Schools

1. The Party organization in primary schools leads the school and operates withinthe framework of the Constitution and laws.

2. The Teachers' Union, Ho Chi Minh Communist Youth Union, Ho Chi Minh YoungPioneers, Ho Chi Minh Children's Stars, and other social organizations operate inprimary schools according to the law, aiming to assist the school in achievingeducational goals and principles.

Article 24. Property and Financial Management

1. The management of the school's property must comply with state regulations.Every member of the school has the responsibility to maintain and protect theschool's property.

2. The management of income and expenditure from financial sources of the schoolmust comply with accounting, statistical, and periodic reporting regulations ofthe Ministry of Finance and the Ministry of Education and Training.

Chapter III

EDUCATIONAL ACTIVITIES

Article 25. Educational Programs and Teaching Plans

1. Primary schools implement educational programs and teaching plans decidedand issued by the Minister of Education and Training.

2. Primary schools follow the annual schedule of study time prescribed by theMinistry of Education and Training for each school year.

3. Based on the teaching plan and annual schedule, primary schools develop theirown timetables. The timetable must be stable, suitable for the age group'spsychological and physiological characteristics, and ensure students' right toeducation.

Primaryschools organize two daily teaching sessions in accordance with the regulationsof the Ministry of Education and Training.

Thetemporary suspension of all classes due to special reasons not specified in theannual schedule must be decided by the Chairman of the People's Committee of thedistrict based on the proposal of the Director of the Department of Education andTraining.

Article 26. Textbooks and Reference Materials

1. Primary school textbooks include lesson books and exercise books according to the list prescribed by the Ministry of Education and Training for official, stable, and uniform use in teaching and learning at primary schools and other educational institutions.

2. The Ministry of Education and Training prescribes the list of reference materials permitted for use in primary schools. No organization or individual may compel students to purchase any type of reference material.

Article 27. Educational Activities

1. Classroom educational activities are conducted through teaching and learning compulsory and elective subjects as prescribed by the Ministry of Education and Training.

2. Extracurricular educational activities outside regular class hours are organized by the school in collaboration with external educational forces, including extracurricular activities related to science, literature, art, physical education and sports aimed at developing comprehensive abilities of students and nurturing students with special talents; recreational activities, field trips, tourism, cultural exchanges; environmental protection activities; public welfare labor activities; social activities; charitable activities suitable for the psychological characteristics of primary school students.

Article 28. System of Registers for Monitoring Educational Activities in Schools

The system of registers for monitoring educational activities in schools includes:

1. For the school:

Register of Enrollment;

Register of Universal Primary Education;

School Resolution Register;

Work Plan Register;

Teacher Performance Evaluation Register;

Roll Call and Grading Register;

Student Record Book;

Student Reward and Discipline Register;

Property, Infrastructure, and Financial Management Register;

Archive Register of Documents and Official Correspondence.

2. For teachers:

Class Advisor Register;

Comprehensive Record Register;

Observation Class Register;

Lesson Preparation Register.

Article 29. Assessment of Students

1. During the learning and training process, students are regularly assessed and evaluated according to the regulations of the Ministry of Education and Training.

2. The assessment of students must be conducted openly, fairly, objectively, accurately, and comprehensively.

3.AT Other primary educational institutions, at the end of each semester and academic year, the primary school responsible for managing such educational institution shall organize inspections and evaluations of student educational quality and confirm the results in each student's record book.

4. Primary school students from all types of schools, if meeting the conditions stipulated by the Ministry of Education and Training, may participate in fifth-grade excellence exams at their localities.

5. Students from all types of schools who have completed the primary school curriculum and meet the conditions stipulated by the Ministry of Education and Training may take the primary school graduation exam, and if successful, will be awarded a primary school graduation certificate.

6. Examination questions must be based on the requirements regarding content and methods reflected in the primary school education program and concretized in textbooks. The content of the primary school graduation examination is limited to the primary school education program of the fifth grade.

Article 30. Preserving and Promoting School Traditions

1. Each primary school has a tradition room to preserve documents and artifacts related to the establishment and development of the school. The tradition room serves as an educational venue for promoting the school's traditions and spirit of unity among teachers, staff, and students.

2. Each primary school may choose one day in the year as its traditional day and use that day to organize an annual or biennial school assembly.

3. Former students of primary schools may establish a liaison committee to preserve and promote the school's fine traditions; mobilize resources to assist the school in achieving its educational goals and principles.

Chapter IV

TEACHERS

Article 31. Primary School Teachers

Primary school teachers are individuals responsible for teaching and educating atthe school, including the principal, vice principals, subject teachers, and theoverall team leader for the Young Pioneers.

Article 32. Duties of Teachers

1. Subject Teachers

Subject teachers at primary schools have the following duties:

a. Teaching and educating according to the educational program and teaching plan;preparing lessons, conducting assessments, and evaluating students in accordancewith regulations; attending classes on time without arbitrarily skipping classesor sessions, ensuring the quality and effectiveness of teaching; managingstudents during educational activities organized by the school; participating inprofessional activities of their subject groups;

b. Participating in the popularization of primary education in the locality;

c. Cultivating moral character, cultural studies, and professional skills to enhancethe quality and effectiveness of teaching and education;

d. Fulfilling civic duties, complying with laws, and decisions of the principal;accepting tasks assigned by the principal, being subject to inspection by theprincipal and educational management levels;

đ. Maintaining personal integrity, honor, and reputation; serving as role modelsfor students, showing love and respect for students, treating them fairly;protecting legitimate rights and interests of students; fostering unity andsupport among colleagues;

e. Proactively coordinating with the Ho Chi Minh Communist Youth League, HoChi Minh Children's Pioneer Corps, parents, and related social organizations ineducational activities;

g. Performing other duties as prescribed by law.

2. Overall Team Leader for the Young Pioneers

The overall team leader for the Young Pioneers is a primary school teacher who hasbeen trained in the work of the Ho Chi Minh Communist Youth League and Ho ChiMinh Children's Pioneer Corps, with the duty to organize activities of theseorganizations within the school.

Article 33. Rights of Teachers

Primary school teachers have the following rights:

1. Being provided conditions by the school to fulfill teaching and educational duties;

2. Enjoying all material and spiritual benefits and health care according to theregime and policies stipulated for educators;

3. Participating in school management directly or through their own organization;

4. Receiving full salary and allowances as prescribed when sent for training toenhance professional qualifications;

5. Exercising other rights as prescribed by law.

Article 34. Required Training Level

1. Primary school teachers must meet the standard of nine years of generaleducation plus three years of specialized training in regions with particularlydifficult socio-economic conditions, and twelve years of general education plus twospecialized years for other regions.

2. Primary school teachers who have not met the standard set forth in Clause 1 ofthis Article must be provided conditions by the school and educationalmanagement agencies to study and train to reach the standard.

3. Primary school teachers with higher qualifications than the standard shall beprovided conditions to fully utilize their abilities in teaching and education.

4. Graduates from vocational high schools, colleges, and universities withoutpedagogical training wishing to become primary school teachers must undergoprimary pedagogical training at pedagogical schools or departments.

Article 35. Conduct, Language, and Dress Code for Teachers

1. The conduct and language of teachers must be exemplary and have an educationalimpact on students.

2. The attire of teachers must be neat, simple, and appropriate for teachingactivities, in accordance with the Government's regulations on the dress code forstate officials.

AT In places with suitable conditions, teachers may wear uniforms daily when atschool or on certain days of the week or month as decided by the school principalbased on the proposal of the School Education Council.

Article 36. Prohibited Behaviors for Teachers

Teachers shall not engage in the following behaviors:

1. Insulting the dignity and personality, or physically assaulting students andcolleagues;

2. Cheating in admissions, examinations, and intentionally misjudging studentlearning outcomes and training results;

3. Violating the regulations on additional classes outside regular hours issued bythe Ministry of Education and Training, provincial People's Committees, andProvincial Departments of Education and Training;

4. Smoking, drinking alcohol, or beer during class time and while participating ineducational activities at school.

Article 37. Rewards and Sanctions for Violations

1. Teachers who achieve outstanding results will be rewarded, receive commendationtitles, and other prestigious titles.

2. Teachers who commit faults will be subject to administrative sanctions accordingto the nature and severity of the violation, as stipulated in the regulations onadministrative penalties in the field of education.

Chapter V

STUDENTS

Article 38. Age of Elementary School Students

1. The age range for elementary school students is from 6 to 14 years old. The agefor entering first grade is 6 years old.

2. Children with good physical strength and early intellectual development maybegin schooling before their age or skip grades if permitted by the Director of theProvincial Department of Education and Training based on the recommendation ofthe School Education Council in accordance with the guidelines of the Ministry ofEducation and Training. The total number of years of schooling before age andskipping grades within the entire elementary level shall not exceed one year. Incases where schooling before age and skipping grades exceed one year within theentire level, approval from the Minister of Education and Training is required.

3. Children in areas with particularly difficult socio-economic conditions, childrenwith disabilities, children with poor physical and intellectual development,children disadvantaged, and students returning from abroad may enter first gradeat an older age than specified in Clause 1 of this Article, as provided by theMinistry of Education and Training.

Article 39. Responsibilities of Elementary School Students

Elementary school students have the following responsibilities:

1. Respecting teachers, staff members, and school personnel; fostering unity andmutual assistance among peers; promoting the school's fine traditions; complyingwith the school's charter and internal regulations; adhering to social order andsafety rules;

2. Diligently studying and completing all academic and training tasks as required byteachers and the school;

3. Caring for physical fitness, maintaining personal hygiene, and preserving andprotecting the environment;

4. Participating in collective school, class, and Ho Chi Minh Youth Pioneer andYoung Pioneer activities; protecting school property; assisting family members,participating in public welfare work, and community service activities appropriate totheir age.

Article 40. Rights of Elementary School Students

Elementary school students have the following rights:

1. To enroll in an elementary school located in their residential commune, ward, ortown (hereinafter referred to collectively as commune); to choose a school outsidetheir residential area if that school has the capacity to accept them; to transfer toanother school for valid reasons;

Students from other educational institutions may continue their studies at anelementary school if they have complete legitimate documentation.

2. To enjoy comprehensive education equally; to ensure minimum conditions of time,infrastructure, hygiene, and safety for learning in class and self-study at home; toreceive information about their own studies; to use school equipment and meansof support for educational, cultural, and sports activities according to regulations;

3. To be respected and protected, treated equally and democratically; to have theright to appeal to the school and educational management levels regarding decisionsaffecting themselves;

4. To participate in activities aimed at developing talents in subjects, physicaleducation, sports, and arts organized by the school if they meet the prescribedconditions;

5. To receive scholarships or other financial assistance as stipulated for studentsbenefiting from social policies, students facing severe living difficulties, andstudents with special abilities;

6. To enjoy other rights as provided by law.

Article 41. Conduct, Language, and Dress Code for Elementary School Students

1. The conduct and language of elementary school students must be cultured, appropriate to their age group's moral standards and lifestyle.

2. The attire of students must be clean, neat, simple, suitable for their age, and convenient for learning and living at school. When attending classes, students are not allowed to apply lipstick, powder; paint nails, wear jewelry.

Article 42. Prohibited Behaviors for Students

Students shall not engage in the following behaviors:

1. Being rude, insulting the dignity and reputation, or physically assaulting teachers and staff members of the school;

2. Cheating during exams and tests;

3. Gambling; transporting, storing, using drugs, weapons, explosives, flammable substances, harmful chemicals; circulating obscene cultural products;

4. Fighting, causing disorder in school and society;

5. Smoking, drinking alcohol.

Article 43. Rewards and Disciplinary Measures

1. Students who excel in studies and discipline shall be rewarded by the school and educational management levels in the following forms:

Praise before the class every month;

Awarding titles and prizes for outstanding and excellent students;

Issuing certificates and commendation letters if they achieve results in student excellence exams;

Other forms of rewards.

2. Students who commit faults during the learning and discipline process may be advised or punished in the following ways:

Criticism before the class;

Disciplinary action with notification to parents.

Chapter VI

PHYSICAL INFRASTRUCTURE AND EQUIPMENT.

Article 44. Schools

1. Location

The location of the school must meet the following requirements:

a. The distance from the students' homes to the school or branch school should be within 1-2 km; for areas with particularly difficult economic and social conditions, it should not exceed 3 km. If the distance exceeds the above regulations, the school must negotiate with the parents to ensure convenient and safe transportation for students to and from school.

b. The surrounding environment should not negatively impact teaching, learning, and safety.

2. Floor Area

The floor area for building the school is determined based on the number of classes, students, and regional characteristics, with a minimum average of 10 m² per student in rural and mountainous areas, and 6 m² per student in urban and town areas. The design model for elementary schools follows the regulations of the Ministry of Education and Training for each region. ²/1 student for rural and mountainous areas, and 6 meters ²/1 student for urban and district city areas. The primary school design template shall be implemented in accordance with the regulations of the Ministry of Education and Training for each region.

3. School Premises

The school premises must have protective fencing (brick wall or green hedge) at least 1.5 meters high. The school gate and protective fence must ensure safety and aesthetics. At the main entrance, there must be a signboard with large, elegant, and easily readable text according to the following content:

Top left corner

First line: People's Committee of the district (name of the district, city, town, or city belonging to the province)

AT Second line: Department of Education and Training.

Center: Name of the school as prescribed in Clause 1 of Article 5 of this Charter.

Bottom: Address and phone number of the school (if available).

4. Structure of Facilities

a. Classroom Block: The number of classrooms built corresponds to the number of classes in the school.

b. Educational Support Block:

Physical education room;

Art room or multi-purpose hall;

Library: book storage, reading room for students, reading room for teachers;

Educational equipment room;

Young Pioneer activity room.

c. Administrative Block

Principal's office (for larger schools, additional vice-principal's office may be required);

Teachers' room;

Office;

School health room;

Warehouse;

Reception and security room near the school gate.

d. Playground and Sports Field Area: Not less than 30% of the total floor area of the school. The playground must be flat, with flowers and shade trees planted. The sports field must have high jump and long jump pits that meet standards and ensure student safety.

đ. Sanitation Area, Waste Storage Area, and Water Supply and Drainage System according to the general regulations of the Ministry of Education and Training regarding elementary school sanitation.

e. Parking Area for Students, Teachers, and Staff.

Article 45. Classrooms

1. Classrooms must ensure sufficient lighting, be cool in summer and warm in winter; guarantee safety for teachers and students, and comply with the hygiene standards for primary schools as prescribed by the Ministry of Education and Training.

2. The following equipment shall be provided in classrooms:

Student desks and chairs suitable in size for each age group (ensuring one seat per student);

One desk and one chair for the teacher;

A blackboard;

A podium and a lectern for the teacher's desk and chair;

An electrical lighting system and fan system (for schools connected to the power grid);

Wall cabinets (for schools with adequate conditions);

All equipment must meet technical standards and placement requirements as stipulated in the hygiene standards for primary schools.

Article 46. Library

1. The school library serves teaching and learning activities for teachers and students; it organizes for students, according to their categories, to borrow textbooks, contributing to ensuring that all students have textbooks for their studies; it also arranges mobile bookshelves to be brought to satellite campuses.

2. Each primary school shall have a library comprising: a book storage area, a reading room for students, a reading room for teachers; equipped with necessary facilities such as bookcases, filing boxes, tables, and chairs.

Article 47. Educational Equipment

1. Primary schools must be fully equipped with educational devices; they must organize effective management and utilization of educational equipment in teaching and learning activities as prescribed by the Ministry of Education and Training.

2. Teachers are responsible for using educational equipment in accordance with the content and methods prescribed in the education curriculum.

Chapter VII

SCHOOL - FAMILY - SOCIETY

Article 48. Responsibilities of the School towards Families and Parent-Teacher Associations

1. Schools must proactively and closely coordinate with families and Parent-Teacher Associations to build a unified educational environment to achieve educational goals and principles.

2. The Parent-Teacher Association is an organization elected by parents, guardians, and other legal representatives of primary school students to represent them in resolving relationships between the school and the family, thereby enhancing the quality and effectiveness of education.

3. Each primary school shall have a Parent-Teacher Association for each class and a Parent-Teacher Association for the entire school:

a. The Parent-Teacher Association for each class, consisting of three to five members, is tasked with coordinating with the class teacher to encourage families to fulfill their responsibilities and rights regarding their children's education and training.

b. The Parent-Teacher Association for the entire school, consisting of five to nine members elected from the class Parent-Teacher Associations, is tasked with coordinating with the school's Education Council and the commune-level Education Council to contribute to implementing the cooperative relationships prescribed in Article 49 of this Charter. The head of the school's Parent-Teacher Association is a member of the school's Education Council.

Article 49. Relationships Between the School, Family, and Society

Schools must proactively coordinate with the commune-level Education Council, the school's Parent-Teacher Association, political and social organizations, and individuals passionate about the education of children in the community, to:

Unify viewpoints, content, and methods of education among the school, family,andsociety;

Mobilize all community resources to care for the education cause, foster a learning movement, and create a healthy educational environment, contributing to building the physical infrastructure and educational equipment of the school.